Aktifkan Murid dengan strategi Rally Coach

Berikut adalah satu video yang saya ingin kongsikan di dalam kelas Cikgu Shamsiah, guru Sejarah di SMK Kangkar Pulai. Sepertimana kita semua maklum, Sejarah adalah subjek wajib lulus dalam SPM. Ia menjadi cabaran bagi guru-guru dalam proses PdPc di mana murid-murid yang kurang menguasai Bahasa Melayu sering merasakan Sejarah merupakan subjek yang sukar. Ini kerana ia memerlukan pembacaan dan pemahaman yang teliti. Oleh itu, satu intervensi dalam PdPc perlu dijalankan oleh Ketua Panitia 

Dalam sesi rundingan dan konsultasi bersama-sama Ketua Panitia, sedikit perkongsian tentang Rally Coach telah dijalankan oleh SISC+. Setelah memahami bagaimana strategi ini boleh membantu murid, maka dalam proses seterusnya, cikgu Gowry membimbing cikgu Shamsiah pula, iaitu guru seliannya bagi subjek Sejarah. 

Menurut cikgu Shamsiah, cikgu Gowry telah berkongsi tentang Rally Coach dan cikgu Shamsiah pun menyediakan alat bantu mengajar iaitu kad tentang matawang dan merancang bagaimana ia akan dijalankan di dalam kelas Sejarah tingkatan 4.  Jom kita tonton video PdPc Sejarah ini!!

Video ini dirakamkan dalam kelas Sejarah secara authentic, tiada sebarang rehearsal dijalankan sebelum kelas berlangsung. 

Semoga bermanfaat.

Catatan seorang SISC+

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

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. 

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

STRATEGI STAND UP, HAND UP, PAIR UP (PERKONGSIAN DALAM SESI PLC BERSAMA-SAMA GDB (GURU DIBIMBING)

25th May 2016

30 coachees in my list were called for a PLC session today. I started off the session with a strategy called Stand Up Hand up Pair Up for the teachers to mingle around and get to know each other. They were the Coahees nominated by the school administrators, and my role is to transform them into Model Teachers (esp. in cooperative strategies). They never had the chance to meet face to face as discussions were normally done in our Telegram Group Hocus Focus (since they came from all sort of Focus Schools).

Later on, we had a Teacher Sharing Session on a few strategies such as Entry & Exit Card, Fan n Pick by Mdm Madziah. She demonstrated the strategies, and even bring some samples of her pupils' exercise books. 

Explanation of Kagan Cooperative Strategies

Hands-on experience in carrying out Fan n Pick strategy. Madziah shared her experience of using this strategy to help her Linus pupils.

Certificates were given to all the participants.

 BEGINI CARA-CARA MENJALANKAN KAEDAH 

STAND UP, HAND UP, PAIR UP

Think-Pair-Share

Think-Pair-Share merupakan satu kaedah yang merangsang pelajar untuk berfikir dalam tempoh yang ditetapkan. Setelah pelajar menulis idea di ruang yang diberikan, mereka kemudiannya menerangkan kepada pasangan bahu (shoulder partner) atau pasangan wajah (face partner). Kemudian secara berkumpulan, mereka memilih idea yang terbaik untuk diterangkan kepada keseluruhan kelas. Idea tebaik ditulis di ruang tengah pada Think Pair Share Organiser.

 Download template Think-Pair-Share Organiser di sini

https://goo.gl/HkROpD