01 topik 2 konsep asas pengajaran & pembelajaran manojun11
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KULIAH 3
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Alam Belajar – Fizikal; Psikososial; Komuniti Pembelajaran
Teori tentang alam belajar – Teori Sistem Ekologikal Bronfenbrenner◦ Sistem Mikro; Meso; Ekso; Makro; Krono
Pengalaman Belajar – Pengalaman Langsung Main dalam pembelajaran – Ciri-ciri, Jenis, dan
Kepentingan Main sosial – Solitari, memerhati, pemerhati,
selari, gabungan, main koperatif Main kognitif – fungsian, konstruktif, simbolik,
sosio-dramatik, berperaturan
Masih Ingat?
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Seronok Pergerakan Interaksi/Sosial Perkembangan Penglibatan aktif Pelbagai deria/ Aspek Pengalaman langsung Persaingan sihat Pelbagaian ruang/lokasi Terkawal- arahan; peraturan
Refleksi: Prinsip Main?
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Toleransi Emosi Kemahiran psikomotor; Komunikasi Kreativiti Kerjasama Perpaduan Kecergasan/ kecerdasan Motivasi Keyakinan; kepercayaan, konsep kendiri, self
esteem
Refleksi: Kepentingan/Faedah Main
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Micro system: The setting in which the individual lives Include the person's family, peers, school, and
neighbourhood Most direct interactions with social agents take
place; with parents, peers, and teachers, for example
The individual is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.
Ecological Theory (Bronfenbrenner)-5 Environmental systems:
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Mesosystem: Relations between microsystems or
connections between contexts Examples are the relation of family
experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences
For example, children whose parents have rejected them may have difficulty developing positive relations with teachers.
Ecological Theory (Bronfenbrenner)
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Exosystem: Links between a social setting in which the
individual does not have an active role and the individual's immediate context.
For example, a husband's or child's experience at home may be influenced by a mother's experiences at work.
The mother might receive a promotion that requires more travel, which might increase conflict with the husband and change patterns of interaction with the child.
Ecological Theory (Bronfenbrenner)
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Macrosystem: Describes the culture in which individuals live
Cultural contexts include developing and industrialised countries, socioeconomic status, poverty, and ethnicity
Ecological Theory (Bronfenbrenner)
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Chronosystem: The patterning of environmental events and
transitions over the life course, as well as sociohistorical circumstances
For example, divorces is one transition Researchers have found that the negative effects
of divorce on children often peak in the first year after the divorce. By two years after the divorce, family interaction is less chaotic and more stable
As an example of sociohistorical circumstances, consider how the opportunities for women to pursue a career have increased during the last thirty years
Ecological Theory (Bronfenbrenner)
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http://en.wikipedia.org/wiki/Ecological_Systems_Theory
Santrock, John W. (2007). A Topical Approach to Life-Span Development. New York, NY: McGraw-Hill.
Paquette, D & Ryan, J (2001). Bronfenbrenner’s Ecological Systems Theory. http://en.wikipedia.org/wiki/Ecological_Systems_Theory
Rujukan
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TOPIK 2KONSEP PENGAJARAN DAN PEMBELAJARAN
En. Manogaran A/L SubramanianJabatan Ilmu Pendidikan
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Proses menyampai dan menyambung idea-idea
Proses memudah cara pembinaan ilmu
Menentukan standard Menggalakkan kreativitimembantu seseorang pelajar untuk belajar Mencabar pelajar ke arah
pencapaian potensi yang optimum
1.0: Konsep Asas Pengajaran
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Proses berorientasikan matlamat yang dirancang terlebih dahulu
Aktiviti bermatlamat yang dilakukan oleh guru secara sengaja dan disedari bagi membantu pembelajaran
Pengajaran adalah suatu proses pengendalian urusan bagi membolehkan pelajar mengetahui atau menyempurnakan sesuatu yang mereka tidak dapat lakukan sendiri sebelum ini (Kamaruddin, 1993)
1.0 Konsep Asas Pengajaran
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Perubahan tingkah laku manusia yang agak kekal akibat interaksi dengan
persekitaran Proses bagaimana
seseorang kk dapat menangani keperluan kehidupan kerana ia membesar dalam persekitaran fizikal dan sosialnya
1.1 Konsep Asas Pembelajaran
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Perubahan tingkah laku individu disebabkan oleh pengalaman (Slavin, 1997)
Pembelajaran berlaku apabila pengalaman secara relatifnya menghasilkan perubahan kekal dalam pengetahuan dan tingkah laku (Woodfolk,1998)
Pembelajaran adalah pemerolehan tabiat, pengetahuan dan sikap (Crow & Crow,1980)
1.1: Konsep Asas Pembelajaran
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Apa itu Pengajaran? Apa yang anda faham tentang Pembelajaran?
Cuba Ingat Kembali
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Proses menyampai Proses memudah cara Menentukan standard Menggalakkan kreativiti Membantu pelajar Mencabar pelajar Bermatlamat Membolehkan pelajar mengetahui atau
membuat sesuatu yang mereka tidak dapat lakukan sendiri
Pengajaran
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Perubahan pengetahuan dan tingkah laku yang agak kekal akibat daripada pengalaman
Proses menangani keperluan kehidupan Pembelajaran adalah pemerolehan tabiat,
pengetahuan dan sikap
Pembelajaran
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Siapa tokoh-tokoh dalam pembelajaran (Gagne, Bruner, Ausubel, dll)?
Mazhab? Behavioris, Kognitivis, Sosial, Humanis, Konstruktivis
Apa kata tokoh-tokoh tersebut?
Idea untuk ISL?
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2.1 Penglibatan aktif2.2 Perkaitan dan corak/konstruktivisme2.3 Pembelajaran informal2.4 Pengalaman langsung2.5 Situasi mendesak- mencabar; sebenar2.6 Maklum balas yang berterusan2.7 Suasana yang menyeronokkan2.8 Refleksi
2.0 Prinsip-prinsip Pembelajaran (Ewell)
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Dengan melayari Internet, cari maklumat tentang Prinsip Pembelajaran Ewell dan bentangkan:Kump. 1-Penglibatan aktif & perkaitan dan
corakKump. 2-Pembelajaran informal &
Pengalaman langsungKump.3 – Situasi mendesakKump.4 – Maklum balas berterusan &
suasana yang menyeronokkanKump.5 - Refleksi
TUTORIAL 3
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2.1 Penglibatan secara aktif Murid mesti melibatkan diri secara aktif
ketika aktiviti pengajaran.
Maklumat bukan disampaikan, tetapi murid itu sendiri yang mencarinya.
Contoh : perbincangan secara kelas atau online, pembelajaran koperatif
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2.2 Perkaitan dan corak Murid berpeluang menentu, menguji dan
membina corak serta perkaitannya apabila mereka membina makna daripada situasi pembelajaran
Mereka akan mewujudkan suasana yang bermakna terhadap aktiviti pembelajaran yang mempunyai kaitan dan bentuk yang tertentu.
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2.3 Pembelajaran Informal Pembelajaran yang bukan
berlaku di bilik darjah secara formal.
Berlaku di luar kelas - di mana-mana sahaja, dan pada bila-bila masa
Apa perbezaan antara pembelajaran formal, tak (in) formal dan bukan (non) formal ?
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2.4 Pengalaman langsung
Pelajar akan belajar jika mereka melakukan aktiviti pembelajaran secara langsung
Memberi peluang kepada pelajar untuk membentuk pemahaman individu (own meaning) terhadap apa-apa yang dipelajari
Membantu pelajar memperoleh pemahaman dan mencipta, mengubah atau memurnikan sesuatu idea jika pelajar mempunyai kekeliruan dalam topik tertentu
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2.5 Situasi mendesak Pembelajaran dalam situasi
yang harus dihadapi/diatasi Pengalaman secara langsung Situasi sebenar-Sesuatu yang
benar-benar berlaku Pembelajaran tersebut akan
lebih mencabar dan bermakna bagi pelajar
Fikirkan satu situasi mendesak!
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2.6 Maklum balas berterusan Menekankan kepentingan
insentif bagi membentuk tindakan berterusan
Pelajar memperoleh maklum balas daripada guru dan rakan-rakannya.
Kemampuan belajar kanak-kanak dapat dikenalpasti.
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2.7 Suasana yang menyeronokkan
Tindak balas berterusan yang sangat efektif jika sesuatu isi pengajaran itu disampaikan dengan suasana yang menyeronokkan
Penglibatan aktif Pengalaman menyeronokkan
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Amalan atau perlakuan menganalisis tindakan (sebelum/semasa), keputusan atau hasil (selepas) dengan memberi fokus kepada proses mencapainya
Dapat meningkatkan kemahiran penilaian kendiri untuk melihat semula apa yang telah dibuat dan apakah yang perlu dibaiki.
Reflection is not telling people about your experience but reflection is about what the experience means to you.
2.8 Refleksi
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Donald Schön (1996,…): Sebelum, semasa dan selepas- Reflection-for-Action; Reflection-In-Action; Reflection-On-Action
Van Manen (1977): 3 tahap refleksi – Technical; Practical; Critical
ISL…
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Prinsip Motivasi Prinsip Struktur Prinsip Sekuen Prinsip Peneguhan
ISL…Prinsip Pengajaran-Pembelajaran Bruner (1966) (Mok, 2009)
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Gagne’s Taxonomy of LearningThere are five major categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes; The five subcategories of intellectual skills are
hierarchical in nature (low-level skills to high-level skills). Gagne’s hierarchy of intellectual skills follows programmed instruction since one skill must be learned before another can be mastered.
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Gagne’s Taxonomy of Learning(Cont’d)
· Verbal information: Reciting something from memory · Intellectual skills:
Discrimination: Recognizing that two classes of things differ Concrete concept: Classifying things by their physical
features alone Defined concept: Classifying things by their abstract (and
possibly physical) features Rule: Applying a simple procedure to solve a problem or
accomplish a task Higher-order rule: Applying a complex procedure (or
multiple simple procedures) to solve a problem or accomplish a task
· Cognitive strategies: Inventing or selecting a particular mental process to solve a problem or accomplish a task
· Attitudes: Choosing to behave in a way that reflects a newly-acquired value or belief
· Motor skills: Performing a physical task to some specified standard
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3.1: Maklumat Verbal3.2: Kemahiran intelek3.3: Strategi kognitif3.4: Kemahiran motor3.5: Sikap
3.0: Lima Kategori/ Taksonomi Pembelajaran (Gagne)
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Kebolehan individu menyatakan sesuatu fakta atau satu set peristiwa secara lisan atau bertulis
Pelajar digalakkan untuk mengelompokkan maklumat (chunking) dan mengekod pembelajaran secara bermakna
Boleh didefinisikan sebagai mengetahui sesuatu atau declarative knowledge
3.1: Maklumat Verbal
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DefinisiPengetahuan procedural atau ‘tahu bagaimana’
Pelajar menggunakan bahasa lisan untuk menghadapi persekitaran secara simbolik seperti dalam 3M pada peringkat permulaan
3.2: Kemahiran intelek
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Apabila pembelajaran berlanjutan, simbol digunakan secara kompleks untuk membeza, menggabung, mengklasifikasi, menganalisis dan mengelompokkan objek, peristiwa & simbol-simbol lain
3.2: Kemahiran intelek (samb.)
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Gagne membezakan kemahiran intelek kepada 8 kategori (Mok,2009): Pembelajaran Isyarat Pembelajaran Ransangan Rantaian Asosiasi verbal Pelbagai pembezaan (multiple discrimination) Pembelajaran Konsep Pembelajaran Prinsip/Hukum Penyelesaian Masalah (pp.60-62)
3.2: Kemahiran intelek (samb)
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Tugasan pembelajaran utk kemahiran intelek boleh disusun atur dlm hierarki mengikut kesukaran Hierarki pembelajaran ini merupakan asas utk menyusun atur pengajaran
3.2: Kemahiran intelek …
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8 kategeori kemahiran intelek : Pembelajaran Isyarat Pembelajaran Ransangan Asosiasi verbal Rantaian Pembelajaran Konsep Pembelajaran Hukum Penyelesaian Masalah
ISL
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Signal Learning: A general response to a signal. Like a dog responding to a command.Stimulus-Response Learning: A precise response to a distinct stimulus.Chaining: A chain of two or more stimulus-response connections is acquired.Verbal Association: The learning of chains that are verbal.Discrimination Learning: The ability to make different responses to similar-appearing stimuli.Concept Learning: A common response to a class of stimuli.Rule Learning: Learning a chain of two or more concepts.Problem Solving: A kind of learning that requires higher order of thinking.
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Eight ways to learn (Gagne)
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Kemahiran-kemahiran di mana pelajar dapat mengawal dengan sendiri proses-proses dalaman iaitu memberikan perhatian, belajar, mengingat dan memikir sesuatu.
Guru dapat membantu pelajar menguasai strategi kognitif dgn menunjuk cara strategi kpd pelajar di samping memberikan peluang untuk mereka melatih strategi tersebut sehingga mereka dapat menguasai strategi tersebut
3.3: Strategi Kognitif
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Kebolehan melakukan sesuatu pergerakan fizikal mengikut urutan Melibatkan tiga tahap : Belajar urutan yg berkenaan Amalkan pergerakan tersebut Murnikan pergerakan berasaskan
maklum balas daripada persekitaran
3.4 Kemahiran motor
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Keadaan dalaman yang mempengaruhi pilihan tindakan peribadi terhadap objek, orang perseorangan atau peristiwa.
Penekanan ialah kesan sikap terhadap tingkah laku Hasil dpd perlakuan atau tingkah laku seseorang
individu merupakan tanda rujukan tentang sikap individu
Untuk mempelajari sikap, pelajar perlu diberikan pendedahan kpd rol model atau hujahan yg menyakinkan
3.5 Sikap
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The Nine Events of Instruction When the Events of Instruction occur, internal learning
processes take place that lead to various learning outcomes. (Campos, 1999)
The Events of Instruction constitute a set of communications to the student, which have the aim of aiding the learning process.
Instruction consists of a set of events external to the learner designed to support the internal processes of learning.
(Gagne, Briggs, & Wager, 1988)
This theory outlines nine instructional events and their corresponding processes.
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The Nine Events of Instruction
Event of Instruction 1. Gaining attention
Giving learner a stimulus to ensure reception of coming instruction 2. Informing the learner of the objective
Telling learner what they will be able to do for the instruction 3. Stimulating recall of prior learning
Asking for recall of existing relevant knowledge 4. Presenting the stimulus
Displaying the content 5. Providing learner guidance
Supplying organization and relevance to enhance understanding
Learning Process Attention
Expectancy
Retrieval to working memory
Pattern recognition; selective perception
Chunking, rehearsal, encoding
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The Nine Events of Instruction (Cont’d)
Events of Instruction
6. Eliciting performanceAsking learners to respond, demonstrating learning
7. Providing FeedbackGiving immediate feedback on learner's performance.
8. Assessing performanceProviding feedback to learners' more performance for reinforcement
9. Enhancing retention and transferProviding diverse practice to generalize the capability
Learning Process
Retrieval, responding
Reinforcement, error correction
Responding, retention
Retention, retrieval, generalization
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The Nine Events of Instruction (Cont’d) Keep in mind that the exact form of these events is not
something that can be specified in general for all lessons, but rather must be decided for each learning objective. The events of instruction must be deliberately arranged by the teacher to support learning processes.
(Gagne, Briggs, & Wager, 1988)
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Gaining attention (reception) Informing learners of the objective
(expectancy) Stimulating recall of prior learning (retrieval) Presenting the stimulus (selective perception) Providing learning guidance (semantic
encoding) Eliciting performance (responding) Providing feedback (reinforcement) Assessing performance (retrieval) Enhancing retention and transfer
(generalization).
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Nine instructional events and corresponding cognitive processes
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4.0 Peringkat Pembelajaran Gagne
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4.0 Peringkat Pembelajaran Gagne
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4.0 Peringkat Pembelajaran Gagne
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Langkah pengajaran : Menarik perhatian Memaklumkan pelajar tentang objektif pelajaran Merangsang ingatan kembali terhadap pengetahuan
sedia ada Kemukakan kandungan Membimbing pembelajaran Melaksana perlakuan Memberikan maklum balas Menilai perlakuan dan prestasi Merangsang ingatan dan pemindahan pembelajaran
5.0 Implikasi Proses Pembelajaran Gagne Terhadap Pengajaran
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Identify the types of learning outcomes: Each outcome may have prerequisite knowledge or skills that must be identified.
Identify the internal conditions or processes the learner must have to achieve the outcomes.
Identify the external conditions or instruction needed to achieve the outcomes.
Specify the learning context. Record the characteristics of the learners. Select the media for instruction. Plan to motivate the learners. Test the instruction with learners in the form of formative
evaluation. After the instruction has been used, summative evaluation is
used to judge the effectiveness of the instruction.
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Steps of planning instruction
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1.Anda telah belajar tentang proses pembelajaran dan jenis-jensi pembelajaran yang dikemukakan oleh Gagne. Sejauh manakah teori pembelajaran Gagne diaplikasikan di dalam bilik darjah?
SOALAN ULANGKAJI
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SEKIAN, TERIMA KASIH
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