PEDAGOGI ABAD KE 21 SATU KEMESTIAN UNTUK DIKUASAI

DEWAN RAFFLESIA, IPG TAWAU

4 SEPT 2014

OLEH:

DR. MOHAMAD NOR BIN MOHAMAD TAIB

PENGARAH

PUSAT PENYELIDIKAN, PEMBANGUNAN

DAN INOVASI, IPGM

Greater Need for Education in Society and Economy

Higher Standards for Teaching & Learning

More Diverse Students with Greater Educational Needs

Greater Expectations of Schools for Ensuring Success

Creative Work —• Research

• Development

• Design

• Marketing/Sales

• Global Supply Chain Management

Routine Work

done by machines

Routine Workdone by people

THE FUTURE WORLD OF WORK

Traditional Site Bounded Paradigm For Teacher Education

New Triplization Paradigm for Teacher Education

Aims: To equip teachers with the necessary competence to deliver knowledge and skills to students

Aims: To develop teachers as triplized CMI and life-long learning teachers who will contribute to students’ and to schools’ triplized life-ling self learning and development as CMI citizens and organizations

Curriculum: Focused on the content and delivery of subject knowledge

Curriculum: Focused on CMI ability, globalized, localized and individualized.

Pedagogy: delivering knowledge and skills to teachers, site bounded and separated teacher learning, absence of IT, limited opportunities for learning, and lacks of clear linkage with CMI development

Facilitating teachers’ life long self learning, multiple sources, globally and locally networked, IT environment, boundless, unlimited opportunities for learning and encouraging CMI development

Traditional quality assurance: how well learning & teaching are organized, the delivery of knowledge and skills, teaching can be improved, can arrive at a given standard.

How well learning is triplized, learning opportunities are maximized, self learning is facilitated. Teachers’ CMI are developed.

PARADIGM SHIFT IN TEACHER EDUCATION

KEMAHIRAN YANG PERLU DIBANGUNKAN DALAM PEDAGOGI ABAD KE 21

ABAD KE 20

•Dipimpin guru

•Arahan langsung

•Pengetahuan

•Kandungan

•Kemahiran asas

•Teori

•Kurikulum

•Individu

•Bilik darjah

•Pentaksiran sumatif

•Belajar untuk sekolah

ABAD KE 21

•Berasaskan murid

•Pembelajaran kolaboratif

•Kemahiran

•Proses

•Pemikiran Aras Tinggi

•Praktikal

•Kemahiran hidup

•Berkumpulan

•Komuniti

•Pentaksiran formatif

•Belajar untuk kehidupan

PEMBELAJARAN ABAD KE 21

KemahiranTeknologiMaklumat, Komunikasi

& Media

Standard & Pentaksiran

Kurikulum

Pembangunan Profesional

Persekitaran Pembelajaran

• Literasi Maklumat

• Literasi Media

• Literasi Teknologi

Maklumat &

Komunikasi)

• Menggunakan

teknologi untuk

mengakses,

mengurus,

mengintegrasi dan

menilai maklumat,

menjana maklumat

baru dan

berkomunikasi

dengan orang lain

• Kebolehsuaian &

fleksibel

• Mempunyai inisiatif dan

terarah kendiri

• Kemahiran sosial dan

antara budaya

• Produktiviti &

akauntabiliti & adaptasi

• Tanggungjawab dan

kepimpinan

• Berkebolehan dalam

pelbagai bidang

• Membuat refleksi dan

penambahbaikan

• Kreativiti, Inovasi & Semangat meneroka

• Pemikiran Kritis dan Penyelesaian

Masalah

• Komunikasi & Kolaborasi

• Menganalisis & mengkonsepsi

• Belajar sepanjang hayat

Mata pelajaran teras dantema Abad ke-21

Kemahiran belajar&

Inovasi

Kemahiranhidup & kerjaya

• Kesedaran global

• Literasi kewangan, ekonomi,

perdagangan dan kuesahawanan

• Literasi sivik

• Kesedaran alam sekitar

• Kesedaran kesihatan &

kesejahteraan

• Critical thinking

• Active learning

• Problem solving skills

• Communicating, making connections, creating and expressing oneself in a variety of ways

• Contextualised knowledge

• Collaborative teamwork

• IT Savvy

• Learning to know

• Learning to do

• Learning to be

• Learning to live together

21st Century Pedagogy Features

PERBEZAAN KBSR DENGAN KSSR

KBSR KSSR

Rekabentuk berasaskan 3 bidang:

• Komunikasi

• Manusia dan Alam sekitar

• Perkembangan Diri Individu

Rekabentuk berasaskan 6 Tunjang:

• Komunikasi

• Kerohanian, Sikap & Nilai

• Kemanusian

• Perkembangan Fizikal & Estetika

• Sains dan Teknologi

• Ketrampilan Diri

Bahan Kurikulum:

• Sukatan Pelajaran

Bahan Kurikulum:

• Dokumen Standard Kurikulum

Rekabentuk Kurikulum:

• Linear

Rekabentuk Kurikulum:

• Modular

Organisasi Kurikulum:

• Tahap 1 (Th 1,2 & 3) dengan Mata Pelajaran

Teras, Wajib & Tambahan

• Tahap 2 (Th 4,5 & 6) ) dan Mata Pelajaran Teras,

Wajib & Tambahan

Organisasi Kurikulum:

• Tahap 1 (Th 1,2 & 3) dengan Modul Teras Asas,

Modul Teras Tema & Modul Elektif

• Tahap 2 (Th 4,5 & 6) ) dengan Mata Pelajaran

Teras & Elektif

Elemen Kemahiran Berfikir Secara Kritis dan

Kreatif

Elemen kreativiti dan Inovasi, Keusahawanan dan

teknologi Maklumat & Komunikasi secara eksplisit

Fokus:

• 3M (Membaca, Menulis dan Mengira)

Fokus:

• 4M (Membaca, Menulis, Menulis dan Menaakul)

FAKTOR KEBERKESANAN PENGAJARAN

QUALITY Kualiti pengajaran eg. kaedah

APPROPRIATENESS Kesesuaian dengan kebolehan dan kesediaan

pelajar

INCENTIVE Motivasi untuk terus belajar

TIME Jumlah masa dan kesesuaian masa

FAKTOR KEBERKESANAN PEMBELAJARAN

APTITUDE Kemampuan dan kemahuan belajar

ABILITY Faham arahan dan pengajaran guru

PRESERVERANCE Ketekunan dan kesungguhan

OPPORTUNITY Peluang untuk belajar eg, masa bertanya danmengulangkaji

TEACHING & LEARNING

ENGAGING STUDENTS THROUGH COLLABORATIVE PROBLEMS AND DESIGN (SOCIAL) ENHANCING THEIR LEARNING WITH STIMULATING MULTIMEDIA APPLICATION

(COGNITIVE) EMPOWERING THEIR SKILLS WITH MULTIMEDIA AND WEB TOOLS, AND PROVIDING

THEM A PLATFORM TO THINK CRITICALLY AND CREATIVELY, STRENGTHEN THEIR SOCIAL INTERACTION PROCESSES, AND REFLECT ON THEIR LEARNING PROCESS AND GOALS (TECHNICAL)

ENJOYING THE PROCESS OF KNOWLEDGE CONSTRUCTION, COLLABORATIVE LEARNING, CRITICAL AND CREATIVE THINKING, AND CREATING OWNERSHIP IN THEIR LEARNING OUTCOMES (AFFECTIVE), AND INCORPORATE SOUND EDUCATIONAL LEARNING PEDAGOGIES THAT HAVE PROVEN TO BE INTEGRAL IN IMPROVING STUDENT ENGAGEMENT AND ENHANCING THEIR LEARNING PROCESS, THESE INCLUDE: CONSTRUCTIVE LEARNING; STUDENT-CENTRED LEARNING; COLLABORATIVE LEARNING; COOPERATIVE LEARNING, AUTHENTIC LEARNING; PROBLEM-SOLVING LEARNING; INTERACTIVE MULTIMEDIA LEARNING;

PROJECT-BASED LEARNING.

I-THINK

BRAIN STORMI

NG

IDEAL,

SWOT, BOS

MIND MAP PING

PEMANGKIN

HOTS

Gunakanimaginasi

MenerokaAndaian

BudayaMengambil

Risiko

Berlainandari norma

ASAS KREATIVITI

(INPUT)

MENJANA KREATIVITI

(PROSES)

HASIL KREATIVITI

(OUTPUT)

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

PERLU:

• Kaya dengan informasi

• Keinginan untuk meluahkan idea

• Menilai idea yang baik dan idea kurang baik

• Mencurahkan kemampuan anda dalam

bidang yang diminati

GETTING THE RIGHT TEACHERS. GOOD TEACHER PRODUCES GOOD STUDENTS WHO

ARE THINKERS AND INNOVATORS

HOW? DOA (DISCIPLINE OF ACTION) = CREATIVE & INOVATIVE

Infrastructure

- Classrooms & Laboratories

- Equipment & Furniture

- Resource Centre

- Digital Environment

Educators

- Teaching & Learning Styles

- Networking

- Continuous Professional Development

- Reflective & Researchers, IT Savvy

Students

- Learning Approach

- Thinking Skills

- Involvement

- Enterpreneurship, Patriotism

Curriculum & Assessment

- -

- Humanising & Socialising Curriculum

- Relevant & Applied Curriculum

- Assessment: Informative

- Assessment: Flexible

Stakeholders

- Parents

- Society

- Institutions of Higher Learning

- Industries

21

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Pe

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Teac

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Dimensions Focus Areas

ProcessInput Output

Thinking Skills

Transparently

Problem Solving

Project based Learning

Collaboratively

Inter-disciplinary

Contextually

Technological, Information and Media Fluencies

21st Century Pedagody

are

teach

build

work

use

foster

assessed

develop

Lecture

5%

Reading

10%

Audio-Visual

20%

Demonstration

30%

Discussion Group

50%

Practice by Doing

75%

Teach Others/ Immediate Use

90%

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Knowledge Creation

Knowledge Deepening

Knowledge Acquisition

LOTSLower Order Thinking Skills

HOTSHigher Order Thinking Skills

INCOMPETENCE COMPETENCE

UNCONSCIOUS Unconscious Incompetence

FLUENCY

Unconscious Competence

CONSCIOUS Conscious Incompetence Conscious Competence

LITERACY

Perubahan mencetuskan pembaharuan

yang boleh membawa kemajuan.

Setiap pendidik merupakan agen membangunkan

modal insan kreatif dan inovatif.

DR MOHAMAD NOR BIN MOHAMAD TAIB

E-MAIL: nortaib@yahoo.com

NO MISSION IS IMPOSSIBLEMISSION: START WITH THE IMPOSSIBLE,THEN WORK

OUT HOW TO MAKE IT POSSIBLE