Wednesday, 16 November 2011
This is the zooming presentation that i had created. It is very useful for our presentation. Besides that, this can also be treating as ABM for teacher. I find it very fun and interesting. This is the 1st time I create this type of presentation and due to the duration for me to create it is very short, I only manage create a simply one. Well, I am here to share ideas so why don't you try it yourself.
The Road Taken
FYI, this is my 2nd version of PREZI...
The Road Taken
FYI, this is my 2nd version of PREZI...
Tuesday, 15 November 2011
As we all know in order to success in a teaching process, we need to vary our ways of expressing ideas. Therefore, we may use "concept map", "concept cartoon" and "discrepant event "to help us in our teaching. Concept map is actually refers to a diagram that having words that showing linking between one concept with another concept. It always start with a concept and end with a concept. Meanwhile, concept cartoon is a cartoon diagram that having two or more perspectives and normally the perspectives include misconception where teacher ask students to pick their stand from the given perspectives. Teacher can know student prior knowledge and their misconception for an idea. As for discrepant event, student needs to make prediction and give reason for their predictions. Teacher is then demonstrating. Students need to observe then conclude is their prediction and the observant is the same or discrepant. Then only teacher explain the concept. You may visit the websites below for example of concept map and concept cartoon and discrepant event.
Discrepant Event: Rising Water
Discrepant Event: Rising Water
As we all know in order to success in a teaching process, we need to vary ourteaching skill. Teaching skill is essential for us to teach effectively. It can be divided into smaller unit of skills for teaching. Such unit is known as microteaching. There are a total of 9 main skills under microteaching. The skills include:-
1. Beginning of lesson (memulakan pengajaran)
(a) To attract student’s attention
(b) Help student to get ready for a lesson
(c) To introduce learning objective
(d) To understand student’s prior knowledge and misconception
(a) Asking question
(b) Group discussion
(e) Predict-Observe-Explain (POE)
(f) Concept map
(g) Concept cartoon
(h) Discrepant event & etc
2. Questioning (menyoal)
(a) To start an inquiry
(b) To get student involve actively in the lesson
(c) To built student’s interest
(d) Focus student’s attention on an idea or concept
(e) To built thinking skills of student
(f) To know and handle student’s misconception
(g) To understand student’s ideas
i. Give question to students
ii. Appropriate waiting time
iii. Pick student to answer question
Ø Prompting student’s when they cannot answer the question
Ø Probing student’s to answer more critical question
iv. Give respond to student’s answer
v. Make conclusion for acceptable / correct answer
3. Explaining (menerang)
(a) To express information more effective
(b) To built student’s knowledge towards an idea or concept
(c) To make sure student can obey rule
- Main principles:
· Focus on specific aspect
· Use relevant and interesting examples
· Use simple and easy understand words
· Use different intonation
· Body language
· Inductive/ Deductive
· Help to memorize (prompts)
· Use linking and in vary
· Control our expressing speed
· Involves student
· Give chances for student to express their ideas, interest and attitude
4. Strenghten (memperkukuh)
(a) Increase classroom interaction
(b) Rebuilt classroom discipline
(c) Motivate student
(d) Increase student’s confident
(e) Change student’s behaviour and attitude
(f) Increase student’s understanding
(a) Show warmness and intent of interest
(c) Using vary of methods, media, technology and activities
(d) Show sincere
5. Demonstration (membuat demonstrasi)
(a) Invites students to carry out an inquiry guidance
(b) Helps student built up knowledge
(c) Stimulate critical and creative thinking
(a) Involves student in doing demonstration
(b) Using inductive process rather than deductive process
(c) Make demonstration look interesting
(d) Make sure student can see and listen clearly
(e) Ask inquiry questions
(f) Help student obtain concept that need to be teach through questions
(g) Give positive strengthening
6. Discussion (mengendalikan perbincangan)
(a) Student involves actively in learning
(b) Student involves in solving problems rather than teaching academic content
(c) Strengthening learning
(d) Stimulate critical and creative thinking
(e) Student react quickly based on their knowledge
(a) Create a situation that question from student is expected
(b) Always strengthen positively
(c) Praise student that pay attention
(d) Recall student’s idea and link all the ideas
(e) Show positive attitude and open
(f) Make sure the commitment from all the students
7. Handling practical work (mengendali kerja amali)
(a) Increase content mastery
(b) Give student has chances to experiences nature, method and spirit of science
(c) Built up scientific skills and attitude
(d) Built up critical and creative thinking
(e) Develop generic practical skills
(f) Develop sciences knowledge empirically
(g) Develop do work as a group
(a) Determine the practical work objective
(b) Focus partly of the skill for each teaching
(c) Well prepare before doing practical work
(d) Grouping the students into smaller group
(e) Practical work traditional also as important an inquiry practical work
(f) Create a situation to enhance curiosity and scientific spirit
(g) Remind lab’s rule
(h) Teach practical’s skill to avoid accident
8. Closure of lesson (menutup pengajaran)
- Cognitive aspect:
· Conclude learning outcome
· Assess student’s knowledge
· Student makes their reflection
· Make linking with next lesson
· Gives homework
- Social aspect:
· Affective values where student feel interesting and success in leaning at the same time feel important and special on their lesson
9. Reflection (membuat refleksi)
· To detect problems that student may facing for improvement purpose
· To identify strengths that can be utilized
· To create improving action for personality and professionalism improvement
Monday, 14 November 2011
We learned about “Inquiry Scientific” where it required 4 processes. That are:-
1. Asking question
- Teacher need to give a topic question to the students
- Such question should be related to the topic that are going to teach later
- Should be in form of central guide question
2. Planning & completing an investigation
- Let the students plan their own activities by using the apparatus in the lab
- This process should be conducted freely by the students
- Teacher act as a guider
3. Answering question
- Students answer the question given through the experiment they had conducted
- Every group should given the changes to express their finding
4. Communicate the result
- Discuss the result of finding together
- Lead the students toward the actual answer
We had undergone inquiry ourselves. I really enjoy it as we are giving the opportunity to conduct our own experiment even though we had already known the answer through our previous studied. We find the material and apparatus needed; we do our own experiment even without lab manual which is a very interesting experience. I never experience this before. Our lecture had done this by using the process stated. Let see how she done.
1. Question: “What is the relationship between buoyant force and the weight of water displaced?”
2. Plan your experiment. In your experiment should include hypothesis, variables (manipulated, responding, fixed), material and apparatus, procedure and result.
3. Each group please send a representative to show your result
4. Our result: When the weight of the object immerse in the water increase, the weight of the water displaced increase.
Buoyant force is the same as the weight of water displaced.
Lesson of the day is Teaching Unit. We had learnt ‘Constructive Teaching’ (Pengajaran Konstrutivisme). As a teacher, this is important for us to refer before we teach. The principles under constructive teaching re needed to make sure the teaching and learning process successful. The principles are proven by philosopher under their theory of teaching such as John Dewey, Jean Piaget, Lev Vygotsky and Jerome Bruner.
Principles for constructive teaching include:
- Learning is continuous and active process.
- Learning involves mentality and socialite activities.
- Language is involves in learning.
- Learning must have context.
- Students need knowledge to learn.
- Learning requires sufficient time as well.
- Mettacognitive (awareness and the ability to control the thought process of the time learning) and motivation is an important component in the learning process.
The sequence of four phases of instruction
• Teachers relate previous studies with new ideas.
• Teachers uncover students' where students are given the opportunity to present and reflect the ideas.
• Restructuring students’ misconception.
• Provide interaction between students and teachers to the construction of scientific knowledge.
• Building new scientific ideas.
• Restructuring of existing knowledge so that students can be more in line with the scientific ideas.
• Solve students’ misconception problems.
• Presenting new ideas to relate to the student experience.
• Continuously assess students' understanding.
3. Application of ideas
• Apply the knowledge for different situations.
• Challenge and expand students' understanding of concepts.
• Enhance critical and creative thinking skills.
• Using broad strategies such as solve problems and make decisions.
• Comparing prior concept and misconception of students with the knowledge built
• Summarizes what has been learned
• Review what should be achieved and then assess the learning outcomes
• Asking students to make inferences and to reflect on their overall learning experience
• Associate with the coming lessons and homework