Topic 7 Educational Emphases in KBSR

8/21/2019 Topic 7 Educational Emphases in KBSR

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INTRODUCTION

In the previous topic, you were introduced to elements of the KBSR, that isthe Malaysian primary school syllabus and curriculum specifications. Inimplementing the curriculum, teachers should also note the educationalemphases highlighted in the syllabus. These emphases reflect the currentdevelopments in education and will help to prepare learners for the real worldand improve the quality of their interaction with others. In the long term, theeducational emphases will contribute towards the development of a progressive

Malaysian society.

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EducationalEmphases inKBSR

By the end of this topic, you should be able to:

1. State the seven education emphases in the KBSR syllabus;

2. Explain the implications of the seven education emphases;

3. Plan activities that reflect these emphases in education.

LEARNING OUTCOMES


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TOPIC 7 EDUCATIONAL EMPHASES IN KBSR150

THINKING SKILLS

Have you ever made a decision and regretted it later? Why?

Could it be because you were too hasty and failed to evaluate the situation or theproblem more carefully?

You may think we can all think because we are endowed with a brain. Well, to acertain extent, you are right. But, how well do we think? Are we capable ofcritical and creative thinking? These are the two higher order thinking skillswhich enable us to think logically and rationally so that we will be able toimprove our powers of reasoning and make good judgements and wise decisionsin our lives. Unfortunately, not everyone possesses such levels of thinking ability.

Therefore, the Malaysian primary school syllabus, as well as the secondarysyllabus, has highlighted thinking skills as an educational emphasis to beincorporated in the teaching and learning process. Figure 7.1 illustrates whatcritical and creative thinking skills (CCTS) are and why they are important.

Figure 7.1:Thinking skills what it is all about

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TOPIC 7 EDUCATIONAL EMPHASES IN KBSR 151

7.1.1 What are the Critical and Creative ThinkingSkills?

Critical Thinking

Critical thinking, or higher-level thinking, involves analysis and evaluation ofobservations and materials. It refers to logical thinking and reasoning and

include skills such as comparison, classification, sequencing, cause/effect,patterning, mapping, analogies, deductive and inductive reasoning, forecasting,planning, hypothesising, and critiquing. In terms of hemisphericity, criticalthinking is said to be more left brain, and thus will suit left brain learners. Criticalthinking involves taking apart complex items, such as speeches, writtencommunications, statistics, or machines and explaining their underlyingorganisation figuring out how they work or what they are really saying. It isnot just understanding an object or concept, but looking below the surface todiscover how different parts interact. Critical thinking is a tool for decisionmaking and problem solving. Good critical thinkers dont accept information at

face value, but look inside it for hidden agendas, things that are left out, andunderlying bias. Journalists, lawyers and educators are just some of theprofessions that require a lot of critical thinking.

Why Critical Thinking is Important

We make decisions and solve problems every day, from simple choices likewhich shampoo to buy or what movie to watch to complex decisions like whomto vote for or how to discipline our children. It is imperative that we possess theskills to make informed, educated decisions instead of believing everything wesee on T.V. or the Internet. Even children need to know how to analyse what they

see and hear, and this means they need strong critical thinking skills. Goodcritical thinking skills will make a better leader, and leadership is one of the mainagenda in our schools which teachers must pay attention to.

Creative Thinking

In their book, Teaching Strategies, Donald Orlich, Robert Harder, RichardCallahan et al., define creative thinking as blending different elements to form anew and unique entity. Creative thinking essentially refers to creating somethingnew or original. This involves the skills of flexibility, originality, fluency,elaboration, brainstorming, modification, imagery and metaphorical thinking.

What is the difference between creative and critical thinking skills?

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Creative thinking stimulates curiosity and promotes divergence. At the schoollevels, creative thinking would be an invaluable tool as children are at animpressionistic age and enjoy diversions. In terms of hemisphericity, creative

thinking is said to be more right brain, and thus will suit right brain learners.Creative thinkers are able to put ideas together in novel or unique ways or createnew ideas. Artists, for example, are creative thinkers, and scientists, legislatorsand engineers, among many others. They seek to use research and data in newways to find cures for diseases, design new cars or computers, or draw up newlaws for health care, for example. Nonetheless, everybody is creative in their ownway. You dont have to be artistic or a genius to be creative just imaginativeand able to think outside the box.

Why Creative Thinking is Important

Think for a moment: Without creative thinkers, we wouldnt have Leonardo daVinci, William Shakespeare, Steven Spielberg, Steven Jobs or Bill Gates. Creativethinking isnt just about imagination; its also vital for problem solving. Childrenupon encountering a new problem would find ways to solve it without beingtold what to do. They show maturity and development. This is why its soimportant for parents to encourage kids to be creative in many ways: coloring

books, dance lessons, listening to music, and playing with manipulative toys.Parents and teachers should take advantage of this natural propensity forcreativity and facilitate the situation to maximise childrens learning.

Read more on CCTS at:http://www.ehow.com/about_5453745_creative-critical-thinking-skills.htmlhttp://eduscapes.com/tap/topic69.htm

7.1.2 Applying Thinking Skills in the Classroom

To encourage the development of thinking skills in our learners, we have toincorporate activities that will encourage them to use these skills. In this section,we will first look at what types of questions teachers should ask their pupils to

Look through the primary school English language syllabus orcurriculum specifications. Are any of the above critical and creativeskills listed there?

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encourage them to think critically and creatively. Later, several languageactivities involving critical and creative thinking skills will be described. Theactivities can be adapted to suit different groups of learners.

(a) Questions that Encourage CCTSAs teachers, the questions that we ask during our lessons can play a role indeveloping critical and creative thinking skills in our pupils. Here are somesample questions which extend from students class participation, that willencourage higher levels of thinking. Try to incorporate them into yourlessons.

(i) Why do you say that?

(ii) What would be an example?

(iii) What do you think causes ... to happen? Why?

(iv) What are the strengths and weaknesses of ...?

(v) What would be an alternative?

(vi) How are ... and ... similar? How are they different?

(vii) Why do you think I asked this question?

(viii) Why do you think ... is important?

(ix) How does this apply to our lives?

(x) What if ...?

(b) Activities that encourage CCTSThe following are some sample activities that would encourage yourlearners to think:

(i) Problem-solvingPak Mat is a farmer and he is going to the market to sell his goat andsome Cabbages (Figure 7.2). He has to row a boat across a river buthis boat is so small that he can only take two of them across at any one

time. However, he cannot leave his goat together with the cabbagesbecause in his absence the goat will eat the cabbages. He also cannotleave his pet wolf alone with the goat because the wolf will eat thegoat. How is Pak Mat going to cross the river? Help him to solve theproblem!


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Figure 7.2:Sample picture for problem-solving activity adapted from Scientific American

(ii) Arranging in Order of PriorityYou have been kidnapped and locked up in a hut on a desertedisland. You managed to untie yourself and are trying to escape. Youlook around the hut and see the things listed below. Decide whichFIVE objects you will take with you. Arrange them in order ofpriority. Give reasons for your decision.

(iii) Evaluating a SituationYour school principal has decided to cut down a few big old shady

trees in the school compound to build a computer lab. Pupils oftenwait for their transport after school under the shade of these trees. Doyou agree with this decision? Why?

(iv) Predicting Before and After EventsWhat do you think happened before this picture (Figure 7.3)? Whatmakes you say so?

Try to predict what will happen after this picture.

Figure 7.3:Picture from Zits by Jerry Scott & Jim Borgman, The Star, 7 July 2006

axe hammer paper and pencil guitar

blanket knife rope first aid kit

gun ladder saucepan telescope


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For more information and ideas on critical and creative thinking, check out thefollowing websites:

http://www.virtualsalt.com/crebook1.htmhttp://www.engin.umich.edu/~problemsolving/strategy/crit-n-creat.htmhttp://www.ppk.kpm.my/html/program/masteryguide/index.htm

LEARNING HOW TO LEARN

Have you heard of the saying, Give me a fish and you feed me for a day. Teachme to fish and you feed me for a life time? Well, learning how to learn (LHTL) is

based on this same concept teach skills that promote learners independence.

The LHTL skills are integrated into the primary and secondary syllabuses to:

(a) Develop independent life-long learners

(b) Train learners to be responsible for their own learning

(c) Enable learners to reflect and evaluate their own learning

7.2.1 What are LHTL Skills?

Do you remember how you learned to use the dictionary? What did your teacheror your parents teach you? Do you think this ability is an important life-longskill? Why?

Learning how to learn involves the development of certain language skills which

are also study skills. These skills include:

(a) Effective Listening and Speaking

(i) Listen and understand

(ii) Select information and retain in memory

(iii) Organise and retell information that has been heard accurately

To be more precise, LHTL develops in learners the ability to get atinformation, knowing how to source for information and knowing whatinformation is useful for a particular purpose at a given time.

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(b) Effective Reading

(i) Skim (read for the gist) and scan (read to locate specific information)quickly and efficiently

(ii) Read intensively for details and depth (close reading)

(c) Effective Writing

(i) Make notes of important points read or listened to.

(ii) Summarise and retell information

(iii) Select and organise information

(d) Memory Skills

Retain in memory and recall accurately what has been read or heard

Besides the above, LHTL also involves other information gathering skills:

(a) Identifying sources of information books, people, etc.

(b) Referencing skills using index, table of contents, bibliography

(c) Collecting and evaluating information

(d) Dictionary skills

Why are the learning how to learn (LHTL) skills incorporated into theKBSR Syllabus?

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7.2.2 Applying LHTL Skills in the Classroom

The following are some sample activities for developing LHTL skills in the

language class:

(a) Dictionary Skills

(i) Arranging words in alphabetical order, for example:

Level: elementary

lion, rabbit, fish, tiger, snake

Level: intermediate

lion, lamp, letter, lantern, lady

(ii) Locating meanings of words in dictionaries. For example:

Level: elementaryActivity: Pupils locate words in a pictionary (picture dictionary)and draw the picture next to the given words

Level: intermediateActivity: Pupils locate meanings of words in a dictionary andwrite them down.

(b) Memory Strategies

Help your pupils to improve their memory by incorporating activities thatwill introduce them to memory strategies such as mind-mapping, makingassociations, mnemonics, diagrams, visualising and grouping or classifyinginto your lessons. For example:

(i) Word FamiliesElementary level: Pupils group picture cards together according totheir categories. In the process of grouping the pictures, learners arenoticing and registering in their minds the similarities between thepictures in the same category and in this way they will remember

better.

Group the following pictures under Vehicles and Games


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(ii) Kims GameThis is suitable for all levels. Place some objects on the table, e.g., pen,cup, book etc. Show them to your pupils. Give them a little time

(30 sec or 1 min.) to memorise them, then close the objects with a pieceof cloth. Pupils try to recall as many objects as they can, eitherverbally or in written form.

(c) Self-access LearningFor this activity, the class or the school library needs to be stocked with self-accessed cards or materials which can be easily accessed by the learners.These self-accessed cards should contain graded exercises (from easy todifficult) and self-checked answers at the back of the cards. Pupils identifytheir own area of weakness, e.g. tenses, and set out to do exercises to

improve themselves either during their free time or specific times allocatedby the teacher. Progress of self-accessed work should be recorded so thatthe pupils and the teacher can monitor progress.

(d) Extensive Reading ProgrammePupils select books to suit their own interest and ability to read. They keepa record of the books read by jotting down details such as the title of the

book, author, date, comments (or synopsis). Prizes can be awarded to thepupils who read the most books in the year.

INFORMATION AND COMMUNICATIONTECHNOLOGY SKILLS

In this age of rapid technological developments, information and communicationtechnology (ICT) skills cannot be overlooked and in fact, they have been givendue emphasis in the teaching and learning process. Computer laboratories have

been built in most Malaysian schools and basic infrastructure such as internetconnection and, in some cases, intranet facilities are all in place. The onus is nowon the teachers to put this education emphasis into practice.

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There are many other activities involving the use of LHTL skills. Canyou think of a few?

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The utilisation of ICT skills in the language classroom involves two aspects:

(a) Teachers use of ICT in the teaching process

(b) Learners use of ICT in the learning process

7.3.1 ICT Skills and the TeacherThe teacher basically applies ICT skills for two purposes in the classroom, whichare:

(a) Presentation

(b) Demonstration

The application of ICT skills for these purposes provides a focal point for thelearners attention, contributes to their understanding, and adds to the interest

value of your lesson.

There are many opportunities for using your ICT skills for the purpose ofpresentation. This includes presenting the topic, a grammar point, a sampleessay, a dialogue for class role-play, a text for shared reading, and so on.Sometimes, you may also need to demonstrate or illustrate certain processes orexplain certain vocabulary items or concepts. For example, the availability ofanimations can demonstrate the present continuous tense verbs, e.g. skippingand running, very well for young second language learners.

Do teachers have to be a computer expert?

No, you do not have to have a high level of expertise in computers and ICT. Basicknowledge of ICT, which includes using word-processing programs and othersoftware such Microsoft Powerpoint, is sufficient. Of course, you should also beable to source for, and download materials from the internet and use CD-roms aswell as suitable language learning courseware in your language class. Visit theMalaysian Curriculum Development website for tutorials on basic softwareprograms at: http://myschoolnet.ppk.kpm.my/indexg.htm

According to the KBSR English language syllabus (2003), ICT skills thatshould be incorporated into the teaching and learning process include theutilisation of multimedia resources and internet resources as well ascomputer-related activities such as e-mail, networking and interacting withelectronic courseware.


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7.3.2 ICT Skills and the Learner

In acknowledgement of ICT skills as a life requirement, these skills have been

incorporated into the learning outcomes of the KBSR English language syllabus.

This learning outcome is explicitly related to ICT skills. However, are these allthe ICT skills that learners need? The guidebook for ICT in teaching and learningproduced by the Malaysian Curriculum Development Centre (2001) classifieslearners use of ICT into four categories:

Tutorial

Exploratory

Application

Communication

(a) TutorialUsing ICT for tutorials involves the learners following a lesson, tutorial ordemonstration on CD-ROM or the internet and later completing someexercises. The ICT skills required of the learners in this category are usually

basic scrolling, clicking and typing.

(b) ExploratoryTasks set for this exploratory category involves the learners utilising theirICT skills to access information on CD-ROMs or the internet. It is learner-directed, as they have to explore, determine and decide which information

they want to extract. Activities for exploratory learning are often problem-solving and discovery learning tasks. For example, for the topic Places ofInterest, learners select a famous tourist destination and surf the internet togather information.

(c) ApplicationLearners use ICT to assist them to complete tasks set by the teacher. Forexample, they use word-processing software such as Microsoft Word totype essays or Powerpoint to prepare a presentation to show the results ofan exploratory task set by the teacher.

Take a quick look through the KBSR English language syllabus. Listdown the learning outcomes that involve ICT skills.

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(d) CommunicationAs a tool of communication, learners employ their ICT skills to shareinformation in textual, graphic, audio or audio-visual form via email or

other electronic means. ICT enables them to communicate with otherlearners or teachers who are not in the same location.

For more information on ICT skills for teaching and learning, visit the followingwebsite:http://ecs.lewisham.gov.uk/talent/pricor/english.html

7.3.3 Computer-Assisted Language Learning

There are two main approaches to the use of computers and language software inlanguage learning (Geyser, 2006):

(a) Instructivist Approach:In this approach, learners utilise computer-assistedinstruction such as drills and practice software for improving grammar,vocabulary, sentence building, pronunciation and other aspects oflanguage.

(b) Constructivist Approach:In this approach, learners connect and assimilatenew knowledge with what they already know. In other words, they buildon what they know and in the process learn new things. Tasks are oftenproject-based and require learners to explore and research a question and topresent the results of their efforts.

What are the four categories of ICT used in the classroom?

SELF-CHECK 7.4

Look at the four categories of ICT used by learners in Section 7.3.2 tutorial, exploratory, application and communication. Whichapproach does each employ?

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Both approaches serve different purposes in the process of learning. While theinstructivist approach provides controlled practice on specific elements oflanguage, the constructivist approach develops thinking skills and learning how

to learn skills. Good teachers often use a combination of the two to make learningmore meaningful and motivating.

VALUES AND CITIZENSHIP

In line with the National Philosophy of Education and the aim of producing amoral society, moral values and good citizenship are emphasised in the KBSREnglish language syllabus and thus, they should be given special considerationin the planning and implementation of the syllabus. What are these valuesspecifically? Generally, they can be grouped into values relating to self-

development, family, society, environment and country. These values include:

7.4.1 Integrating Values and Citizenship Into Lessons

The syllabus (Ministry of Education Malaysia, 2003) states that the values in theKBSR moral syllabus have been integrated into the learning outcomes of theEnglish language syllabus. For example, the learning outcome 2.4: Ask

questions politely to obtain information and clarification in the Englishlanguage syllabus (Ministry of Education, 2003) highlights the moral value ofpoliteness.

Another learning outcome, 2.10: Perform a variety of functions in a socialcontext such as exchanging greetings, making introductions, inviting people,etc. provides not only the opportunity to emphasise politeness but also othervalues such as friendliness and neighbourliness.

politeness

respect

friendliness

cleanliness

moderation

loyalty

civic-mindedness

diligence

love

responsibility

neighbourliness

kindness

tolerance

patriotism

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How do we integrate values and citizenship into our lessons? Well, there aregenerally two types of integration:

(a) Planned: choice of topics, materials and activities are based on thepredetermined moral value. For example, to achieve the learning outcomemake and receive telephone calls politely, the teacher chooses a dialoguethat illustrates this value and provides practice that focuses on politelanguage forms when making telephone calls.

(b) Incidental: when an opportunity arises during the lesson, the teacherstresses the moral value. For example, in teaching the story, The Boy WhoCried Wolf, the teachers intention is to emphasise the value of honesty.However, during discussion, a pupil notices the boys dirty clothes, thusgiving rise to an unplanned opportunity to stress the importance ofcleanliness.

What teaching approach would be suitable to emphasise moral values? Onceagain, the teacher has two choices:

(a) Direct: teacher states the moral value and explains its importance in ourlives.

(b) Indirect: teacher uses indirect questions or awareness-raising activities toguide the pupils to derive at the moral value.

Mr. Lee is teaching stories with moral values and chooses The Rabbitand the Tortoise.

After the pupils have read the story, he asks them the followingquestions:

How would you describe the rabbits character? Friendly?

What about the hares character?

Which animal do you prefer? Why?

Which type of integration and approach is he employing?

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MULTIPLE INTELLIGENCES

Do you know anyone who is very good with numbers and have no problems

with mathematics? Or a person who is very musically-inclined and can sing inperfect harmony? What about you? Do you have a natural ability for something,e.g., interacting with people or good in certain sports?

7.5.1 What are the Multiple Intelligences?

The theory of multiple intelligences was proposed by Howard Gardner in1983. According to this theory, there are eight different types of intelligencewithin human beings: verbal-linguistic, intrapersonal, interpersonal, logical-mathematical, visual-spatial, musical, bodily-kinesthetic and naturalist. Adescription of each of the intelligence is given in Figure 7.5.

Figure 7.5:Gardners multiple intelligences

(a) Verbal-linguistic Intelligence

This is the ability to use language effectively in oral or written form.Students with a high level of this intelligence often enjoy and may be goodat reading, writing, telling stories and explaining things verbally, playingword games and puzzles.

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(b) Logical-mathematical IntelligenceThis involves the ability to use numbers and symbols, to reason logically, torecognise patterns and relationships such as cause-effect. Students with

strengths in this intelligence usually enjoy and show competency incalculating, categorising, problem-solving, analysing and developinglogical arguments.

(c) Visual-spatial IntelligenceThis is the ability to visualise, create mental pictures and manipulate spatialrelationships. People with such an intelligence usually show awareness ofcolour, lines, shapes and space. They are also able to orient themselves andfind their way quickly in an unfamiliar environment. Students withstrengths in visual-spatial intelligence are usually good in art and design,

map work and interior design.

(d) Musical IntelligencePeople with strengths in this intelligence enjoy music, and are abletodiscriminate and express themselves through music; they usually have agood sense of rhythm, melody and pitch. Suitable activities for studentswith this type of intelligence include musical presentations, jazz chants andsongs.

(e) Bodily-kinesthetic IntelligenceThis intelligence involves the ability to use fine motor skills in sports,performing arts and craft production. Students with strengths in bodily-kinesthetic intelligence are usually good at and enjoy physical movementsand have skills like co-ordination, balance and flexibility. Activities that suitsuch students are dance, drama, sports and other physical activities.

(f) Interpersonal IntelligenceThis is the ability to understand and empathise with peoples behaviourand using this understanding to guide interaction with people. People withthis intelligence enjoy working with others and have good communicationskills; they are able to give and receive feedback well. Suitable activitiesinclude interactive activities and learning strategies could involve thosewhich are collaborative and co-operative.

(g) Intrapersonal IntelligencePeople with strengths in this intelligence are aware of, understand and ableto evaluate their own feelings, strengths and weaknesses. Such students areable to reflect on their own learning, feelings and behaviour and may begood at goal-setting. Suitable activities include journal writing and othersthat lead them to know themselves better, e.g., self-test.


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(h) Naturalist IntelligenceThis intelligence involves the ability to bond with and care for theenvironment. People with this intelligence are able to discriminate,

categorise, analyse and be sensitive to the elements of nature flora andfauna, rocks, clouds, etc. Activities that such students enjoy include fieldtrips, keeping a nature scrap book, comparing and contrasting naturalobjects, e.g. plants, planting plants, observing animals, and so on.

7.5.2 Multiple Intelligences in the Classroom

Have you noticed how some learners enjoy certain activities more than othersand consequently seem to learn more in the process? For instance, some prefergroup work while others do better when they work alone?

Why should we apply the theory of multiple intelligences in the classroom? First

of all, it is related to the learners preferred learning styles. In other words,learners prefer and, in fact, learn better through ways which reflect theirstrengths. For example, for a learner with verbal-linguistic intelligence, aneffective way to learn would be through activities such as writing stories,creating rhymes, debating, etc. The second reason is that it is also beneficial todevelop the other less prominent intelligences in the learner so that there is morethan one effective way for him/her to learn.

Everyone has some of each of the intelligence within us, but one (or a few ofthem) may be more prominent. For example, musicians are said to be veryhigh on musical intelligence while athletes have a well-developed kinestheticintelligence. These are their strengths and naturally they do well in theirstrong areas. If you are interested to discover which intelligence is mostprominent for you, try out the multiple intelligences online test at thefollowing website:

http://www2.bgfl.org/bgfl2/custom/resources.

Name the eight multiple intelligences.

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So how do we apply this theory in a class where learners have differentintelligences? How do we cater to their different learning styles? The answer liesin the activities you set, which:

(a) Have a variety of teaching and learning activities

(b) Do not employ the same strategy for every lesson

(c) Vary the activities occasionally for different groups of learners

(d) Allow learners to occasionally make their own choices in the tasks

Below is an example of the different activities that can be planned to cater to themultiple intelligences in the class.

Topic: Little Red Riding Hood story)

(a) Verbal-linguistics: Pupils retell the story in their own words after reading it.

(b) Logical-mathematics: Pupils analyse the character of the wolf and list downits physical qualities and personality traits.

(c) Bodily-kinesthetic: Pupils dramatise the story.

(d) Musical: Pupils write a short song for the wolf to sing in the story.

(e) Visual-spatial: Pupils draw a plan of the house of Red Riding Hoodsgrandmother.

(f) Interpersonal: Pupils discuss the characters of the wolf and Red RidingHood.

(g) Intrapersonal: Pupils imagine they are Red Riding Hood and describe herthoughts when she sees her grandmother.

(h) Naturalist: Pupils collect specimens or pictures of plants and animals, RedRiding Hood meets on the way to her grandmothers house.

Plan different activities to cater to the eight intelligences for the topicMy Family for a lower primary class.

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For more information and ideas on multiple intelligences, check out thefollowing websites:

http://www.thomasarmstrong.com/multiple_intelligences.htmhttp://www.infed.org/thinkers/gardner.htmhttp://www.teachingenglish.org.uk/think/methodology/intelligences.shtml

KNOWLEDGE ACQUISITION

You are going to teach the topic Staying Healthy and the language focus isgoing to be the simple present tense and the modal should. Two questionsshould be considered, as follows:

(a) What is going to be the content for teaching these language forms?(b) What aspects of staying healthy are you going to highlight?

The teaching content and context are dependent on the topics you are going toteach. For Staying Healthy, you would probably highlight healthy eatinghabits and exercising. Where would you obtain information on these aspects ofhealthy living from? Well, basically the content would come from physical andhealth education.

7.6.1 English Across the CurriculumThe educational emphasis on knowledge acquisition is also known as Englishacross the curriculum. Content for teaching the English language is drawn fromother subjects or disciplines such as science, moral studies, physical and healtheducation, geography and environmental studies. Current affairs found in thedaily news can also be drawn upon for teaching the English language.

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7.6.2 Contextualism

Contextual learning means using the situations pupils are familiar with ascontexts for teaching. For example, if we are teaching Year One pupils aboutvehicles, should we introduce them to the hovercraft, the space buggy or theprocess of car manufacturing at this young age? Why? You see, children learn

best when information is used in situations that they are familiar with. Thereforeto teach primary pupils vocabulary relating to forms of transportation, it is bestto begin with the vehicles they are familiar with in their daily lives as the contextand content for teaching.

Complete the table by writing down the subjects from which teachingcontent is drawn from.

Topic Teaching content

Subject content is

drawn from

1. Going to school Numbers, politegreetings

Mathematics, moralstudies

2. Places in the town Directions to places

3. Vehicles Colours of vehicles,

size, shape

4. My pet Descriptions, caring forpets

5. Events National Day

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Another example of contextualism is illustrated in Figure 7.6 for the teaching ofPlants.

Figure 7.6:An example of contextualism

Knowledge acquisition is not only about acquiring teaching content from othersubjects but also selecting appropriate contexts from across the curriculum sothat learners can be guided from the familiar to the unfamiliar. In this way,teaching and learning will be more effective.

PREPARATION FOR THE REAL WORLD

One of the main aims of the English language syllabus is to equip learners withthe language skills useful for their daily lives and for future use, such as forfurther studies and in the workplace. This is why the educational emphasispreparation for the real world, also known as future studies, is incorporatedinto the syllabus.

7.7.1 Learning Outcomes and Preparation for theReal World

As you read through the English language syllabus, you will notice that thelearning outcomes prepare learners for the real world by focusing on language

use in society. Here are some examples for listening and speaking skills:

(a) Listen to and follow simple instructions and directions accurately.

(b) Talk confidently on topics of interest in simple language.

(c) Take simple messages and convey them accurately.

(d) Make and receive telephone calls politely.

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7.7.2 Future Studies in the Classroom

Preparing learners for the real world involves developing in them skills tosurvive in and to contribute to the society of the future. In addition to helping

learners to develop the ability to listen carefully, speak confidently, read widelyand write effectively in the English language, this educational emphasis is alsoaimed at increasing learners ability to face lifes challenges and to make wisedecisions. To achieve this, future studies also aims to develop the basic skills to:

(a) Predict (based on available information) future vision

(b) Manage and control change strategic planning

(c) Anticipate the consequences (of trend/change)

In other words, the emphasis of future studies is to develop a generation of

forward-thinking citizens.

The seven educational emphases in the KBSR syllabus should not be viewed inisolation. For example, to acquire skills to predict, manage change and anticipateconsequences, one would also need critical and creative thinking abilities, as wellas information gathering skills.

Successful implementation of future studies in the classroom should have thefollowing features:

(a) Future-oriented tasks

(b) Learner-centredness

(c) Issues/themes related to the topic and learner ability

(d) Activities can extend outside the classroom e.g., project work, field work

(e) Teacher as facilitator

Read through the KBSR English language syllabus and locate someexamples of reading and writing learning outcomes that focus onpreparing learners for the real world.

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Sample activities for implementing future studies:

(a) Topic : Transport

Level : Year 4Task : Design a form of transport of the future. Illustrate it in drawingand write a short description. Give reasons why this vehicle will

be in existence.

Alternative activity for pupils of lower proficiency: Draw and describeorally a vehicle of the future.

(b) Topic : My schoolLevel : Year 5

Task : What do you like and dislike about the physical arrangement ofyour class? How would you like it arranged for next year? Draw aplan to illustrate the changes.

Will there be any problems with the new arrangement? Suggest possiblesolutions.

(c) Topic : PollutionLevel : Year 6Task : There are more and more cars on our roads. Describe/draw a

scene 20 years from now and list some suggestions for overcomingthe problem.

For more information on future studies, check out the Malaysian Curriculum

Development Centre website:http://www.ppk.kpm.my/html/program/kmd/kmdtest.htm

Can you suggest other activities for implementing future studies?

SELF-CHECK 7.7


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The educational emphases reflect current developments in education.

The emphases are thinking skills, learning how to learn skills, ICT skills,values and citizenship, multiple intelligences, knowledge acquisition andpreparation for the future.

The emphases highlight the acquisition of certain skills which contribute tothe development of individuals with the ability to contribute towards the

building of a progressive society.

Teachers need to plan carefully to integrate the educational emphases into

their lessons.

Constructivism

Contextualism

Extensive reading

Learning style

Multiple intelligences

Scanning

Skimming

Budden, J. (2005). Multiple intelligences. Retrieved July 4, 2006 fromhttp://www.teachingenglish.org.uk/think/methodology/intelligences.shtml.

Critical and creative thinking. Retrieved July 10, 2006 from http://www.engin.umich.edu/~problemsolving/strategy/crit-n-creat.htm.

Geyser, J. P. (2006). English to the world: Teaching methodology made easy. ShahAlam: August Publishing.

Ministry of Education Malaysia, Curriculum Development Centre. (2002).Pengajaran berasaskan kajian masa depan [Teaching and learning based onfutures studies]. Kuala Lumpur: Author.


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Ministry of Education Malaysia, Curriculum Development Centre. (2001).Aplikasi teori kecerdasan pelbagai dalam pengajaran dan pembelajaran[Application of the theory of multiple intelligences in teaching and

learning]. Kuala Lumpur: Author.

Ministry of Education Malaysia, Curriculum Development Centre. (2003).Sukatan pelajaran kurikulum bersepadu sekolah rendah: Bahasa Inggeris[Primary school integrated curriculum: English language]. Kuala Lumpur:Curriculum Development Centre.

Brown, A., Callahan, R., Harder, R., Orlich, D., Trevisan, M. (2004). TeachingStrategies: A Guide to Effective Instruction, New York: Englishcology.

Topic 7 Educational Emphases in KBSR

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Transcript of Topic 7 Educational Emphases in KBSR