Kelas abad ke 21[1]
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The document discusses the changing skills and competencies needed for the future workplace. Due to globalization, young people need innovative thinking skills, cultural awareness, and strong communication and collaboration abilities. Low-skilled jobs are declining while knowledge work is increasing. The future will demand skills like creativity, problem-solving, digital literacy, and adaptability. Education systems are shifting focus from content delivery to developing these 21st century skills and dispositions through student-centered, collaborative, project-based learning. Classroom spaces are also evolving from rigid designs to accommodate new pedagogies.
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Kelas abad ke 21[1]
- 1. 11/10/14 1
- 2. 11/10/14 2
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- 4. 11/10/14 We have moved into a more demanding cognitive age, compelling people to become better at absorbing, processing and combining information. Can we learn to change with it? Who might our kindergarten children be working with on an on-the-job project in 2025? 4
- 5. 11/10/14 5
- 6. 11/10/14 Because of globalization—the ongoing process of intensifying economic, social, and cultural exchanges across the planet—young people the world over need more innovative thinking skills, cultural awareness, higher-order cognitive skills, and sophisticated communication and collaboration skills than ever before. 6
- 7. 1900 1950 2000 100% 80% 60% 40% 20% 0% 11/10/14 Low skill jobs Knowledge work jobs Source: Partnership for 21st Century Skills http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120 7
- 8. 11/10/14 The Future World of Work Creative Work — • Research • Development • Design • Marketing/Sales • Global Supply Chain Management Source: Partnership for 21st Century Skills http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120 8
- 9. 11/10/14 Job Outlook 2002, National Association of Colleges and Employers (NACE) 9
- 10. 11/10/14 7 survival skills in the 21st century; 1.Critical thinking and problem solving; 2.Collaboration across networks and leading by influence; 3.Agility and adaptability; 4.Initiative and entrepreneurship; 5.Effective oral and written communication; 6.Accessing and analyzing information; and 7. Curiosity and imagination. 10
- 11. 11/10/14 Di Malaysia, Kementerian telah mengenal pasti kemahiran abad ke-21 yang sesuai dengan konteks tempatan dan dapat menyediakan warga Malaysia untuk bersaing pada peringkat antarabangsa. Untuk itu, kurikulum kebangsaan bermatlamat untuk melahirkan murid yang seimbang, berdaya tahan, bersemangat ingin tahu, berprinsip, bermaklumat,patriotik, serta mempunyai kemahiran berfikir berkomunikasi, dan bekerja secara berpasukan 11
- 13. 11/10/14 13
- 14. Pembelajaran abad ke- 20 Dipimpin guru Arahan langsung Pengetahuan Kandungan Kemahiran asas Teori Kurikulum Individu Bilik darjah Pentaksiran sumatif Belajar untuk sekolah 11/10/14 14
- 15. Pembelajaran abad ke- 21 Dipimpin guru Arahan langsung Pengetahuan Kandungan Kemahiran asas Teori Kurikulum Individu Bilik darjah Pentaksiran sumatif Belajar untuk sekolah Berasaskan murid Pembelajaran kolaboratif Kemahiran Proses Pemikiran Aras Tinggi Praktikal Kemahiran hidup Berkumpulan Komuniti Pentaksiran formatif Belajar untuk kehidupan KKeesseeiimmbbaannggaann 11/10/14 15
- 16. 11/10/14 “sekolah harus menyediakan peluang pendidikan dengan kurikulum berasaskan projek yang autentik dengan keadaan kehidupan sebenar, melibatkan murid menangani dan menyelesaikan masalah kehidupan sebenar serta isu yang penting dalam kehidupan sejagat. Pendidikan yang diberikan harus meningkatkan pengetahuan dan kreativiti murid dan pada masa yang sama membolehkan murid berfikir, menaakul, membuat keputusan yang bijak, bekerja sebagai ahli pasukan dan melihat perhubungan dan perkaitan antara ilmu yang dipelajari merentas kurikulum.” The American Association of School Administrators (AASA) 16
- 17. Menggunakan teknologi untuk mengakses, mengurus, mengintegrasi dan menilai maklumat, menjana maklumat baru dan berkomunikasi dengan orang lain • Kreativiti & Inovasi • Pemikiran Kritis dan Penyelesaian Masalah • Komunikasi & Kolaborasi Kemahiran hidup & kerjaya Kemahiran Teknologi Maklumat, Komunikasi & Media Kemahiran belajar & Inovasi Kurikulum Standard & Pentaksiran Pembangunan Profesional Persekitaran Pembelajaran • Literasi Maklumat • Literasi Media • Literasi Teknologi Maklumat & Komunikasi) • Kebolehsuaian & fleksibel •Mempunyai inisiatif dan terarah kendiri • Kemahiran sosial dan antara budaya • Produktiviti & akauntabiliti • Tanggungjawab dan kepimpinan Standard kemahiran Mata pelajaran teras dan tema Abad ke-21 11/10/14 17
- 18. 11/10/14 “Kandungan” bagi Abad ke-21 Kurikulum Teras + Tema • Kesedaran global • Literasi kewangan, ekonomi, perdagangan dan keusahawanan • Literasi sivik • Kesedaran Alam Sekitar • Kesedaran tentang aspek kesihatan & kesejahteraan 18
- 19. Kemahiran belajar abad ke-21 • Kemahiran Maklumat & Komunikasi – Literasi maklumat & media – Kemahiran berkomunikasi • Kemahiran Berfikir Dan Menyelesaikan Masalah – Pemikiran kritikal dan Bersistem – Penyelesaian Masalah – Kreativiti & Semangat Meneroka • Kemahiran Interpersonal & Arah Kendiri – Kemahiran Interpersonal dan Kolaborasi – Arah Kendiri – Akauntabiliti & adaptasi – Tanggungjawab Sosial 11/10/14 19
- 20. 11/10/14 Perubahan kepada hasrat pendidikan Konteks pembelajaran baru membawa perubahan kepada apa yang dijangkakan melalui pendidikan dan ini melibatkan: – Kebolehan berkomunikasi – Kebolehsesuaian untuk berubah – Kebolehan bekerja dalam pasukan – Kesediaan menyelesaikan masalah – Kebolehan menganalisis dan mengkonsepsikan – Kebolehan membuat refleksi dan menambah baik – Kebolehan mengurus kendiri – Kebolehan mencipta, membuat inovasi dan mengkritik – Kebolehan untuk belajar sepanjang hayat – Kebolehan untuk mahir dalam pelbagai bidang (cross specialist ) 20
- 21. 11/10/14 Kurikulum yang direkabentuk menuntut kita untuk membuat pilihan tentang apakah yang penting pada masa kini bagi membantu pelajar untuk masa depan mereka. 21
- 22. CIRI-CIRI INSAN MURID YANG DIHASRATKAN Berupaya Membuat Hubung-kait Menyoal Tidak berputus asa Kreatif Yakin – mengambil risiko Bijak berkomunikasi Dahagakan ilmu Ingin tahu Menjana idea Menguasai kemahiran literasi Fleksibel Mendengar dan membuat refleksi Berkemahiran Kritikal mampu mencorak Berani Mencuba Membuat inisiatif Mampu bekerja dengan orang lain Mampu berfikir sendiri Membuat perubahan berintegriti Berkeperibadian tinggi Semangat ‘ sentiasa boleh’ Belajar dari kesilapan Berdikari 11/10/14 22
- 23. RUANG BILIK DARJAH 11/10/14 23
- 24. Nair and Fielding, 11/10/14 “the ‘early 20th century school design standard (was) modeled after Henry Ford’s factory production methods’. Model T.” 24
- 25. 11/10/14 It is a philosophy that starts with the assumption that a predetermined number of students will all learn the same thing at the same time from the same person in the same way in the same place for several hours each day . (Nair, Fielding); The Language of School Design: Design Patterns for 21st Century Schools 25
- 26. 11/10/14 26
- 27. 11/10/14 DESIGN PRINCIPLES FOR 21ST CENTURY CLASSROOM 27
- 28. 11/10/14 PRIMORDIAL LEARNING METAPHORS Collin, Steve; Classroom for the 21st century 28
- 29. 11/10/14 PRIMORDIAL LEARNING METAPHORS 29
- 30. 11/10/14 1) Student-centric: - students play an active role in their learning and teachers serve as mere guides. - Put students’ interests first and are focused on each student’s needs, abilities and learning styles. 30
- 31. 11/10/14 2 ) Computing devices: - Computers are readily available in modern classrooms, since they are essential tools for 21st century students and replace the utilities of pen and paper. - Computing devices greatly assist in teaching and learning and make them more engaging and effective. 31
- 32. 11/10/14 3) Active learning: In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. 32
- 33. 11/10/14 4) Adaptive learning: Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. 33
- 34. 11/10/14 5) Invitational environment : The classrooms should not be cramped or overcrowded. Modern classrooms should have the basic material required for teaching such as, interactive whiteboards and LCD projectors 34
- 35. 11/10/14 6) Students understand and follow the rules and procedures: The learning environment is carefully planned and well-organized. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track. 35
- 36. 11/10/14 7 ) Mutual respect: - Teachers and students should always have respect for each other. - teachers should encourage students to speak with confidence and value their opinions - students should also co-operate with and respect their classmates. 36
- 37. 11/10/14 8) Students take responsibility of their learning: As students are encouraged to actively participate in their own learning, they become responsible for their learning 37
- 38. 11/10/14 9) Per formance-based assessments : Regular performance-based assessments are carried out by teachers through various methods which are not restricted to tests. 38
- 39. 11/10/14 10) Collaborative learning: Learning through collaboration is one of the most effective forms of learning. 39
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- 44. CAMPFIRE WATERING HOLE CAVE 11/10/14 44
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- 46. GURU 11/10/14 46
- 47. 11/10/14 From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom. 47
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- 53. 1.Konstruktivisme 2.Inkuiri 3.Koperatif 4.ekspositori
- 54. 1. Pengajaran yang bermula dengan pandangan pelajar 2. Model perubahan konsep 3. Analogi titian atau penyambungan 4. Pendekatan metakognitif
- 55. Strategi berpusatkan pelajar Satu masalah diberikan untuk diselesaikan dengan bimbingan guru Pelajar menggunakan kreativiti, pemikiran, penaakulan dan penilaian bagi menyelesaikan masalah dan seterusnya membuat keputusan
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Editor's Notes
- This is the first generation in human history in which the fortunes of youth growing up far apart will be demonstrably linked by increasingly powerful global socioeconomic, political, and demographic realities. The immediate effects of global economy when the US stock market fell This morning in New York City, for example, youth from more than 190 countries got up to go to school, marking the first time in human history that one city represents practically every country on the planet (Linares, 2006).