topik 2 penulisan objektif n hasil pembelajaran
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8/11/2019 TOPIK 2 Penulisan Objektif n Hasil Pembelajaran
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TOPIK 2
Penulisan Objektif dan
Hasil Pembelajaran
8/11/2019 TOPIK 2 Penulisan Objektif n Hasil Pembelajaran
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Apakah Perbezaan Antara Objektif &
Hasil Pembelajaran?
Objektif Pembelajaran
Menyatakan apa yang
guru perlu buat iaitu apa
yang perlu diajar, danapa yang perlu dirancang
untuk mengajar.
Hasil Pembelajaran
Menyatakan apa yang
pelajar tahu atau boleh
buat atau jangkaan apayang pelajar tahu dan
boleh buat setelah kelas
tamat.
Apa yang bolehditunjukkan oleh pelajar
tentang pengetahuan dan
kebolehan membuat
sesuatu selepas sesuatu
perkara diajar.
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Pentingnya Hasil Pembelajaran
Menyatakan apa yang perlu dikuasai olehpelajar
Membantu anda memberi tumpuan dlm
penguasaan hasilMembantu anda dlm merancang &
menggunakan pelbagai kaedah
pembelajaran & ABM yg berkesan untuk
pelajar menguasai hasil pembelajaran itu
Membantu anda dlm merancang penilaian
pelajar
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Ciri-Ciri Hasil Pembelajaran
Hasil pembelajaran yang baik mempunyai 3 ciri berikut:-
1. Kata kerja
2. Pernyataan pembelajaran
3. Kriteria pembelajaran Contoh HP :- Murid menerangkan bahawa siang dan
malam berlaku kerana putaran bumi pada paksinya.
1. Kata kerja – menerangkan
2. Pernyataan pembelajaran – siang dan malam3. Kriteria pembelajaran – berlaku kerana putaran bumi
pada paksinya
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Ciri-Ciri Hasil Pembelajaran
Hasil pembelajaran mesti eksplisit :-
1. S – spesifik
2. M – measurable – boleh diukur
3. A – attainable – boleh dicapai4. R – relevan @ realistik
5. T – time frame – tempoh masa
Hasil pembelajaran mesti ditulis dalam bentuk tingkah
laku yang boleh dilihat dan diukur, spesifik dan bolehdicapai oleh murid
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Kategori HP Mengikut Taksonomi Bloom
Pengetahuan: mengingat kembali
Kefahaman: kebolehan menerangkan
Aplikasi: kebolehan menggunakan sesuatu dlm situasi
yg baru Analisis: kebolehan memecahkan sesuatu kepada
bahagian-bahagian & mengenal pasti perkaitan di
antaranya
Sintesis: kebolehan mencantumkan unsur-unsur supayamendapat satu struktur yang bermakna
Penilaian: kebolehan menilai
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Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian
Melabel Memberi contoh menemui Membahagi Bercerita
Membuat
kesimpul
an
Mendefinisi menganggar menghasilMembuat
inferens
Membina
semulaMengkritik
Menyebut memperluaskan menukar Mengasing MengarangMempertahan
kan
Memadan menerang menyelesaikan MembandingMembuat
generali
sasi
Menilai
Mengenal pasti menambah mengait MemecahkanMengkategor
i
Mempertikaik
an
menyenarai menghurai mengira mengilustrasi Menjana Menyokong
menama menunjukkan Membeza Meringkas
menyatakan menggunakan Memilih Merumus
Mengubah suai MenyusunMencantumk
an
Kata
Kerja
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Learning Outcome
Learning outcomes are written in the form ofmeasurable behavioural terms. In general, thelearning outcomes for a particular learningobjective are organized in order of complexity.
However, in the process of teaching andlearning, learning activities should be planned ina holistic and integrated manner that enablesthe achievement of multiple learning outcomesaccording to needs and context. Teachers
should avoid employing a teaching strategy thattries to achieve each learning outcomeseparately according to the order stated in thecurriculum specifications.
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Suggested Learning Activities
The Suggested Learning Activities provide informationon the scope and dimension of learning outcomes. Thelearning activities stated under the column SuggestedLearning Activities are given with the intention ofproviding some guidance as to how learning outcomes
can be achieved. A suggested activity may cover one ormore learning outcomes. At the same time, more thanone activity may be suggested for a particular learningoutcome. Teachers may modify the suggested activity tosuit the ability and style of learning of their students.
Teachers are encouraged to design other innovative andeffective learning activities to enhance the learning ofscience.
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What are learning outcomes?
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Learning outcomes are statementsthat specify what learners will know orbe able to do as a result of a learning
activity. Outcomes are usuallyexpressed as knowledge, skills, orattitudes .They represent essentialand significant performances to be
achieved by all learners after theteaching-learning session.
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Learning outcomes help you in many ways. They :
make it clear what students can hope to gain fromfollowing a particular lesson.
help you to select the appropriate teaching strategy, for
example lecture, seminar, student self-paced, orlaboratory class. It obviously makes sense to match theintended outcome to the teaching strategy.
help you more precisely to tell your colleagues what aparticular activity is designed to achieve.
ensure that appropriate assessment strategies areemployed.
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This means each learning outcome statement has threemajor components, namely
An act ion word that calls upon the learner todemonstrate or perform something
A learning statement that specifies what the learner isto demonstrate; and
A broad statement of the cr i ter ion for acceptableperformance
Learning outcomes convey to the learner the specific
behaviour to be attained, the conditions under which thebehaviour must be demonstrated, and the proficiencylevel at which the behaviour is to be performed.
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How to actually write the learning outcomestatements?
What is important is that the learning outcomes should
be written in clear language, identify important learningrequirements, be assessable and be written in the futuretense. Key features of an outcome learning statementinclude:
an action verb - describes what the learner will be doing.
measurable criterion - how the learning will be evaluated. Sometimes you can also state the conditions ofperformance - under what conditions will the learningtake place.
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Action verbs
The use of words to “understand” or
“appreciate” is essentially useless as they
do not convey what the student should be
doing. Bloom's taxonomy can help as it
defines six categories or levels of thinking.
The following list can help to generateideas for writing learning outcome
statements.
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Knowledge Comprehension Application Analysis Synthesis Evaluation
define Describe apply analyse arrange appraise
list Discuss demonstrate appraise assemble assess
name Explain dramatise calculate collect choose
recall Express employ categorise compose compare
record depict illustrate criticise construct estimate
relate locate interpret debate create evaluate
underline recognise operate diagram design judge
label report practice differentiate formulate measure
quote restate schedule distinguish manage rate
locate review sketch examine organise revise
match translate use experiment plan score
cite inspect prepare select
reproduce question propose value
identify relate combine defend
state solve integrate justify
test
classify
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Exercise 1
The student will be able to measure (act ion wo rd )
the volume (learning s tatement ) of an irregular shape(cr i ter ion ).
Could you now identify the components in the
following learning outcomes?
1.The student will be able to list four factors for photosynthesis2.The student will be able to label the parts of a plant.
3.The student will be able to write a poem about the universe
4.The student will be able to construct a model of the earth.