Kemahiran sosial

Minggu 5-6

Analisis cara mengajar 1

1. Menghuraikan Kerangka pelan pengajaran
pelan kerangka
5.Penulisan hasil
satu unit pembelajaran
pengajaran 6.Penentuan kaedah
2. Menunjukkan mengajar
kesinambungan 7.Penyediaan latihan
pelajar dan pengelompokan
8.Pentaksiran
9.Pemulihan dan
pengukuhan

Contoh kemahiran sosial

1. Bila seseorang bercakap, kita dengar
2. Kita jelaskan pandangan kita tanpa memperkecilkan /
memperlekehkan orang lain
3. Kita beri cadangan membina terhadap idea orang lain
4. Kita bertanggungjawab terhadap tingkahlaku kita
5. Kita berkongsi beban tugas dengan adil
6. Kita selesaikan masalah secara demokratik
7. Kita cuba fahami perspektif orang lain berkaitan sesuatu isu

Kemahiran sosial (samb)
28. Taking turns 40. Checking for understanding
29. Sharing materials 41. Asking for justification
30. Asking for help 42. Using names
31. Asking for clarification 43. Encouraging
32. Praising 44. Probing questions
33. Integrating ideas 45. Saying please/thank you
34. Moving quietly into gps
35. Expressing support
36. Disagreeing without criticizing
people
37. Disagreeing in “non-hurtful
ways
38. Critisizing ideas, not people
39. Saying kind things

Steps in teaching (acquiring) a cooperative
skill – using quiet / inner voice

1. Help students understand why the skill is impt – play audio of
quiet vs loud voices. Compare and discuss advantages and
disadvantages
2. Ensure that students understand what the skill is by using T-
chart
3. Provide practice
4. Ensure students evaluate their use of the skill

T-Chart
Skill : Using quiet voice

What students can say
What students can do
2.“Let remember to speak
2.Whisper
softly”
3.Sit close together
3.“Let’s turn down the
4.Lean into gp
volume”
5.Put finger-to-lip to
4.“We’re doing a good job
indicate “quiter please”
discussing quietly”

3. Provide practice

• Arrange cooperative activities that require the use of
the skill – “using quiet voice”
Eg:
3. Brainstorming ideas for team and logo
4. Reaching consensus on a set of problems or questions
5. Drilling each other on a set of spelling words or
matchs fact

4. Ensure students evaluate their use
of the skill by…

• Discussing how effectively they used the skill and ways to
improve using the skill
• Having team mates complete an evaluation sheet

Eg :
5. How well did you use your quiet voices?
Mostly quiet/ medium/ loud
2. What could you do to improve? List one

Kurikulum : Definisi

Kurikulum sebagai pelan tindakan atau rancangan:-

• Kurikulum adalah segala rancangan pendidikan yang
dikendalikan sekolah atau institusi pelajaran untuk mencapai
matlamat pendidikan (Laporan JK Kabinet Mengkaji
Pelaksanaan Dasar pelajaran, 1980)

• Kurikulum ialah pelan atau rancangan untuk sesuatu tindakan,
atau dokumen bertulis yang mengandungi strategi bagi
mencapai matlamat yang dihajati (Ornstein & Hunkins, 1993)

Model Tyler

1. Apakah tujuan dari aspek pendidikan yang ingin dicapai?

3. Apakah pengalaman pendidikan yang boleh membantu
mencapai tujuan tersebut?

5. Bagaimanakah pengalaman pendidikan ini boleh disusunatur
dengan berkesan?

7. Bagaimanakah boleh kita tentukan samada tujuan itu telah
tercapai?

Konsep-konsep dalam Model Tayler
Untuk mengurus pengalaman pembelajaran

3. KONTINUITI
Kurikulum mengandungi pengulangan vertikal (mengufuk) iaitu peluang
berterusan untuk praktis kemahiran

2. TURUTAN
Kurikulum mengandungi perkembangan progresif sesuatu pemahaman
iaitu sesuatu pengalaman yang baru terbina diatas pengalaman yang
sebelumnya (lebih luas dan lebih mendalam)

3. INTEGRASI
Kurikulum mengandungi perkaitan antara subjek / tajuk setiap isi
pelajaran. Subjek tidak diajar secara terasing – not compartmentalised

8 Komponen utama dalam merekabentuk pengajaran UPSI 2009
(adaptasi Tyler)

2. Guru kuasai ‘content’
1. Kenal pelajar anda, 3. Objektif (hasil topik: buat analisis
kesediaan mereka, dan pembelajaran yang (ii)Pengetahuan
konteks pembelajaran sesuai (iii)Kemahiran

8. Penilaian ( alat dan 4. Buat susunan unit-unit
kaedah penilaian yang p& p secara ‘sequential’-
sah dan boleh guna Jadual Penentuan
dipercayai Kandungan (JPK)

7. Pilih alat bantu p & p
: buku, modul, VCD, 5. Pilih kaedah &
CD dan sebagainya yg teknik pengajaran &
sesuai 6. Latihan murid

1. Membuat analisis keperluan dan kesediaan murid dalam konteks
pembelajaran yang akan dilaksanakan
2. Membuat analisis kandungan kurikulum : kandungan topik yang
hendak di ajar, dari segi ‘pengetahuan’ di dalamnya: fakta,
prosedur, klasifikasi, prinsip dan teori, dan ‘kemahiran’ seperti
membuat eksperimen, mencari maklumat dalam internet, menulis
laporan dan sebagainya.
3. Berdasarkan (1) dan (2) diatas guru menentukan objektif
pengajaran iaitu tahap hasil pembelajaran yang realistik yang perlu
dicapai oleh murid.
4. Menyusun turutan (sequence) unit-unit pengajaran supaya beransur
maju, bersambungan dan berkembang
5. Memilih dan mengguna kombinasi pendekatan, kaedah, dan teknik
pengajaran yang sesuai dengan kesediaan murid dan sifat isi
kandungan topik berkenaan
6. Membina, memilih dan mengguna alat dan media bantu pengajaran
dan pembelajaran yang sesuai untuk memudahkan proses
pengajaran pembelajaran
7. Menyedia latihan yang sesuai dan mencukupi untuk semua murid
supaya pembelajaran mereka berkesan dan mencapai Masteri

Jadual Penentu Kandungan

Rancangan Aras taksonomi Bloom
Pengajaran
Harian Pengetahuan Kefahaman Aplikasi Analisi Sintesis Penilaian
s

Topik 1 RPH 1 X X

Topik 1 RPH 2 X

Topik 6 RPH 7 X X
Topik 7
Topik 7 RPH 8 X X

Rancangan Aras taksonomi Bloom
Pengajaran
Harian
Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

Fotosintesis Mekanisme
RPH 1 Fotosintesis

Meningkatkan
RPH 2 kadar fotosintesi

Punca
RPH 7 Fotosintesi
tidak cekap

Peningkatan kadar
RPH 8 fotosintesis. Pengkomersilan
sistem fotosintesis

Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

3. Menyatkan fotosintesis? – Apakah yg dimaksudkan dengan
fotosintesis
4. Menerangkan mekanisma fotosintesis.- Terangkan mekanisma
fotosintesis
5. Mengaplikasikan faktor-faktor yang boleh meningkatkan
kadar fotosintesis – (diberi situasi) untuk menangani pelbagai
masalah persekitaran, bagaimanakah meningkatkan kadar
fotosintesis? Prinsip ‘faktor2 yang mempengaruhi kadar
fotosintesis’

Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

4. Mengenalpasti punca tumbuhan tidak berfotosintesis – ( Diberi
situasi) kenalpasti punca tumbuhan tidak berfotosintesis
dengan cekap.
5. Mencadangkan satu sistem untuk mengatasi masalah cuaca
untuk meningkatkan fotosintesis – cadangkan satu sistem
untuk mengatasi masalah cuaca untuk meningkatkan
fotosintesi
6. Menjustifikasi bagaimana sistem cadangan mereka patut
dikomersialkan – Bagi sistem yang anda cadangkan, justifikasi
/ terangkan bagaimana kenapa ia patut dikomersialkan

• Bagi satu isi pelajaran tertentu, kenalpasti profil akhir pelajar
(hasil akhir boleh pamerkan) yang menunjukkan mereka:

3. Kognitif – Berpengetahuan dalam…..
4. Psikomotor – Berkemahiran dalam….
5. Afektif – Mempunyai sikap…..

Susun atur pelan perancangan hingga ke hasil akhir dalam JPK
dan boleh diuji dengan JPU

Jadual Penentu Ujian

Topik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

1. Topik 1

2. Topik 2

3. Topik 3

4. Topik 4

5.Topik 5

6.Topik 6

7. Topik 7

Instructional events

Pengalaman pembelajaran
Aktiviti Pembelajaran

Hunter’s Lesson Cycle Design
Model (1976)
1. Set induksi
2. Maklumkan objektif pembelajaran
3. Input pengajaran
4. Permodelan
5. Semak kefahaman murid
6. Pantau dan ubah suai
7. Praktis terbimbing
8. Praktis bertempoh
9. Penutup

Model (1976)
1. Set induksi Sometimes called a ‘hook’to grab the student’s attention
action and statements by the teacher to relate the
experience of the students to the objectives of the lesson.
To put students into a receptive frame of mind, to focus
student attention on the lesson, to create an organizing
framework for the ideas, principles, or information that is
to follow (c.f, the teaching strategy called ‘advance
organizers’)
To extend the understanding and the application of abstract
ideas through the use of example or analogy.. Used any
time a different activity or new concept is to be introduced.

2. Maklumkan Objektif Before the lesson is prepared, the teacher should have a
Pembelajaran clear idea of what the lesson outcomes are. What ,
specifically, should the students be able to do, understand,
care about as a result of the teaching. Bloom’s Taxonomy
of Mager’s Educational Objectives.

Model (1976)
3. Input pengajaran The teacher provides the information needed for
students to gain the knowledge or skill through
lecture, film, tape, video, pictures, etc

4. Permodelan The teacher provides the information needed for
students to gain the knowledge or skill through
lecture, film, tape, video, pictures, etc

5. Semak kefahaman Determination of whether students have ‘got it’
murid before proceeding it is essential that students
practice doing it right so the teacher must know that
students understand before proceeding to practice . If
there is any doubt that the class has not understood,
the concept/skill should be retaught before practice
begins. Usually through questionning.

6. Pantau dan ubah suai If required, reteach

7. Praktis terbimbing An opportunity for each student to demonstrate
grasp of new learning by working through an
activity or exercise under the teacher’s direct
supervision. The teacher moves around the room
to determine the level of mastery and to provide
individual remediation as needeed. Guided practice
( in class “ seat work”). With the teacher
circulating (e.g, “ praise, prompt and leave”).
Monitor students work, providing corrective
feedback as necessary and assess performance of
the group in determining whether the class is ready
for the next instruction. Additional time for those
whose aptitude calls for adorgen learning period
can be provided by giving “extra credit” assigment
supplementary.

Model (1976)
Once pupils have mastered the content or skill, it is time to
8. Praktis provide for reinforcement practice. It is provided on a repeating
bertempoh schedule so that the learning is not forgotten. It may be class
formative testing, homework or individual work in class. It can be
utilized as an element in a subsequent project. It should provide
for decontextualization : enough different contexts so that the skill
/ concept may be applied to any relevant situation .. Not only the
context in which it was originally learned. The failure to do this is
responsible for most student failure to be able to apply something
learned. Independent practice ( additional class time or
homework) begins when students have achieved an 85 to 90%
accuracy level. To insure retention and develop fluency, students
practice on their own without assistance and with delayed fluency,
students practice on their without assistance and with delayed
feedback (eg, comments on graded paper). Five or more brief
practice activities distributed over a month or more may be
required to “ fix” the new concept / skill.

Hunter’s Lesson Cycle Design Model (1976)

Penutup – Those actions or statements by a teacher that are
9. Penutup designed to bring a lesson to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together
in their own minds, to make sense out of what has just been
taught. “ Any questions? No. OK, let’s move on” is not closure.
Closure is used : to cue students to the fact that they have arrived
at an important point in the lesson or the end of a lesson, to help
organize students learning, to help form a coherent picture, to
consolidate, eliminate confusion and frustration, etc,
To reinforce the major points to be learned.. To help establish the
network of thought relationships that provide a number of
possiblities for cues for retrieval. Closure is the act of reviewing
and clarifiying the key points of a lesson, tying them together into
a coherent whole and ensuring their utility in application by
securing them in the student’s conceptual network

Gagne’s Instructional Events Model (1988)

1. Tarik perhatian murid
2. Maklumkan objektif pembelajaran
3. Imbas kembali apa yang telah dipelajari
4. Penyampaian yang jelas
5. Bimbing pembelajaran
6. Dapatkan / galakan respon
7. Beri maklumbalas
8. Tafsir prestasi
9. Susun atur praktis untuk tingkatkan ingat kembali dan
pemindahan ke situasi lain.

Rosenshine & Stevens Intructional Functions Model
(1986)
1. Semak pemahaman murid (semak kerja yang diberi sebelum ini. Ajar
semula jika perlu)
2. Ajar konten baru (beri kerangka, hurai dengan terperinci, kaitkan konten
baru dengan konten yang murid telah pelajari)
3. Praktis murid (murid diberi tugasan untuk praktis, bersoal jawab, beri
maklum balas, pantau praktis, semak pemahaman murid)
4. Maklumbalas / pembetulan ( maklum balas berterusan, perhatikan ralat-
ralat yang kerap dilakukan oleh murid, terangkan semula jika perlu)
5. Praktis bebas (pantau)
6. Semak semula pemahaman (semak secara berkala-ajar semula jika
perlu)

Fleksibiliti pengelompokan
Saling berubah-ubah mengikut kesesuaian

Pengelompokan/grouping

• Keseluruhan kelas
• Pasukan
• Kumpulan kecil
• Berdua/bertiga
• Individu
• Satu mentor satu mentee
• Sistem stesyen dengan kumpulan kecil

Pelajar praktis, proses, mengaplikasikan dalam
Kumpulan kecil mengikut keperluan, gaya
Belajar,

The football metaphor comes from the way we think about the
Lesson’s sequence : a narrrow. Whole class experience in the
beginning, then narrowing it back as we re-gather tp process what
we’ve learned

Kemahiran sosial

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