Download - Alat pemikiran pendidikan moral
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ALAT PEMIKIRAN DALAM
PENDIDIKAN MORAL
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Apa dia? Mengapa ia perlu?Bagaimana cara
menggunakannya?
Apa itu Alat pemikiran?…
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Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan berkesan.
Thinking Tools…
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Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p yang berkesan.
Alat Pemikiran…
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Alat Pemikiran/Thinking Tools Taxanomy Bloom
Thinking maps 6 thinking hats Thinkers keys Mind maps Multiple intelligences Venn diagram SWOT Cort1 PMI (plus,minus,
interesting chart)
Scamper Question matrix KWHL T-chart Y-chart Graphic organisers Lotus diagram Flow chart Bone diagram Fishbone diagram
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I THINKI THINK
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APA ITU APA ITU I THINKI THINK??
Lapan peta pemikiran (Proses
pemikiran) adalah alat berfikir visual
yang memudahkan murid-murid
dalam memahami konsep,
menganalisis masalah dan mencari
penyelesaian.
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PETA MINDA PETA MINDA I THINKI THINK
Peta minda mengandungi 8 proses
pemikiran, setiap satu diwakili oleh
satu alat pembelajaran visual-verbal
dan kedua-duanya bergabung
sebagai satu set alatan yang
menunjukkan hubungan.
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I THINKI THINK
• 8 Peta 8 Peta pemikiranpemikiran
• 8 Proses 8 Proses mindaminda
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8 KUNCI KEMAHIRAN/PROSES PEMIKIRAN:
Sumbang saran / mendefinisi Menerangkan membanding beza membuat pengelasan Hubungan seluruh-bahagian Urutan Sebab dan akibat Analogi (hubungan yang sama)
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Mendefinisi mengikut konteksPETA BULATAN
Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.
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Peta BulatanPeta BulatanCircle MapCircle Map
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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mendefinisi mengikut konteksmendefinisi mengikut konteksPeta Bulatan Peta Bulatan
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Topik utama
Konsep yang
anda tahu
Sempadan
Proses sumbang saran
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mendefinisi mengikut konteksmendefinisi mengikut konteksPeta BulatanPeta Bulatan
Adapted from “Thinking Maps® - Tools for Learning” © 1995
14 Nilai Universa
l
Kepercayaan kepada Tuhan hormat bertanggungjawab
Hemah tinggi Kasih sayang
Keadilan Kederhanaan
Kerjasama Berterima kasih
Kejujuran Kerajinan Keberanian
Baik hati
Toleransi
Dokumen Standard P Moral
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Menerangkan PETA BUIH:
Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.
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PETA BUIHPETA BUIHBUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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Untuk menerangkan (adjektif)Untuk menerangkan (adjektif)Peta BuihPeta Buih
Adapted from “Thinking Maps® - Tools for Learning” © 1995
KonseputamaAdjektif
1 Adjektif
4
Adjektif2
Adjektif3
Adjektif5
Adjektif6
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Peta BuihPeta BuihUntuk menerangkan, guna adjektifUntuk menerangkan, guna adjektif
Adapted from “Thinking Maps® - Tools for Learning” © 1995
jujur
rajin
Amanah
baik hati
ikhlas
budi bahasa
Krishnan
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PETA BUIH BERGANDA:
Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza
Membanding beza
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PETA BUIH BERGANDAPETA BUIH BERGANDADOUBLE BUBBLE MAPDOUBLE BUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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Untuk banding bezaUntuk banding bezaPETA BUIH BERGANDAPETA BUIH BERGANDA
Adapted from “Thinking Maps® - Tools for Learning” © 1995
konsep 1
konsep 2
sama
beza
sama
beza
beza
beza
beza
beza
sama
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Untuk banding bezaUntuk banding bezaPETA BUIH BERGANDAPETA BUIH BERGANDA
Adapted from “Thinking Maps® - Tools for Learning” © 1995
BPK THAN
VELU
India
UPM
Thn BaruCina
Buddha
Cina
Deepavali
Hindu
SAINS SOSIAL
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Membuat Pengelasan PETA POKOK:
Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.
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Membuat PengelasanMembuat PengelasanPETA POKOKPETA POKOK
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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Membuat PengelasanPETA POKOKPETA POKOK
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Reading Skills: Main Ideas & Details; Taxonomy
Pendidikan Moral
Fokus Tema Nilai
Kognitif Psikomotor
Diri Saya Saya & JiranPenaakulan Perlakuan
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Hubungan Seluruh- bahagian PETA DAKAP:
Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.
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PETA DAKAPPETA DAKAPBRACE MAPBRACE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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Hubungan seluruh & bahagianHubungan seluruh & bahagianPETA DAKAPPETA DAKAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Fokus PM Sek Ren
Perasaan
Penaakulan
Tindakan
tanggungjawab
akauntabiliti
Perlakuan
mental menaakul
perlakuan baik/jahat
salah/benar
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PETA ALIR:
Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu.
Urutan
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PETA ALIRPETA ALIRFLOW MAPFLOW MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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URUTANURUTANPETA ALIRPETA ALIR
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Langkah 1 Langkah 2 Langkah 3
Langkah 1a Langkah 1b Langkah 2a Langkah 2b Langkah 3a Langkah 3b
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UrutanUrutanPETA ALIRPETA ALIR
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Membersihkanbilik darjah
Pengajaran & Pembelajaran
Aktiviti ko-kurikulum
Sapu lantai
Buang sampah
PendidikanMoral
Pendidikan Islam
Kelab &persatuan
UnitBer-
uniform
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Sebab dan Akibat PETA PELBAGAI ALIR:
Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakan-tindakan yang diambil dan cara untuk mengubahnya.
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PETA PELBAGAI ALIRPETA PELBAGAI ALIRMULTI FLOW MAPMULTI FLOW MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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Sebab dan akibatSebab dan akibatPETA PELBAGAI ALIRPETA PELBAGAI ALIR
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Masalah/isu
Sebab 2
Sebab 1 Akibat 1
Akibat 2
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suka bantu keluarga
Rajin belajar
Suka tolong kawan
Hock Seng
Disayangi rakan-rakan
Cemerlang dalam
pelajaran
Disayangikeluarga
SEBAB AKIBAT
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Analogi (hubungan yang sama, mencari faktor penghubungan)
PETA TITI: Membantu menyenaraikan beberapa pasangan butiran yang berkaitan antara satu sama lain supaya dapat memahami perkara-perkara di dunia yang mempunyai hubungan yang serupa (analogi).
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PETA TITIPETA TITIBRIDGE MAPBRIDGE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
SamaSama sepertiseperti
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AnalogiAnalogiPETA TITIPETA TITI
Adapted from “Thinking Maps® - Tools for Learning” © 1995
SamaSama sepertiseperti
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tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist
Faktor Penghubungan: tempat ibadat dengan penganutnya
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THINKING TOOLTHINKING TOOL
PMI PMI
(Plus, Minus, (Plus, Minus, Interesting/Interesting/
Tambah, Tolak, Tambah, Tolak, Menarik)Menarik)
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LATIHANLATIHAN
MENGHADIRI MENGHADIRI KURSUS JU DI KURSUS JU DI
HOLIDAY VILLA BEACH HOLIDAY VILLA BEACH RESORT, RESORT,
CHERATING ???CHERATING ???
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TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Tambah ilmuMakan percumaRamai kawan baruTingggal di hotelMembeli belah
Tekanan/peningBerat badan bertambahKerja di sekolah tertangguhJauh dari keluargaDuit habis
Terdahulu mendapat maklumat tentang KSSRMenikmati pelbagai jenis makananBerkongsi idea dari pelbagai negeriKepuasan
Dapat berjumpa dgn Penulis bukuMenambah ilmuBerkongsi ilmuPenceramah yang peramah
Makanan tak sedapTak ada wi-fiMabuk liftLift jammedLetih Jadual padatTak dapat mandi di kolam
Ramai kawanAda kolam renangBerdekatan dgn pusat membeli belahPemandangan yg cantik
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TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Dapat tambah pengetahuan baruTambah kenalanPengalaman baru sbg JUKongsi idea dan pngalaman
Pertambahan tugasanGangguan pdpMatlamat MMI terjejasTugasan sekolah tertunggakWifi berbayar
Peluang melancongSeronok bersama kawanPenceramah yg hebatMakanan yang sedap
Banyak pengalamnKawan baruKongsi ideaDapat maklumat awal
Jauh dari keluargaKeluar kosPdp tertangguhTambah tanggungjawab
Dapat rasai tempat baruDapat beli belahDapat duduk hotelMakanan percuma
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TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Dapat memahami bidaya pelbagai bangsaMendapat motivasi dan latihan sebagai JU
Bilik hotel kurang selesa bilik perbincangan tidak kondusifTekananKursus sampai malamHujan tak henti-henti, tak boleh shoppingMasa terlalu suntuk
Di tengah pusat BandarEratkan perpaduanBercukup rehatBenda baru kenalan dgn pakar bidang
Ketahui pedagogi terkiniHOTS
OverTime Merapatkan hubungan sesama peserta tanpa mengira kaumInteraksi yang berkesan antara kawan-kawanBudaya 1 malaysia diwujudkanPenceramah yang berkaliber dan peramah
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THINKING TOOLTHINKING TOOL
6 THINKING HATS6 THINKING HATS
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
Six hats
Six colors
Six types of thinking
The hats are directions, not descriptions of thinkers
Each thinker should be able touse all of the hats
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The Six Thinking Hats® Tool Kit
Blue Hat Thinking- Process Thinking about thinking What thinking is needed? Organizing the thinking Planning for action
White Hat Thinking- Facts Information and data Neutral and objective What do I know? What do I need to find out? How will I get the information I need?
Green Hat Thinking - Creativity Ideas, alternative, possibilities Provocation - "PO" Solutions to black hat problems
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Yellow Hat Thinking- Benefits Positives, plus points Logical reasons are given. Why an idea is useful
Black Hat Thinking - Cautions Difficulties, weaknesses, dangers Logical reasons are given. Spotting the risks
Red Hat Thinking - Feelings Intuition, hunches, gut
instinct My feelings right now. Feelings can change. No reasons are given.
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
Ways to Use the Hats
Individually (i.e., thinking alone)
In conversation
In meetings
Reports and presentations
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
white hat
What information is available?
What information do we need?
How are we going to get the missing information?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
red hat
What are my feelings right now?
What does my intuition tell me?
What is my gut reaction?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
black hat
What are some possible problems?
What difficulties could we encounter?
What are points for caution?
What are the risks?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
yellow hat
What are the benefits?
What are the positives?
What are the values?
Can this be made to work?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
green hat
What creative ideas do we have?
What are the alternatives?
How can we overcome the black hat difficulties?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
blue hat
Where should we start?
What is the agenda?
What are the objectives?
Which hats should we use?
How can we summarize?
What should we do next?
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WHITEHAT
REDHAT
YELLOW HAT
BLUEHAT
BLACKHAT
GREENHAT
Identify the fact and details of a topic
Looks at a topic from the point of view of emotions and feelings
Focuses on the positive aspects of a topic
Focuses on reflection, metacognition (thinking about thinking that is required) and the need to understand the big picture
Examines the problems associated with a topic
Requires creativeness, imagination and lateral thinking about a topic
THINKING HATS
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THINKING TOOLTHINKING TOOL
BLOOM-REVISED BLOOM-REVISED VERSIONVERSION
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FF
OO
UU
NN
DD
AA
TT
II
OO
NN
HH
II
GG
HH
EE
RR
OO
RR
DD
EE
RR
TT
HH
II
NN
KK
II
NN
GG
TT
HH
II
NN
KK
II
NN
GG
Bloom’sBloom’s
TaxonomyTaxonomy
Bloom’sBloom’s
TaxonomyTaxonomy
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Taxonomy = Klasifikasi
mengkelaskan aras pemikiran
6 aras pemikiran kognitif
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Mengapa Taksonomi Bloom perlu?
• Merangka dan mengkaji objektif pembelajaran
• Membina kurikulum
• Mengenali kemahiran mudah dan kemahiran sukar
• Menyepadukan objektif pembelajaran dengan teknik penilaian secara efektif
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Mencipta
Menilai
Menganalisis
mengaplikasi
Memahami
Mengetahui
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Questioning . . .• Higher level questions require complex
application, analysis, evaluation or creation skills
• Higher level questions– Encourage students to think more deeply and
critically– Facilitate problem solving– Encourage discussions– Stimulate students to seek information on their
own
University of Illinois (2006)Handout #
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MengetahuiMurid dapat mengingati & menyatakan apa yang telah dipelajari
– Describing– Finding– Identifying– Listing
– Retrieving
– Naming
– Locating
– Recognizing
Can students recall information?
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“Remembering” stemsWhat happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?(Pohl, 2000)
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Memahami Murid dapat menginterpretasi maksud /apa yang telah dipelajari
– Classifying
– Comparing
– Exemplifying
– Explaining
– Inferring
– Interpreting
– Paraphrasing
– Summarizing
Can students explain ideas or concepts?
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“Understanding” stemsExplain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
(Pohl, 2000)
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Mengaplikasi Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan daripada yang dipelajari.
– Implementing– Carrying out
– Using
– Executing
Can students use the information in another familiar situation?
c =
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“Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of instructions about…
(Pohl, 2000)
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Menganalisis Murid dapat menghuraikan/ menganalisis maklumat yang dipelajari untuk memahaminya dengan lebih detail.
– Attributing
– Comparing
– Deconstructing
– Finding
– Integrating
– Organizing
– Outlining
– Structuring
Can students break information into parts to explore understandings and relationships?
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“Analyzing” stemsWhich events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?(Pohl, 2000)
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Analyzing
Verbs Distinguish Question Appraise Experimen
t Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Discriminat
e
Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize
Products Questionnaire Database Abstract Report Graph Spreadsheet Checklist Chart Outline Comparison Graphic
organizer
(Tarlinton, 2003)
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Analyzing
Project Ideas
Use a Venn Diagram to show how two topics are the same and different
Design a questionnaire to gather information and analyze the results
Make a flow chart to show the critical stages of an event or story plot
Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Conduct an investigation to produce information to
support a point of view Review a work of art in terms of form, color and texture Create a Decision Making Matrix to help you decide
which breakfast cereal to purchase
(Tarlinton, 2003)
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85
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MenilaiMurid dapat membuat keputusan
berdasarkan kritikan/ penilaian/rekfleksi yang mendalam
– Checking
– Critiquing
– Detecting
– Experimenting
– Hypothesising
– Judging
– Monitoring
– Testing
Can students justify a decision or a course of action?
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“Evaluating” stemsJudge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose? (Pohl, 2000)
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Evaluating
Verbs Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure
Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject
Products
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech
(Tarlinton, 2003)
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Evaluating
Project Ideas
Persuasive presentation for a new school rule/suggesting changes needed
Prepare and conduct a debate Prepare a list of criteria to judge Presentation about five rules you see as
important and convinces others of their importance
Write a half-yearly report evaluating personal progress
Evaluate the character’s actions in the story
(Tarlinton, 2003)
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Evaluating
Questions
Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
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MenciptaMurid mencipta idea baru atau
maklumat dengan menggunakan apa yang telah dipelajari
– Constructing
– Designing
– Devising
– Inventing
-Making
–Planning
–Producing
Can students generate new products, ideas, or ways of viewing things?
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“Creating” stems
Design a...to...
Devise a possible solution to…
If you had access to all resources, how would you deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)
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Creating
Questions
Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would
you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
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Creating
Verbs Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate
Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Imagine Generate
Products
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech
(Tarlinton, 2003)
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Creating
Project Ideas
Invent a machine to do a specific task Design a robot to do your homework Create a new product. Give it a name and plan a marketing
campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or
pantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of
healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product
(Tarlinton, 2003)
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The New Bloom’s
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LATIHANLATIHAN
DILEMA HEIZ- GUBAH DILEMA HEIZ- GUBAH SOALAN BERDASARKAN SOALAN BERDASARKAN
VERSI BARU BLOOM VERSI BARU BLOOM
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"Di Eropah, seorang wanita sedang menghadapi maut kerana sakit tenat. Para doktor mengesahkan bahawa hanya terdapat satu ubat sahaja yang dapat menyembuhkan penyakitnya itu. Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam wang yang secukupnya untuk membeli ubat berkenaan. Beliau berjumpa dengan semua orang yang dikenalinya untuk meminjam wang. Tetapi, beliau hanya dapat setengah daripada jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki yang membuat ubat itu dan mengatakan bahawa isterinya sedang sakit tenat lalu meminta supaya ubat itu dijual dengan harga murah sedikit ataupun membenarkannya membayar harga ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya telah membuat ubat ini dan saya akan mendapatkan wang daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al., 1983, hlm 81)
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HEINZHEINZ
• Isteri sakit tenatIsteri sakit tenat• Ubat mahalUbat mahal• 10 kali ganda kos 10 kali ganda kos
asalasal• Heinz tak mampuHeinz tak mampu• Pinjam duit tapi Pinjam duit tapi
xcukup duitxcukup duit• Rayu pada Rayu pada
sipenjual sipenjual
• Sipenjual tidak Sipenjual tidak berganjakberganjak
• Heinz terdesakHeinz terdesak• Pecah masuk Pecah masuk
kedaikedai• Curi ubat untuk Curi ubat untuk
mengubati mengubati isterinyaisterinya
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THINKING TOOLTHINKING TOOL
SWOT ANALYSISSWOT ANALYSIS
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LATIHANLATIHAN
MENJADI MENJADI JURULATIH UTAMA JURULATIH UTAMA
PENDIDIKAN MORAL PENDIDIKAN MORAL BAHAGIAN / BAHAGIAN /
DAERAHDAERAH
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THINKING TOOLTHINKING TOOL
FISH BONEFISH BONE
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SekianSekian
TERIMA KASIHTERIMA KASIH
XIE XIEXIE XIE
NANDRINANDRI