Kerja Kumpulan :
Ketua: Tan Sin Yee P48643
Pencatat: Syaidatul Haini Mohd Radzi P48676
Pembentang: Saw Ying Yu P48662
Selepas mengikuti kursus kaedah mengajar:-
Contoh tajuk: Nutrisi
1. Refleksi ke atas masalah atau penambahbaikan dalam pengajaran dan pembelajaran sesuatu
tajuk.
- cara penyampaian guru yang membosankan, tidak menarik dan tidak berkesan.
2. Cadangkan satu strategi atau kaedah pengajaran untuk mengatasi masalah tersebut
- Tunjukkan pyramid makanan
- Bawa bahan makanan sebenar ke kelas seperti roti, buah-buahan, sayur dan sebagainya
- Tunjukkan gambar-gambar orang yang kekurangan nutrisi seperti kwasyiorkor, osteomalasia dan osteoporosis supaya pelajar lebih faham dan nampak gambaran sebenar
- Bagi link websites sebagai rujukan kepada pelajar
3. Pemantauan
- Kumpul data-data setiap subtopik dengan sesi soal-jawab dengan pelajar
4. Penilaian
- Berikan kuiz kepada pelajar selepas pengajaran dan pembelajaran
5. Refleksi kendiri
Revised plan --> Act --> Observe --> Reflect
Thursday, April 30, 2009
Aktiviti 1
Selepas Mengikuti Bina Insan Guru II
1. Refleksi ke atas masalah dalam diri
a) Senarai penambahbaikan yang perlu dilakukan dalam diri:-
1. Ketepatan masa
2. Phobia kepada ketinggian dan “water activity”
3. Keyakinan diri semasa menjalani aktiviti lasak
4. Keaktifan dalam sukan
b) Rancangan pelan tindakan untuk menambahbaikan
Matlamat umum:-
i) Menepati masa
ii) Lebih yakin dalam menjalankan aktiviti lasak (seperti abseiling, flying fox, rock climbing,snorkeling, diving and etc) dan lebih berani
iii) Lebih aktif dalam kegiatan kesukanan
Objektif:
i) Menjadi lebih peka kepada ketepatan masa
ii) lebih yakin dan berani semasa melakukan aktiviti lasak
iii) Lebih aktif dan berjiwa kesukanan
2. Pelan tindakan
a) Langkah-langkah yang perlu diambil:-
- Membaca buku “Action research” untuk mengetahui dengan lebih mendalam cara-cara untuk menyelidik kajian tingkah-laku
- Setiap hari set alarm atau “reminder” supaya sentiasa menepati masa
- Menyertai lebih banyak aktiviti lasak untuk mengatasai masalah phobia kepada ketinggian dan “water-activity”
- Aktifkan diri dalam sukan dengan bersukan sekurang-kurangnya tiga kali seminggu
b) Mengumpul data
- Buat catatan berkenaan ketepatan masa apabila menghadiri ke kelas, perjumpaan dengan pensyarah, kawan-kawan dan sebagainya.
- Bertanya kepada rakan sebilik atau rakan-rakan yang rapat jika saya ada perbaiki kelemahan dari segi ketepatan masa
- Catat berapa kali saya menyertai aktiviti berkenaan sukan
- Bertanya kepada diri dan kawan-kawan jika saya mampu atau telah mengatasi masalah phobia semasa menjalankan aktiviti-aktiviti yang menguji keberanian diri
c) Pemantauan kepada rancangan yang dilaksanakan
- Memantau berdasarkan data atau catatan yang diperolehi secara keseluruhannya
- Jika tiada peningkatan atau kemajuan, perlu “revised plan” dan mencari jalan penyelesaian yang lebih berkesan
d) Penilaian kepada perancangan yang dilaksanakan
- Berdasarkan data yang diperolehi dan pemantauan, nilai samada diri saya lebih berdisiplin dari segi ketepatan masa ke kelas dan sebagainya
- Adakah saya lebih berani dan yakin menghadapi cabaran yang dilontarkan apabila melakukan aktiviti-aktiviti lasak?
- Adakah saya lebih aktif dalam melibatkan diri dalam sukan?
1. Refleksi ke atas masalah dalam diri
a) Senarai penambahbaikan yang perlu dilakukan dalam diri:-
1. Ketepatan masa
2. Phobia kepada ketinggian dan “water activity”
3. Keyakinan diri semasa menjalani aktiviti lasak
4. Keaktifan dalam sukan
b) Rancangan pelan tindakan untuk menambahbaikan
Matlamat umum:-
i) Menepati masa
ii) Lebih yakin dalam menjalankan aktiviti lasak (seperti abseiling, flying fox, rock climbing,snorkeling, diving and etc) dan lebih berani
iii) Lebih aktif dalam kegiatan kesukanan
Objektif:
i) Menjadi lebih peka kepada ketepatan masa
ii) lebih yakin dan berani semasa melakukan aktiviti lasak
iii) Lebih aktif dan berjiwa kesukanan
2. Pelan tindakan
a) Langkah-langkah yang perlu diambil:-
- Membaca buku “Action research” untuk mengetahui dengan lebih mendalam cara-cara untuk menyelidik kajian tingkah-laku
- Setiap hari set alarm atau “reminder” supaya sentiasa menepati masa
- Menyertai lebih banyak aktiviti lasak untuk mengatasai masalah phobia kepada ketinggian dan “water-activity”
- Aktifkan diri dalam sukan dengan bersukan sekurang-kurangnya tiga kali seminggu
b) Mengumpul data
- Buat catatan berkenaan ketepatan masa apabila menghadiri ke kelas, perjumpaan dengan pensyarah, kawan-kawan dan sebagainya.
- Bertanya kepada rakan sebilik atau rakan-rakan yang rapat jika saya ada perbaiki kelemahan dari segi ketepatan masa
- Catat berapa kali saya menyertai aktiviti berkenaan sukan
- Bertanya kepada diri dan kawan-kawan jika saya mampu atau telah mengatasi masalah phobia semasa menjalankan aktiviti-aktiviti yang menguji keberanian diri
c) Pemantauan kepada rancangan yang dilaksanakan
- Memantau berdasarkan data atau catatan yang diperolehi secara keseluruhannya
- Jika tiada peningkatan atau kemajuan, perlu “revised plan” dan mencari jalan penyelesaian yang lebih berkesan
d) Penilaian kepada perancangan yang dilaksanakan
- Berdasarkan data yang diperolehi dan pemantauan, nilai samada diri saya lebih berdisiplin dari segi ketepatan masa ke kelas dan sebagainya
- Adakah saya lebih berani dan yakin menghadapi cabaran yang dilontarkan apabila melakukan aktiviti-aktiviti lasak?
- Adakah saya lebih aktif dalam melibatkan diri dalam sukan?
Sunday, April 26, 2009
Assignment 1
Book Review on Action Research
Author : Lin S.Norton
Year of Publication: 2009
Book title : Action Research in Teaching and Learning (A practical guide to conducting
pedagogical research in universities)
Publisher:Routledge (London)
Due: 25th May, 2009
Author : Lin S.Norton
Year of Publication: 2009
Book title : Action Research in Teaching and Learning (A practical guide to conducting
pedagogical research in universities)
Publisher:Routledge (London)
Due: 25th May, 2009
Saturday, April 25, 2009
Lecture 1: Action Research
Concept & Definition
- Reflective process where it allows inquiry and discussion as components of the research
- A collaborative activity among colleagues searching for solutions to everyday real problem experienced in schools or looking for ways to improve instruction and increase student achievement.
- The process assists educators in assessing needs --> documenting steps of inquiry --> analyzing data --> making informed decisions --> desired outcomes
- A quest of knowledge on how to improve skills, techniques and strategies
Pose Questions --> Gather Data --> Reflection --> Decide course of Action
Types of Action Research
1. Individual
- Focus on single issues in classroom
- Seek solutions to problem in classroom management, instructional strategies,
use materials and students learning
2. Collaborative
- Involve tow to a group of teachers addressing classroom or departmental issues
- Teachers may be supported by individual outside schools such as university or
community partners
3. School wide
- Focus on common issues to all
- Looking for ways to reach parents to increase their involvement in
school activities
4. District wide
- Far more complex and utilizes more resources
- Issues involved organizational, community-based, performance based or process
for decision-making
Steps in action research
1. Identification of problem area
- Limit question to one that is meaningful and doable in confines of daily work
- Careful planning will limit false starts and frustrations
- Questions should be:
- high order question – not a yes or no
- state in common language, avoid jargon
2. Gather data
- Important in deciding what action need to be taken
- Multiple sources of data are used to understand scope of happenings in
classroom or school
e.g. interviews, surveys, questionnaires, case studies etc.
- Organize and arrange data to identify trends and themes
3. Interpret data
- Analyzed and identify major themes
- Some data are quantifiable that can be analyzed without the use of statistics
or technical assistance
- Other data such as opinions, attitudes or checklists may be summarized in table
form
4. Act on evidence
- Using the information from the data collection and review of current literature
- Design a plan of action that will allow you to study and make a change
5. Evaluate result
- Assess the effects of the intervention to determine if improvement has occurred
- If there is improvement, do the data clearly provide the supporting evidence?
- If no, what changes can be made to the actions to elicit better results?
6. Next step
- As a result of the action research project, identify additional questions raised
by the data and plan for additional improvements, revisions, and next steps.
Example:
Canning for punishment in school is considered as a very violent act that is not acceptable by parent and most of the society nowadays. Alternatively, teachers can opt for class detention or give assignments to make the student know that if they make mistake they would have to do extra work for punishment wise.
- Reflective process where it allows inquiry and discussion as components of the research
- A collaborative activity among colleagues searching for solutions to everyday real problem experienced in schools or looking for ways to improve instruction and increase student achievement.
- The process assists educators in assessing needs --> documenting steps of inquiry --> analyzing data --> making informed decisions --> desired outcomes
- A quest of knowledge on how to improve skills, techniques and strategies
Pose Questions --> Gather Data --> Reflection --> Decide course of Action
Types of Action Research
1. Individual
- Focus on single issues in classroom
- Seek solutions to problem in classroom management, instructional strategies,
use materials and students learning
2. Collaborative
- Involve tow to a group of teachers addressing classroom or departmental issues
- Teachers may be supported by individual outside schools such as university or
community partners
3. School wide
- Focus on common issues to all
- Looking for ways to reach parents to increase their involvement in
school activities
4. District wide
- Far more complex and utilizes more resources
- Issues involved organizational, community-based, performance based or process
for decision-making
Steps in action research
1. Identification of problem area
- Limit question to one that is meaningful and doable in confines of daily work
- Careful planning will limit false starts and frustrations
- Questions should be:
- high order question – not a yes or no
- state in common language, avoid jargon
2. Gather data
- Important in deciding what action need to be taken
- Multiple sources of data are used to understand scope of happenings in
classroom or school
e.g. interviews, surveys, questionnaires, case studies etc.
- Organize and arrange data to identify trends and themes
3. Interpret data
- Analyzed and identify major themes
- Some data are quantifiable that can be analyzed without the use of statistics
or technical assistance
- Other data such as opinions, attitudes or checklists may be summarized in table
form
4. Act on evidence
- Using the information from the data collection and review of current literature
- Design a plan of action that will allow you to study and make a change
5. Evaluate result
- Assess the effects of the intervention to determine if improvement has occurred
- If there is improvement, do the data clearly provide the supporting evidence?
- If no, what changes can be made to the actions to elicit better results?
6. Next step
- As a result of the action research project, identify additional questions raised
by the data and plan for additional improvements, revisions, and next steps.
Example:
Canning for punishment in school is considered as a very violent act that is not acceptable by parent and most of the society nowadays. Alternatively, teachers can opt for class detention or give assignments to make the student know that if they make mistake they would have to do extra work for punishment wise.
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