Gagne's Nine Levels of Learning

Gagne's Nine Levels of Learning model gives trainers and educators a checklist to use before they engage in teaching or training activities. Each step highlights a form of communication that aids the learning process. When each step is completed in turn, learners are much more likely to be engaged and to retain the information or skills that they're being taught.

If you use this approach before any type of training session or presentation, you'll remember how to structure your session so that your people get the best possible learning experience.

Source:

https://www.mindtools.com/pages/article/gagne.htm

Hierarki Pembelajaran Gagne

Gagne memperkenalkan 8 jenis tahap pembelajaran mengikut kesukaran

•PEMBELAJARAN ISYARAT

-Berlaku secara semula jadi dan tidak sengaja

-Kemahiran prasyarat perlu dimiliki seseorang.

-Contoh: Loceng sekolah berbunyi pada pukul 10.00 am menandakan waktu rehat.

-Ransangan positif dapat menyeronokkan PdP.

•PEMBELAJARAN RANSANGAN/TINDAK BALAS

-Proses peneguhan penting.

-Memberi ganjaran apabila pelajar telah berjaya melakukan kerja yang disuruh.

•PEMBELAJARAN RANGKAIAN

-Penggabungan beberapa bahan ransangan yang menghasilkan gerak balas.

-Selalunya digunakan berbentuk ABM atau semasa set induksi

-Turut menghasilkan tindak balas berbentuk urutan.

•PERTALIAN BAHASA

-Menggunakan bahasa untuk mengaitkan pembelajaran.

-Memerlukan proses ulangan untuk menjamin peneguhan.

•PEMBELAJARAN DISKRIMINASI

-Pembelajaran berfokus kepada cara untuk membezakan ciri-ciri sesuatu objek/keadaan.

-Pelajar perlu membezakan pelbagai ransangan yang seakan sama untuk menghasilkan tindak balas yang khusus.

•PEMBELAJARAN KONSEP

-Guru membimbing pelajar kenal pasti ciri-ciri tertentu berdasarkan konsep yang dipelajari.

-Melalui contoh-contoh yang jelas.

•PEMBELAJARAN HUKUM

-Gabungan 2 atau lebih konsep berkaitan mengikut urutan.

-Libatkan : rumus, prinsip, teori dan generalisasi

•PEMBELAJARAN MENYELESAIKAN MASALAH

-Terdapat langkah2 yang tersendiri:

a.Mengenal masalah

b.Mencari maklumat

c.Membuat hipotesis

d.Pilih cara selesaikan masalah

e.Uji hipotesis

f.rumusan

RUJUKAN:

Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.

The Use of Traffic Light Cards : Penggunaan Traffic Light Cards di dalam proses PdPc

Cooperative learning is an organized and structured way to use small groups to enhance student learning and interdependence. Cooperative learning is sometimes thought of simply as 'group work,' but groups of students working together might not be working collaboratively. Students are given a task, better known as an assignment, and they work together to accomplish this task. Each individual has responsibilities and is held accountable for aiding in the completion of the assignment; therefore, success is dependent on the work of everyone in the group. Several studies have found that when students work together to accomplish a group goal, they come to express norms in favour of doing whatever is necessary for the group to succeed (Deutsch, 1949; Thomas, 1957 in Slavin, 1995)

Pembelajaran koperatif ialah kaedah yang berstruktur, dipraktikkan di dalam kumpulan kecil untuk menjana proses pembelajaran dan saling bergantung yang lebih berkesan. Ramai yang menyangka bahawa pembelajaran koperatif adalah melalui kerja kumpulan sahaja. Pandangan ini tidak menepati Pembelajaran koperatif kerana dalam kerja kumpulan, tidak semua murid dapat dilibatkan, kerana tiada peranan khusus diberikan kepada mereka. Mereka tidak berkolaborasi dalam menjalankan tugasan yang diberi. Berbeza dengan pembelajaran koperatif, setiap individu mempunyai tanggungjawab yang spesifik dan kejayaan kumpulan adalah kejayaan setiap ahli. Beberapa kajian menunjukkan bahawa pelajar akan lebih terbuka dan beusaha untuk mencuba sedaya upaya bagi memastikan kejayaan kumpulan mereka, ia menjadi satu norma apabila pelajar berkerjasama dalam mencapai matlamat kumpulan. (Deutsch, 1949; Thomas, 1957 dalam Slavin, 1995).

In addition to learning from each other, students also learn how to work as part of a team and have others depend on them. The success of an effective implementation of cooperative learning begins with good classroom management. You'll need to have a clearly defined set of procedures so that the children know your expectations. One of the strategies is to implement the traffic light strategies to minimize noise level, increase students' participation and encourage positive behaviour in the classroom.

Selain belajar dari satu sama lain, pelajar juga belajar bagaimana untuk bekerja dalam satu pasukan di mana mereka saling bergantung dengan pencapaian ahli kumpulan. Oleh itu, antara faktor utama dalam menjalankan Pembelajaran Koperatif seharusnya bermula daripada pengurusan bilik darjah. Dalam mewujudkan pengurusan yang baik, prosedur-prosedur perlu dijelaskan dan dijadikan amalan dalam kalangan murid. Merekan perlu sedar dan tahu tentang apa yang diharapkan oleh guru. Antara kaedah atau strategi asas ialah penggunaan strategi "traffic light cards" bagi mengawal kadar bunyi, meningkatkan penglibatan murid dan menggalakkan perilaku positif di dalam kelas.

The Traffic Light can be implemented as a type of formative assessment that can be used to check to see if students feel they can apply (actually “do”) a concept/idea.The teacher presents a question and the students respond by raising either a red, yellow, or green cards given to them. The teacher can immediately see the results and adjusts his/her teaching during the rest of the class period or the following day based on the results provided. 

Strategi Traffic Light Cards juga boleh dipraktikkan sebagai salah satu penilaian
formatifbagi menilai sejauh mana kefahaman murid dalam aplikasi sesuatu konsep 
atau idea. Guru bertanyakan soalan dan muris memberi maklum balas dengan menunjukkan kad mereka. Pada waktu yang sama, guru dapat membuat perubahan atau meneruskan proses pengajaran dan pembelajaran berdasarkan pencapaian murid. 

In this video, the teacher uses the traffic light cards to check pupils' understanding. 

Video ini menunjukkan bagaimana guru ini menggunakan Traffic Light Cards untuk
menilai kefahaman murid.

This video was taken in my coachee's English class in SK Felda Sg Sibol.
Video ini dirakam dengan kebenaran Guru Dibimbing saya di SK Felda Sg. Sibol.

References:

1.  Deutsch, M, (1949). A theory of cooperation and competition. Human Relations, 2, 129-152
2. Slavin, R. E. (1995). Cooperative Learning. Theory, Research and Practice. Allyn & Bacon, 16-17
3. Thomas, E. J. (1957) Effects of facilitative role interdependence on group functioning. Human relations, 10, 347-366

Jom Pinterest!!

Dalam bengkel pembinaan Bahan Sumber BM & BI pada 6 Oktober yang lalu, saya telah memperkenalkan aplikasi Pinterest kepada semua peserta. Ternyata ramai peserta yang masih belum mengetahui tentang mudahnya berkongsi bahan PdP melalui Pinterest. Terlalu banyak idea praktikal yang dapat mereka lihat melalui aplikasi tersebut, Antara tugasan yang mereka perlu lakukan ialah mendaftar dalam aplikasi tersebut dan mencipta "board" mereka . Bagi yang lebih maju, mereka perlu menge"pin" gambar berkenaan PdP dalam board saya iaitu FiTCL (Fun Learning+iThink+Cooperative Learning)

Berikut adalah slaid tentang bagaimana mendaftar akaun Pinterest. 

https://goo.gl/SHDWdl

PENILAIAN BLOG www.coachingresources.blogspot.com

Assalamualaikum dan selamat sejahtera. Terima kasih kerana melayari blog www.coachingresources.blogspot.com. Saya amat mengalu-alukan tuan-tuan dan puan-puan untuk berkongsi maklumat dan memberikan maklum balas terhadap kandungan blog ini.

Sila klik link di bawah untuk menghantar maklum balas anda.

https://goo.gl/Qzl53O

Kerjasama anda saya dahului dengan ucapan ribuan terima kasih.

Bengkel Pembinaan Bahan Sumber BM & BI bagi Guru-guru Dibimbing Daerah Kulai

Rabu 12 Oktober 2016

Bengkel Pembinaan Bahan Sumber BM & BI bagi Guru-guru Dibimbing Daerah Kulai telah diadakan di Dewan Seminar, PPD Kulai. Bengkel ini disertai oleh 115 orang guru Bahasa Melayu dan Bahasa Inggeris sekolah-sekolah daerah Kulai.

Bengkel ini adalah sambungan daripada bengkel yang diadakan pada 5 Oktober 2016. Dalam fasa 2 ini, guru-guru mengadakan pameran mini bahan sumber PdP mereka.

Perkongsian sebegini dapat meningkatkan kemahiran dan keyakinan guru-guru dalam menjalankan PdP Abad Ke 21.

Bersama kumpulan pembentang yang hadir di sesi pagi.

Menerusi bengkel ini, guru-guru dapat berkongsi bahan-bahan dalam bentuk softcopy dan boleh digunakan di dalam PdP mereka di masa akan datang.

coachingESL

How are they different?

 Symposium is a formal gathering in an academic setting where participants are experts in their fields. These experts present or deliver their opinions or viewpoints on a chosen topic of discussion. It would be correct to label a symposium as a small scale conference as the number of delegates is smaller. There are the usual discussions on the chosen topic after the experts have presented their speeches. The chief characteristic of a symposium is that it covers a single topic or subject and all the lectures given by experts are completed in a single day. A Symposium - prestigious conferences, generally leading venues in their respective fields. 

A Conference refers to a formal meeting where participants exchange their views on various topics. Conference can take place in different fields, and it need not be academic in nature all the time. Thus, we have parent teacher conferences, sport conferences, a trade conference, a conference of journalists, conference of doctors, a conference of research scholars, and so on. A conference is a meeting that has been prearranged and involves consultation and discussion on a number of topics by the delegates.Conference and symposium are similar events where speakers come together and give their opinions on a chosen subject. Symposium can be described as a smaller conference that gets over in a single day with a lesser number of delegates.

A Seminar is a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. The Instructor has prepared the concepts and techniques they will present and discuss through a combination of visual materials, interactive tools or equipment, and demonstrations. It includes some take home material for the participants that relates to the lecture. A full laboratory phase is not a requirement.

A Workshop includes all the elements of the Seminar, but with the largest portion being emphasized on “hand-on-practice” or laboratory work. The Lab work is designed to reinforce, imprint and bring forward an immediate functioning dimension to the participant’s eye and hands by implementing and practicing the actual concept or technique that was taught through the lecture and demonstration process. 

A Congress - would typically be held once a year per discipline, highlighting the achievements, notable results in that field. These are typically attended by leaders in that field, and feature a series of invited talks

Panduan Penulisan RPH

Dapatkan Panduan Penulisan Rancangan Pengajaran Harian di sini:

                                                                   https://goo.gl/UF9cAK

NUMBERED HEADS TOGETHER (English Version)

Read more about Numbered Heads Together from these links:

http://www.learnnc.org/lp/pages/4772
http://www.interventioncentral.org/cooperative_learning_numbered_heads_together

TALKING CHIPS AND CLASSROOM COMMUNICATION. HERE'S A BRIEF EXPLANATION

TALKING CHIPS: Literature Review

Talking Chips is a Kagan strategy that teaches students the techniques of polite discussion and debate.

Arnold, E (1983) states that speaking has several important functions. First, it facilitates students to analyze the information, problems, and conditions requiring the formation of attitudes. Second, it helps students to create effective communication.  Finally, it helps students to pronounce the words correctly.  On the other hand,  Harmer, J (1993) states that there are three stages in teaching speaking namely introduction new language, practice, and communicative activity. Kagan,S (2010)  points out that Talking Chips Technique is a technique in teaching speaking which makes the students work in group. Then, applying the Talking Chips Technique, students will be given chips and the chips are used every time they speak. They must put the chips at the center of table. It is done until all the chips are used. If the chips are used, the students may not speak until the chips of all members of the group have been used. If all the chips have been used,  while the task has not finished, the students can be given the chips again. The procedures of Talking Chips are also proposed by Kagan, S (2010). The procedures are as in the following. - Teacher provides a discussion topic. - Any student begins the discussion, placing his or her chip in the center of the team table. - Any student with a chip continues discussion, using his or her chip. - When all chips are used, teammates all collect their chips and continue the discussion using their talking chips. - During the students speak about the topic, Accuracy and fluency of students will be observed. Besides, in evaluation, the students will be assessed either their fluency or accuracy.

References

1. Arnold, E. (1983)Starting to teach study skill. London: Edward Arnold Ltd, 1983, pp.112.

2. Kagan, S(2010). Cooperative learning. San Clemente, CA: Kagan Publishing. Retrieved April 12nd, 2010, from http://www.gdrc.org/kmgmt/c- learn/methods.html, 1992, pp. 17.

3. Harmer, J (1993). The Practice of English Language Teaching. London: Longman, 1993.

NUMBERED HEADS TOGETHER

Numbered-Heads-Together ialah strategi koperatif yang melibatkan penglibatan setiap murid dalam menjalankan aktiviti berkumpulan. Bagaimana ini berlaku? 

Setiap murid dalam kumpulan mempunyai satu nombor, cthnya: 

Mei Lan=1, 

Jasmin=2, 

Ganesan=3 

dan Rizal=4.

Dalam menjalankan perbincangan, guru mengarahkan nombor 1 untuk mula menulis, diikuti oleh nombor 2, 3 dan 4. Dengan ini, kawalan kelas dapat dijalankan dengan baik. Dalam pembentangan pula, guru boleh mengarahkan nombor 4 untuk membuat pembentangan. Dalam kelas berikutnya pada hari berikutnya pula, dalam aktiviti lain, guru boleh mengarahkan nombor 2 pula untuk membuat pembentangan. Murid akan sentiasa bersedia dan memberi kerjasama sepenuhnya apabila guru membudayakan kaedah ini.

Kaedah ini telah terbukti berkesan di dalam kelas-kelas guru bimbingan saya. Kelas dapat dikawal dengan lebih mudah. Murid lebih bertanggungjawab dalam proses perbincangan kumpulan. 

Random Rambling. Reflecting on one main aspect of my career. Satisfaction. Am I satisfied with my current job? School Improvement Specialist Coach. A post very few lucky people would really understand. Throughout my journey as an SISC+, this is the most meaningful year so far. Transforming teachers in their pedagogy is not for the faint-hearted. Rejections is the utmost challenge. I always hold on to Mahatma Gandhi's quote, Be the change you want to see in the world. I must transform myself first. And so I did. The crucial part was to constantly telling myself positive things. It was a process of absorbing all the excruciating pain of loneliness and helplessness. Venturing into a coaching journey is a quantum leap from the comfort zone of the teaching life in school. It was very uncomfortable to deal with high expectations so it was better to put the personal feelings aside and look at it from a professional point of view.

2014. I was not trained to be a specialist coach. I was in the dark most of the time. I came from a secondary school background. The induction course was helpful but the challenges began when I started building rapport with the school admin and the teachers. That was the true challenge. They didn't know me and at some point I failed to remember the names and faces of the headmasters and headmistresses. People were skeptical about the role of a School Improvement Specialist Coach. The primary schools I went to were so alien to me. Perhaps I were a monster to them, hopefully a gregarious one.

Transforming the primary school teachers was not an easy job when I didn't have a clue about Native Speaker, KSSR and Linus. Slowly I learned, getting help from Prof Dr Google most of the time, apart from bugging the Facilinus officers and the language officers. Haha!! I went scrutinising all the DSKPs most of the time. Learning from my coachees' lessons. Thinking of ways, strategies, techniques that would work for young learners. It was heartbreaking to see children learn in a very sad classroom environment- teachers scolded them for the wrong things they did most of the time. They learned out of fear. They didn't write, they copied. They read blindly, repeating the teachers. The aim of teaching was to do as much exercises as they could. Then I started to reflect on my experience with low achievers I taught in my previous schools. Students weren't able to write proper sentences. Students who relied on translation all the time. This has to change. Primary level is where it all began. This is a bitter pill to swallow but seeing the reality in the schools, I started to think of ways to help the teachers. It was not their fault. Some of them were non-optionists who were still struggling to improve their own English Language proficiency. There must be ways to help them.

Reading up Kagan's Cooperative Strategies was one of the steps I made. Introducing a few strategies to the teachers was a challenge. There was no force intended, but putting myself in their shoes, I tried to understand the reaction to this CHANGE they were about to bring into their classroom. Faces were gloomy when I came to school. Excuses were made. Well, it was a normal reaction I had expected. I kept holding on to Kubler Ross' curve in managing the the teachers' emotions. Bracing myself before each visit. It was their acceptance that I needed. Acceptance it is. 2014 was cloudy.

2015. A fresh year to restart from where I stopped. I started working on strategies to make my coachees understand my role in transforming the pedagogy. A new list of coachees, more focused number of schools. A few series of trainings were given. Things were clearer. The process involved building rapport with new teachers, compiling practical ideas and sharing them in small-scale workshop series. Still, it was burdening them. I had to keep providing ideas, increase my knowledge in children's psychology, and andragogy. Reading Elena Aguilar's book, The Art of Coaching, had somehow became an eye-opener of what coaching is all about. I had to revise my strategy. Adults cannot be mandated to learn. The process was smoother compared to the first year. School heads gave positive feedback. The teachers had been more cooperative and positive towards transforming the way they teach. The application of 21st century pedagogy. It was quite a satisfactory achievement in 2015.

2016. Well, the process were repeated. This is the year I felt more satisfied in my coaching sessions. Coachees had full understanding of the role of a Specialist Coach. Strategies were fine-tuned and differntiated according to the school culture. Constant conversations in the Telegram group were helpful. A few series of workshops were conducted. Lesson Study became a norm. This is the 3rd quarter of the year and private messages kept coming in. I felt needed. Important. Accepted. It's still a long journey and hopefully a smoother one.

I have, who has?

Assalamualaikum. Untuk kali ni saya nak share tentang aktiviti I have, who has. Aktiviti ni sangat engaging dan dapat 100% penglibatan murid. Kalau x caya, try ye. 

Cara-cara menjalankan aktiviti ni. 

1. Cikgu kena sediakan kad yang cukup utk satu kelas. Untuk aktiviti ni, murid akan mencari pasangan berdasarkan maklumat yang ada di atas task card.

GDB saya dah cuba strategi ni untuk tajuk colours. Ada 10 warna yang murid pelajari. Riuh rendah kelas dengan suara mereka mencari pasangan menggunakan ayat di atas kad. 

Di sini saya kongsikan bagaimana nak menjalankan kaedah ni dalam kelas. Harap dapat membantu.

Antara sumber lain untuk mendapatkan contoh-contoh aktiviti ini. Semoga memberi manfaat dalam menjadikan murid-murid lebih berkeyakinan.

https://www.pinterest.com/sassystacy13/science-equipment/

https://www.superteacherworksheets.com/i-have-who-has.html

PLC TOOLKIT.

Get your lesson study forms in the PLC Toolkit here:

https://goo.gl/XrsLJg

On 22^nd June 2016, the Open Classroom Project was carried out in SK Putra Utama. 11 coachees from 5 schools were invited to carry out observations in the classroom. I initiated this project as a way to enhance the teacher’s capacity. There were 4 stages in this project.

1. Teachers from the hosting schools collaborated in designing the lesson in their Lesson Study team. The lesson plan was discussed and debated over to iron out certain issues. This was done in our PLC sessions. Activities were proposed and amendments were made to meet the final product. The team worked together in preparing the materials for the lesson.
2. The respective teacher from the hosting school tried out a few activities with her pupils to familiarize them with the strategies. This is the crucial part whereby the teacher would be experimenting on the techniques and choosing the most appropriate ones. This was done in a few sessions with the class.
3. The teacher carried out the lesson, with the presence of the observers who were also the Lesson Study team members from the hosting school, plus a few other observers from other schools. 
4. Post-counsel session whereby the team and the observers sat together to give their feedback. This is where the strength and the areas of improvement were discussed. 

Balloon Buster- Fun Learning

I Have, Who Has?

Developing Higher Order Thinking Skills using Bubble Map as a thinking tool. 

Post-counsel with the observers. 

Other teachers were really interested to learn something from the lesson.

Classroom environment: Pupils sitting in islands. 

Classroom environment: Reward Chart

Pupils colour the objects based on the audio they listened to.

I have always encouraged the teachers to practice the Fun Learning Activities, Cooperative Learning Strategies (I've been conscientiously reading up Kagan's cooperative strategies) and also the use of Thinking Tools (iThink maps). The experience of the power of Kagan Structures was offered first-hand at our PAK21 workshops, and the teachers ended up giving a teaching epiphany. They immediately see the power of Kagan Structures. They ask, “Why didn’t we learn about this sooner?”. It was a great satisfaction when they realized that it is "Structures" that make the teaching and learning experience much more fun—not just for students, but for teachers as well. Many teachers who are regularly using structures are appalled to walk by classrooms in which students are all quietly sitting in rows facing forward—some listening to the teacher, but many bored, tuned-out.

It was quite challenging to convince teachers of the power of cooperative learning structures by talking about the structures or your positive experiences with the structures. To become convinced, teachers need to experience the structures.

Thus I have advocated two ways of convincing teachers:

1) have them experience the structures in a workshop and have them derive the rationale from their own experience;

and

2) do demonstration lessons in their own classroom, with their own students, working on their own regular academic content. When teachers see how engaged their own students can be, and how well they retain the content because they have processed the content using interactive structures, they become convinced.

Get your lesson study forms in the PLC Toolkit here:

https://goo.gl/XrsLJg