Interactive Powerpoint_How to Master effective communication
Lesson study jpn selangor[1]
1. PROGRAM LESSON STUDY
PROJEK RINTIS 2011
JABATAN PELAJARAN SELANGOR
Disediakan oleh:
NOR FARIDAH BT A.BAKAR
KPP Bahasa Inggeris
SEKTOR PENGURUSAN AKADEMIK
2. Latar belakang Program
Objektif : meningkatkan keberkesanan P & P bagi tajuk-tajuk yang sukar untuk
diajar dan difahami oleh murid.
Kajian: - dilaksanakan oleh Dr Chin Mei Chin, BPK dan 3 guru BI di SK Taman
Putra Perdana, Sepang, Selangor
- telah dibentangkan di The APEC-SEAMEO (RELC) International
Seminar : Language Applications in Lesson Study Track, SEAMEO
Regional Language Centre, Singapore pada 20 April 2010
Tindakan JPN Selangor: (mulai Mac 2011)
- rintis 2011 ( 37 SM, 35 SR) , perluasan 2012
- Taklimat kepada Pegawai PPD bagi pelaksanaan program
- Pegawai PPD memilih sekolah yang terlibat – sekolah yang berada di
Band 4,5,6
- pelaksanaan program mulai Mac 2011
- tidak melibatkan pergerakan guru keluar sekolah (GC sebagai pakar rujuk ,
dirujuk melalui telefon/emel)
- tidak melibatkan kelas peperiksaan
3. Maklumbalas peserta program
KEBAIKAN KELEMAHAN
-Percambahan idea yang baik - Kurang kerjasama dari guru dan
- perancangan guru lebih teliti pentadbir
- Penggunaan teknik yang sesuai bagi tajuk- - Menganggap ia satu
tajuk tertentu bebanan/lebih kerja – menyediakan
- penyediaan BBM yang sesuai dan lebih RPH yang komprehensif dan BBM
efektif serta memenuhi keperluan murid - Tidak mahu berkongsi idea/suka
-Mengenalpasti dan membetulkan salah merancang sendirian
konsep yang terdapat di kalangan murid
-Dapat mengaitkan isi pengajaran dengan
pengalaman sebenar murid
-Memindahkan isi pengajaran kepada
persembahan yang berkesan
-Menggunakan analogi yang pelbagai
4. Impak Program
Meningkatkan kemahiran guru – menggunakan
BBM yang sesuai, teknik/strategi pengajaran
yang efektif
Meningkatkan tahap profesionalisme guru
Meningkatkan kejelekitan (collegiality) –
motivasi, kerjasama dalam satu pasukan,
kemesraan antara guru meningkat
Wujud budaya perkongsian ilmu
Murid lebih seronok belajar, penggunaan BBM
yang menarik, penglibatan aktif, aktiviti yg
pelbagai
5. Introduction
• Teaching Comparative Adjectives (English Language)
• Government primary school
3 English language teachers
• Procedures:
- Group Discussion – preparing of Lesson
Plan, Teaching and Learning Materials
- Classroom Observation
- Document Review /Reflection
• Instrument:
- Classroom Observation Form
- Reflection Notes Guide
• Sample: Three Year 3 Classes (age 9)
- 3 Merak & 3 Merpati: Ms Kwa Jin Nee
- 3 Kelicap: Ms Norazian Mat Anuar
6. 2 Mac 2010
- Use the lesson plan (LP1) for Class 3 Merak
- Observe lesson using a classroom observation form
- Analysis and
discussion of lesson
- Revision of lesson
plan and materials
- Write reflection
notes
7. 3 Mac 2010
- Use revised lesson plan (LP2) for Class 3 Merpati
- Observe lesson using revised observation form
- Analysis and
discussion of lesson
- Revision of lesson plan
and materials
- Write reflection notes
8. 4 Mac 2010
- Use revised lesson plan (LP3) for Class 3 Kelicap
- Observe lesson using revised observation form
- Analysis and discussion
of lesson
- Write reflection notes
- Share lesson plan (LP3)
with other teachers
11. Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]
Goals: i. to understand and follow simple instructions such as
‘blow’, ‘start’, ‘stop’
ii. to understand the concept of comparative adjectives
iii. to perform a simple chant
LOs: 1.4.2 Listen to and follow simple instructions to do something or
make something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
3.6.4 Pick out words that show comparison
12. Set Induction
GROW!
i. 4 pupils are asked to blow balloons
ii. Comment on the activity using
comparative adjectives
[e.g. size of the balloons]
13. Presentation [Activity 1]
Vocabulary exercise
i. Some pupils will be given picture cards which they
have seen in previous lessons
ii. Each of them will take turns to show their picture
cards to their classmates and name the sea creatures
on each card
14. Presentation [Activity 2]
I Am…..
i. Narrate a dialogue between two sea creatures
using figurines. Pupils listen.
ii. Question and answer session pertaining to
comparative phrases.
15. Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative
adjectives.
ii. Explain concept:
- adding ‘-er than’
- doubling last letter and adding ‘-er than’
16. Production
Chant: I Am…..
i. Put up chant. Recite and pupils follow.
ii. Divide pupils into two groups. Groups to
chant the dialogue.
17. Closure
Comic Strip: I Am…..
i. Pupils complete the comic strip of the
dialogue ‘I Am….’
19. Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]
Goals: i. to understand and follow simple instructions such as
‘blow’, ‘start’, ‘stop’
ii. to know different forms of comparative adjectives
understand the concept of comparative adjectives
iii. to perform a simple chant
LOs: 1.4.2 Listen to and follow simple instructions to do something or
make something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
4.3.2
3.6.4 Complete missing words in simple texts such as instructions,
Pick out words that show comparison
directions, descriptions, rhymes, stories and other texts
[with guidance in the form of words and pictures]
20. Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative
adjectives.
ii. Explain concept: forms of comparative adjectives:
Introduce different
- adding ‘-er than’
- doubling last letter and adding ‘-er than’
- replacing last letter ‘y’ with ‘-ier than’
21. Teaching Material
Sentence Cards
Size of sentence Size of improved
cards used in the sentence cards in
first lesson subsequent lessons
23. Ms Kwa (conducted LP1 & LP2 and observed LP3)
- useful to have input from the observers [my
colleagues and the researcher] to better improve
my lesson plan.
- could save teachers’ time as the prepared
teaching aids and worksheet can be shared.
- it gives an opportunity to think deeper about my
own teaching strategy and methodology.
- able to come up with ideas to improve on my
class instruction, strategy, etc.
- lesson study provides professional upgrading for
each individual as we are able to learn from each
other informally.
24. Ms Norazian (conducted LP3 and observed LP1, LP2)
I am very happy and delighted to be involved in
this lesson study project.
I learnt new teaching strategies and skills during
the first and second observations.
The group discussions help me to adapt and
produce new ideas in teaching to make the
lesson more interesting.
It is also good input for teachers as they can sit
together and discuss better solutions for
teaching difficult topics.
25. Ms Nor Azura (observed LP1, LP2 & LP3)
Frankly, I had significant reservations as the process began. We
were three teachers who had never worked together in terms of
teaching. I thought it unlikely that we would be able to create and work
effectively toward a common goal. I also questioned whether we would
have enough of a common frame of reference to offer useful feedback
to each other. We began with a rather fitful attempt at goal-setting. At
first, this activity felt hopeless but in retrospect, it was in fact the
perfect way for us to begin. As we talked of our dreams for our pupils
and the gaps that prevented their fulfillment, we were getting to know
each other. This discussion allowed each of us to share our visions and
frustrations, and it became apparent that despite our differences we
had a great deal in common. What seemed like something of an
aimless, philosophical discussion actually created the beginnings of the
common ground from which we could work together. We also created a
pretty good goal - one that each of us found worthwhile and that we
were willing to extend ourselves to achieve. Clearly, the value of lesson
study is primarily in the process, the creating, the professional dialogue,
and in looking at a broader picture of what we do as teachers.
27. • One standard lesson plan may not be
workable for all classes. A teacher would
still need to adopt and adapt activities in the
lesson to suit the needs of the pupils in the
class.
• Lesson Study is a continuous learning process
as it gives an opportunity to participating
teachers to emulate each other’s strong/good
qualities in teaching.
• The Lesson Study method affords flexibility
in using the lesson plan.
