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

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.

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

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