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

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.

ROLE CARDS IN COOPERATIVE LEARNING

ROLE CARDS: Is it important?

ROLE CARDS (KAD PERANAN) for each group member.

Many teachers are skeptical about the importance of using role cards in the classroom. Why is it important? Does it have any impact on my pupils? Isn't it time consuming to prepare the cards? My answer would be :
Yes, it is important.
It does help to develop pupils' social skills.
It's easy to prepare (there is a myriad of online resources pertaining Role Cards. Here are some suggestions:

Read Write Think Group Role Cards
When implementing group work with students, it is essential that they understand their role within the group in order for the learning to be effective. By providing the role cards, students can learn to participate in cooperative learning effectively, whilst also developing a range of appropriate social skills. 

www.readwritethink.org/files/resources/lesson_images/.../cooperative.pdf

Working in Small Groups: My Read
This extract from My Read website presents a wide range of practical cooperative group learning strategies that are flexible and provide opportunities for students to work together in the construction of knowledge. 

http://www.myread.org/organisation.htm

The use of Role Cards helps the teacher in managing the classroom better