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PROF. DR. OTHMAN BIN LEBAR

UNIVERSITI PENDIDIKAN SULTAN IDRIS

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School-based assessment

KSSR

KSSM

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COMPLEXITY

FACTORS THAT WILL

DEFINE THE FUTURE

RISK

SURPRISE

SPEED

CHANGE

James Canton, The Extreme Future, 2006

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Diverse

Dynamic

Distinct Adaptive.

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Not just function but also DESIGN Not just argument but also STORY

Not just focus but also SYMPHONY

Not just logic but also EMPHATHY Not just seriousness but also PLAY

Not just accumulation but also MEANING

Pink, D., 2006

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A smaller world

The acute need for global cooperation onenvironmental challenges

The economic necessity to innovate to beglobally competitive

The need for better ways to manage time,people, resources and projects

etc

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Learning and innovation skills- Critical thinking and problem solving- Communication and collaboration- Creativity and innovation

Digital literacy skills- Information literacy- Media literacy- ICT literacy

Career and life skills- Flexibility and adaptability- Initiative and self-direction- Social and cross-cultural interaction- Productivity and accountability- Leadership and responsibility

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You learn well when you take action

You learn better when you can do it yourself

You learn best when you can do it withfriends

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Knowledge Work Thinking Tools

Learning Research Digital Lifestyles

21stCentury

Learning

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Teacher directed Learner centeredDirect instruction Interactive exchange

Knowledge SkillsContent Process

Basic skills Applied skills

Facts and principles Questions and problems

Theory Practice

Curriculum Projects

Time-slotted On-demand

One-size-fits-all Personalized

Competitive Collaborative

Classroom Global community

Text-based Web-based

Summative tests Formative evaluation

Learning for school Learning for life

A New Balance

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Characteristics

of Successful

PDP

Experiential and

Engaging

Grounded on

teachers own

questions and

problems

Collaborative

Connected

Sustained and

intensive

Integrated with

overall change

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Learning

Societies

Learning

Communities

Whole Learning

Environments

Teachers,

Experts,

Peers, Parents

Whole

Learner

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Sir Ken Robinson (2006)

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Teachers often leave a mark on their students, butthey seldom leave a mark on their profession.

Through the process and product of action researchteachers will do both

Wolfe, 1989

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Your innovativeness is developing well whenyou take action

Your innovativeness is developing betterwhen you can innovate yourself

Your innovativeness is developing best whenyou can innovate with friends

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Your AR is developing well when you takeaction

Your AR is developing better when you caninnovate yourself

Your AR is developing best when you caninnovate with friends

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Students are able to generate and improve on

original ideas and also work creatively withothers.

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How to connect practice to theory?

The problem is that practitioner do not havemuch time for theory

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Action Research encourages a Teacher to bereflective of his own practice in order toenhance the quality of education for himself

/herself and the pupils. It is a powerful means of bridging the gap

between the theory and practice of education

Teachers are encouraged to develop theirown personal theories of education from theirown practice

Jean Mc Niff (2010)

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COLLECT AR collect information on studentslearning

RELATE Teacher relate understanding withother teachers

CREATE Teacher create networking withfellow researchers Example: CARN

DONATE Teacher contribute knowledge to

larger audience including community andsociety

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Sir Ken Robinson (2013), How to changeeducation from the ground up, RSA Video

Othman Lebar, (2011). Kajian Tindakan DalamPendidikan: Teori dan Amalan, TanjongMalim:Penerbit UPSI

Jean Mc Niff (2010). Action research forprofessional development, London: Routledge

Pink, D., (2006) A Whole New Mind: Why RightBrainers Will Rule the Future,

Trilling, B. & Fadel, C., (2009). 21stCentury Skills:Learning For Life In Our Time, San Francisco, CA:

Jossey- Bass

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