QUESTIONING STRATEGY: PPPB

POSE PAUSE POUNCE BOUNCE

Pose, pause, bounce and pounce, is a no-hands up questioning strategy and it might take some time to get students used to not raising their hands.

• First, pose a pre-planned scenario or a question for students to think about.

• Pause - allow students time to think before answering. The trick is not to let the silence bother you, and to wait long enough for students to consider their answer.

• Pounce - choose one student at random to answer (reminding students of no hands-up if needed). There are several methods you could use to choose the student, such as picking names out of a hat, names on lolly sticks or random name generators.

• Bounce - When the student has given an answer, resist the temptation to comment yourself! Instead, bounce the idea straight to another student to comment on or add to. If you want, you can keep bouncing the response around the class allowing more students to add their response.

Here's a video of PPPB strategy from Ms Kamini's class in SJKC Pei Cheng, Kulai. Can you please leave constructive comments after watching this video? Thanks a zillion!!!

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

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