LEARNING MODULE

EDUP 2033

PEDAGOGY

POST-GRADUATE DIPLOMA IN EDUCATION (DPLI) SECONDARY SCHOOL

Institut Pendidikan Guru Malaysia

Kementerian Pendidikan Malaysia

Aras 1, Enterprise Building 3,

Blok 2200, Persiaran Apec,

Cyber 6, 63000 Cyberjaya

November 2015

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November 2015 (Updated September 2017) Institut Pendidikan Guru Malaysia Kementerian Pendidikan Malaysia

THIS MODULE IS TO BE STRICTLY USED AS A TEACHING AND LEARNING

RESOURCE FOR THE POST GRADUATE DIPLOMA IN EDUCATION (DPLI)

PROGRAMME OFFERED BY INSTITUT PENDIDIKAN GURU MALAYSIA,

KEMENTERIAN PENDIDIKAN MALAYSIA.

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NATIONAL PHILOSOPHY OF EDUCATION

"Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce

individuals who are intellectually, spiritually, emotionally and physically

balanced and harmonic, based on a firm belief in and devotion to God. Such

an effort is designed to produce Malaysian citizens who are knowledgeable

and competent, who possess high moral standards and who are responsible

and capable of achieving high level of personal well-being as well as being

able to contribute to the harmony and betterment of the family, the society

and the nation at large."

Philosophy of Teacher Education

A teacher of noble disposition having progressive and scientific worldview

who is ready to uphold the national aspiration, cherish cultural heritage,

ensure individual development and preserve a united, democratic,

progressive and disciplined society.

November 2015

(Updated September 2017)

All rights reserved. Except for the purpose of education without commercial interests, no one is allowed to produce or reproduce any parts of the articles, illustrations and content of the module in any form and by any means, whether electronic, mechanical, rcorded or otherwise without prior written permission from the Rector of Institute of Teacher Education, Ministry of Education Malaysia.

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Copy Right Notice i

National Education Philosophy

Teacher Education Philosophy

ii

ii

Contents iii

Learner”s Guide iv

ICONS vi

Allocation of Topic According To Units vii

TOPIC

UNIT 1 - Process of Learning

UNIT 2 - Models of Teaching

UNIT 3 - Micro Teaching and Writing Reflection

UNIT 4 – Current Pedagogy

Reference

Panel of Module Writers

Panel of Module Reviewer

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21

36

43

51

53

54

CONTENT PAGE

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LEARNER’S GUIDE

INTRODUCTION

This module has been prepared to assist you in organising your own learning so that

you may learn more effectively and resourcefully. You may be returning to study after

many years from formal education or you may possibly be unfamiliar with a self-

directed learning mode. This module gives you the opportunity to manage your own

learning and to manage the way in which you use your resources and time effectively.

SELF-DIRECTED LEARNING

Self-directed learning requires that you make decisions about your own learning. You

must recognise your own pattern and style of learning. It might be useful if you were

to set your own personal study goals and standard of achievement. In this way you

will be able to proceed through the course quite systematically. Asking for help when

you need it, ought to be viewed as creating new opportunities for learning rather than

as a sign of weakness.

AIM OF THE COURSE

This module is prepared for students who register for the Post Graduate Diploma in

Education (DPLI) programme offered by Institut Pendidikan Guru Malaysia (IPGM),

Kementerian Pendidikan Malaysia.

STUDENT LEARNING TIME (SLT)

Based on the standards set by IPGM, KPM and the Malaysian Qualifications Agency

(MQA), each IPG student is required to complete a total of 40 hours of learning time

for every 1 credit hour. As for the DPLI (SM) programme which is conducted as a part-

time mode course or Kursus Dalam Cuti (KDC), 60% of the total hours of learning is

to be completed on full-time mode through face-to-face interaction ( Lecture/ tutorial

40% and Online interaction 20%) Meanwhile, 40% of the total hours of learning is to be

completed through self-directed learning using this module.

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ARRANGEMENT OF TOPICS IN THE MODULE

This module is written according to Topics. A topic usually covers a certain number of

sub- topics. How long you take to go through a topic clearly depends on your own

learning style and your personal study goals. There are tasks set within a topic to help

you recall what you have learnt or to make you think about what you have read. Some

of these tasks will have answers and/or suggested answers. For tasks that do not

provide answers you might find it helpful to discuss them with someone like a

colleague, a classmate or a tutor.

ASSESSMENT AND EVALUATION

Assignments that have to be handed in must be handed in according to schedule

given. This will be a means for you (and your Tutor) to know how much progress you

have made in your course. You should bear in mind that the process of learning that

you go through is as important as any assignment you submit or any task that you

have completed. So, instead of racing through the tasks and the reading, do take time

to reflect on them and learn through the process. There is an end of course

examination that you will be required to sit for. The date and time will be made known

to you towards the end of the course.

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ICONS

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TOPIC DISTRIBUTION

Name of Course : PEDAGOGY

Code : EDUP2033 This module is built based on Maklumat Kursus (MK). The total learning hours for face to face

is 60% ( Lecture/ tutorial 40% and Online interaction 20%) Meanwhile, learning through

module is 40%.

TOPIC

TOTAL OF

LEARNING

TIME

(41 Hour)

FACE TO FACE

INTERACTION 60%

(25 hour) MODULE

40%

(16 Hour)

LECTURE/

TUTORIAL

40%

(17 Hour)

OLL

20%

(8 Hour)

1. Concepts of teaching and learning

• Meaning of teaching and learning

• Principles of teaching and learning

1

1

-

2. Learning Process

• Learning readiness

• Perception and conceptualization

• Remembering and forgetting

• Transfer of learning

• Implications in teaching and learning

3 -

-

Unit 1

3

3. Learning Theories

• Behaviourist Learning Theory

• Cognitive Learning Theory

• Constructivist Learning Theory

• Social Learning Theory

• Humanistic Learning Theory

• Implications in teaching and

learning.

7 4

3

4. Models of Teaching

• Information Processing Model

• Behavioural Model

4

-

-

Unit 2

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• Social Model

• Personal Model

• Implication in teaching and learning

4

5. Concept of Pedagogy, Approaches,

Strategy and Methods of Teaching

• Concept of pedagogy

• Teaching approaches - Inductive approach - Deductive approach - Eclectic approach - Integrated approach - Thematic approach

• Teaching strategies - Teacher centered strategy - Student centered strategy - Material based strategy - Task based strategy

• Teaching methods and techniques - discussion - gamification

- demonstration

6

4

2

6. Micro Teaching and Reflective Writing

• Concept and importance of micro teaching

• Planning and writing of daily teaching lesson plan

• Basic skills of micro teaching

• Implementation of micro teaching

• Reflective Writing and teaching improvement

10

3

1

Unit 3

6

7. Current Pedagogy

• Framework of pedagogical skills -Learning and innovation skills -Information, media and technology skills

-Living and career skills

• Characteristics of current pedagogy

- Communication and collaboration - Information, Communication and Technology (ICT) literacy - Higher order thinking skills - Problem solving - Project based learning - Creativity and innovation - Contextual learning

• Pedagogy STEM/STEAM

• Meaningful Learning (New Pedagogy Deep Learning)

6

2

1

Unit 4

3

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8. Culturally Relevant Pedagogy

• Mainstream Pedagogy

• Combined Class Pedagogy

• Indigenious Pedagogy

• Pedagogy for special needs children

• Implications of culturally relevant pedagogy in teaching and learning

4

3

1

TOTAL HOUR

41 17

8

16

Notes : Face To Face Intraction – get your information from lecturer.

Note

L – Lecture T - Tutorial, M – Module, OLL – OnLine Learning

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UNIT 1 LEARNING PROCESS

LEARNING OUTCOMES

SYNOPSIS

Process of learning involves learning readiness, conceptualization and perception,

memory and forgetting, learning transfer and implication process of learning toward

teaching and learning.

1.1 Introduction

In the process of learning, humans use sensory organs to gain information through the

selection of stimuli in their environment. It is then processed to make the experience or

knowledge to be practiced in a match situation. This process is considered a behavior

change.

1.2 LEARNING READINESS

1.2.1 Concepts of Learning Readiness

Learning readiness refer to internal situations of an individual who is ready and capable

to learn and acquire a certain new experience in learning.. Three psychologists its Thorndike,

Piaget dan Burner have given their opinion about learning readiness in their respective

learning theory. Thorndike give his opinion following theory of learning on behavioural sect.

Meanwhile Piaget and Bruner give their opinion based on theory of learning on cognitive sect.

Edward Lee Thorndike (1874-1949) suggested Readiness Law which are summarised briefly

as follows:

At the end of this topic, you will be expected to:

1. Analyze process of learning readiness.

2. Compare and contrast concept of perception and conceptualization.

3. Explain the memory and forgetting in learning process.

4. Explain how learning transfer can be done.

5. Elaborate implication learning process toward teaching and learning.

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Readiness level Feeling

a) Individuals willing to do anything and can make it. Satisfied

b) Individuals willing to do anything and can not make it. Sad

c) Individuals are not ready and are forced to make. Angry

While Piaget and Bruner give their opinions based on cognitive learning theory. Jean

William Fritz Piaget (1896-1980) relates the readiness of learning with the cognitive

developmental stage of the child, namely:

a) Sensory - Motor (0-2 years)

b) Pre-operational (2-6 years)

c) Concrete operational (7-12 years)

d) Formal operational (after 12 years)

Jerome Seymour Bruner (1915 - 2016) argues that learning readiness refers to anything that

can be effectively communicated to children at any stage of its development stage.

1.2.2 Types of Learning Readiness

1. Cognitive Readiness

Cognitive readiness refers to an individual’s mental readiness to carry out activity

examples thinking, reasoning,analyzing, synthesizing (to create concept) and evaluating

(sloving problem). Cognitive readiness of students nowadays will determine the effectiveness

of a new learning process.

A student has cognitive readiness to learn something new when a student is willing

and able to carry out educational activities and receive benefits. In other words, his knowledge

achievements are worth with the effort and training needed. For example, Year One students

are said to have attained cognitive abilities / ability for Year Two learning when performing the

following tasks:

a) can say out A to Z.

b) Can count numbers from 1 to 50.

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According to the concept proposed by Piaget in Cognitive Development Theory, a

person's intellectual development is directly proportional to increase in age. Primary school

pupils are only willing to learn concrete operations (low cognitive readiness). Upon entering

high school, they began to be willing and ready to learn a complex operation (high cognitive

readiness). The characteristics of students with high and low cognitive readiness can be listed

as follows:

Low Cognitive Readiness High Cognitive Readiness

Can see only one aspect in an object / idea. Can see some aspects in an object.

Egocentric; can not accept the views of

others.

Knowledge structure began to be formal.

Understand the abstract concept.

Formulate hypotheses when solving

problems.

2. Affective Readiness

Affective readiness refers to the attitude of awareness, desire, passion, perseverance,

feelings and interests of a person to perform the learning activities. Affective readiness can

also be associated with intrinsic motivation. Intrinsic motivation is internal stimulus that exists

when a student feels that the basic needs (eg, feeling safe, loved) and desires (interests) are

met. If the intrinsic motivation of students is high, then the students will be ready to learn

(readiness is high affective) and students get the most benefit from the learning process.

Otherwise, if low intrinsic motivation, the affective readiness is also low. This will cause the

learning to be ineffective even if the student has done the same learning activities. The

relevance of affective readiness with learning effects is as follows:

The above is in conformity with the opinion expressed by Stanford (1971) that learning

is influenced by the attitude, and not by how many times a student revision of lessons.

Affective readiness Learning

Active and aggressive High

Passive and weak Low

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3. Psychomotor Readiness

Psychomotor refers to physical action. Psychomotor readiness also means someone

who has the potential and physical maturity that involve muscle, bone and movement control

and coordination of the whole body. A person who has psychomotor readiness willing to do

physical action in a new learning process. Psychomotor readiness is high when the body

reaches maturity in accordance with the required physical training. Psychomotor readiness

level of children is different depending on his physical development.

Psychomotor readiness in children can be seen in activities that require coordination

of muscle movements such as:

a) Tying shoelaces

b) Write

c) Drawing

d) Hold the pencil

e) Call out sounds and more

Psychomotor high readiness will determine the perfect coordination of muscle

movements and can meet basic human needs. Psychomotor readiness is important for

students in subjects such as Arts Education, Physical Education, Life Skills and play musical

instruments.

1.2.3 Factors Influencing Learning Readiness

Various factors that can influence learning readiness include maturity, attitudes and

interests, growth rate differences, gender differences, individual differences and experiences.

(1) Maturity

Intellectual, emotional, physical and social maturity are closely related to the readiness

of students to learn. Do you realize that those who demonstrate high intellectual ability, better

control of feelings, exhibiting overall physical health and socializing in groups without problems

are those who show maturity in different aspects, thus affecting learning readiness.

(2) Attitude and Interest

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Attitudes and interests play an important role in engaging learning readiness. Students

who demonstrate positive attitudes and interests are ready to learn and will perform better. On

the contrary, those who are not willing to learn, will be reluctant to focus on learning.

(3) Difference of Development Rate

Although individuals through the same stages of development, ie from infants to

children, adolescents and adults, the pace of physical, mental, social and emotional

development varies from person to person. Each individual has its own unique developmental

pattern. Therefore, pupils of the same group will not exhibit the same abilities during their

activities.

(4) Gender Differences

Men and women have differences in biological development and physical growth. In

the development of adolescents, women show a faster pace of development than men. This

can be seen clearly that women are taller and more mature than men from the fourth to the

lower secondary level. The difference in attitude and interest among the sexes will affect the

readiness of learning. Men are more likely to take science and mathematics while women will

take on home science. The difference in cultural value to the sex that will affect the readiness

of learning. For example, women are expected to be polite, while men are expected to be

active and aggressive.

(5) Individual Differences

Each individual demonstrates the difference in abilities in different fields. For example,

a student can excel in Mathematics and Science but is weak in Language and Music. There

are also some students performing well in academic performance but weak in physical activity.

In other words, teachers are not encouraged to label their pupils as 'stupid' or wise according

to their performance achievement in a single student.

(6) Experience

Past experiences form the basis for new experiences. Therefore, teachers are

encouraged to take into account their past experiences when planning their teaching

materials. Teaching materials need to be based on existing knowledge of new knowledge.

1.2.4 Steps to help learning readiness of the student.

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Different learning readiness of a students require different treatment from the teacher.

There are a few steps made by the teacher to ensure that every student can really willing to

learn. The goal is that the students get comfortable and more fun to learn. Among the steps

are teachers should select appropriate contents for different classes. The activities must also

be different. For high achievement students, exercise must be more challenging to be given

to reinforce their skills. As for weak students, the teacher must give more instruction or teach

repeatedly so that students can go through the activities and goals of the same subject can

be achieved.

Teachers can use a variety of teaching-learning resources such as charts, pictures,

concrete objects, audio and video clips to meet the needs of different students' learning .

Various activities can also help learning readiness students. Teachers also must diversify its

activities as a group. Teachers can allow students to choose their own partners so that they

can felt comfortable in learning.

1.3 Perception

1.3.1 Definition and Concepts of Perception

According Kamus Dewan (1998), observation is defined as oversight or scrutiny.

Specifically, the observation is meant by the word perception, that picture or image in your

heart or mind (about something), the view (through the senses), or a response. Perception

involves the use of past experience in collecting and interpreting stimuli recorded by senses.

It combines both aspects of the outside world (stimulus information) as well as the inner world

(prior knowledge information) (Matlin, 1994). Best (1999) states that the observation process

is a process that uses sensible input and converts it to more abstract codes. These codes are

formed in the nervous system where physical energy is stored.

According to Secular and Blake (1994), observations include continuing sequence

translation of events from the physical world beyond the receiver to the pattern of activity found

in the recipient's nervous system, then end with its experience and response to the event.

Therefore, in order to understand the observation process, one should know the components

contained in the sequence of related events and how the components interact. According to

Slavin (1997) observation is an interpretation that gives meaning to sensory stimuli received

by the person. Specifically, perception is a picture or shadow in the heart or mind (about

something), view (through senses), or responses. Perception is a process in which the brain

receives information from senses, restructuring information and giving meaning to it.

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Perception is a process in which the brain receives information from the senses,

reorganize the information and give meaning to it. From here, it is clear that for us to make

perception not only pay attention to a stimulus, but we must give meaning to the stimuli that

arrive on our senses (Ee Ah Meng, 1997).

Perception is a process which our brain receives information from our senses (such as

eye sensory , hearing senses, the sense of taste, the sense of smell and the sense of touch),

reorganize it and give meaning to it. Normally, the information received is based on relevant

experience, interpret and formed the picture, image, meaning or concept of that stimulus. For

example, if a motorcycle pass by, one hears the sound (hearing senses), and she had seen

the objects (motorcycle) the sound (in the past), then the picture 'motorcycle' quickly imagined.

However, an individual who does not have this kind of experience will not be able to give

meaning to these sounds.

1.3.2 Organization of Perception

This means that the stimulus is perceived is always prepared and well organized in the

form of a simple, beautiful and symmetrical. So, the organization of perception involve the

mental process that organize information, interpret and form the concept based on past

experience. However, the determination the meaning of information depends on the

perception of the individual. Individuals will choose a meaningful stimulus for him and next

organize information sensory so they interpret the stimulus

Stimulus

Hear

Touch

Concept Assessment + Past experience

See

Smell Taste

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In our daily life, most of the stimulus that we receive not consist of one by one, but not

separated. Gestalt psychologists also argued that humans tend to perceive things as a whole

rather than the parts.

1.3.3 Theory Of Perception Formation

Psychologists try to use Gestalt Theory and Law of Pragnanz to describe the formation

of human perception. The word gestalt comes from the German which means the shape,

pattern or configuration that is perceived. According to Gestalt theory (shape, pattern or

configuration), humans have a cognitive structure which the brain will organize information in

memory in the learning process. Gestalt theory stated that there are two important aspects its

figure and ground in human perception. Figure and ground can be changed position

depending on one of the main aspects.

Example: The illustration below contains the figure and ground.

Figure 2: Sample illustration containing gestalt and background.

When we pay attention to the figure (the white part), the perception that is a vase of

flowers while if attention is focused on the ground (black part) then we will see the two faces

of man. This is dependent on the selection of observers about the figure and ground.

According Ridzuan Hussin (2009) important for Gestalt theory is how students process the

information to determine what they learned. This theory also emphasizes on the thoughts,

beliefs, attitudes and values.

Gestalt psychologists put forward six principles of perception (perception) is known as the Law

of Pragnanz as follows:

(a) Proximity (b) Figure and ground

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(c) Similarity (d) Symmetry

(e) Continuity ( f) Closure

1.4 Conceptualization

1.4.1 Concepts of Conceptualization

Hilgard, Atkinson and Atkinson (1979) has described conceptualization as a common

characteristic of a group of objects or ideas. With this, the conceptualization is a process of

concept formation. Bruner (1973) uses the word categorization as the formation of the concept

such as creating a category to differentiate things or objects that varied according to the same

characteristics of each individual. For example, animals are classified by specific characteristic

such as the type of animal that is divided into mammals, reptiles and amphibians.

Categorization allows us to identify, understand, learn, or remember them more easily.

Conceptualization is a process which the formation of the concept that learning

depends on the perception of students toward a stimulus and make the accurate response

to a concept to be delivered. However, in the process making the accurate response, students

often interrupted if a lot of stimulus around the surrounding.

1.4.2 Factors Influencing the formation of conceptualization or concept

a. Experience

The experience will help individual to create a concept. Without past experience the can be

related, students cannot form accurate concept.

Based on Pragnanz's Law, provide appropriate examples regarding the

principles of observation.

Activitiy1

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b. Imagination

Imagination is the mental ability of a person to imagine something even if no object or person

in front of him. Highly imaginative also accelerate the establishment of an individual

conceptualization.

c. Intelligence

Refers to a person's mental ability to see the relevance and use affiliations in the problem

solving process. High intelligence of an individual can accelerate it to make generalizations

and forming conceptualization.

d. Language proficiency

The formation of concepts require a good sentences and vocabulary. Misleading language

may cause the pupils forming a wrong conceptualization.

e. Examples

The examples given should be sufficient when teachers convey concept. This is because

students need to know better all the characteristics of concept to form a concept.

1.4.3 Summary

According Razhiyah (2006), every child who has a learning disability have different

problems and require different approaches. However, every child can be teach, and they

deserve a proper guidance. So, the teacher must think, plan teaching-learning strategies in

accordance with the student abilities. With the concentration of pupils toward lessons

delivered by teachers can be generated. As teachers, it is our responsibility to ensure factors

that increase the perception and conceptualization pupils can be realized.

1.5 Memory

Memory is a mental process that keeps things they have learned and then releases it

back in response to the situation required, such as solving problems or further teaching and

learning activities. According to Fein (1978), he interprets memory as the processing of

information received in the brain, stores and releases it. In addition, Verno (1980) argue

memory is to store the means information to be an experience in the future. In conclusion,

memory is the human ability to receive, process and store it in the brain, then release it when

needed.

1.5.1 Memory Process

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According to Gagne's theory, stimulus received from the external environment in the

nervous system through human senses. This information will be in stores short-term memory

store, then sent to long-term memory store and further to the reaction by the nervous system.

In the short-term memory store, the information received will be encoded significantly in order

to more easily remembered, namely in the form of mental images or simple language symbols

based on the type of information received. The information will be stored encrypted within 15-

30 seconds and then sent to the long-term memory store to be stored in a few minutes or

forever. According to Gagne, information stored in long-term memory storage is important for

people to related them with new experiences, in order to facilitate new learning process

occurs.

1.5.2 Types of memory

Memory can be classified into three categories, namely sensory memory, short term

memory and long term memory. Firstly, sensory memory, which is known as memory sensory

because it serves as a recording senses. This sensory memory process time is very short,

usually occur a few seconds. This is due to the stimulus received by the sensory organs will

not stay long, but sent directly to short-term memory immediately.

The second type of memory is short-term memory. This memory function receives

information from memory sensory to be processed temporarily only, ie in 15-30 seconds. It

uses a short period to observe useful information, coding them in a system that is easy to

remember, and then sends it to long-term memory store. The information is not given attention,

usually considered less important or less useful would disappear in the process of forgetting.

The third type of memory is long-term memory. It works to receive and process the

information that was encoded from short-term memory to be stored in a longer time, maybe in

a few minutes to many years. The information received will be reprocessed and transferred to

a system that is easier and more systematic as in the file system that is divided by type and

category so that easily stored and removed.

There are four types of long term memory:

a) sematic memory;

b) episodic memories;

c) procedural memory; and

d) premiere memory.

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There are four types of long-term memory semantic memory, episodic memory,

procedural memory and the premiere memory. First, semantic memory is the memory where

information is controlled by the fact in the life times of human from interaction with the

environment. It covers all the facts and experienced by someone. For example, information

related to school, work, reading, watching movies and from other experiences.

Second, episodic memory, where it refers to all information that has been related from

past experience such as the date, the place, the year connection with a special event, whether

sweet or bitter experience that can not be forgotten by the individual. For example, the

involvement of a person in an accident, 21st birthday, graduation day one and so on.

While the third, procedural memory. It involves the steps and procedures of daily

practice. For example, it involves the steps involved in making a cake, driving a car to work,

and others. This memory can undergo a process of forgetting if it is not used regularly.

Fourth, premiere memory where it involves the daily practice information that has

become synonymous and automatically to someone. Some examples of premiere memory is

the house number, telephone number of the police or an ambulance, family member's name,

identity card number and ATM card and so on. One problem in the memory is in the process

encoding failure will prevent this information from entering long-term memory. Sometimes, the

information in this stage is forgotten when it not came to long-term memory.

1.5.3 Factors that affect memory

Factors that affect memory can be categorized into three main categories, namely

learning materials, methods of learning and personal factors. The first category is learning

materials. This category includes four aspects, namely the length, the difficulty,position and

meaningful material. First, the length of learning materials where according H.Ebbinghaus

study, he found that the learning of syllables that are not meaningful and do not exceed 7 in

number, usually can remember having read once. If added up to 12 syllables, it is necessary

to read 17 times before could remember, and if added 16 syllables again, it requires a read

30 times only can remember.

Secondly, the difficulty of learning materials, according to Kruger (1946), in his

research, found that materials that are too easy, progress in the early stages moving very

quickly, but quickly retreated in a short time. This is due to a less demanding learning

materials, learning interest can not be raised, therefore this memory will not stay long. For

learning materials that are too difficult, there is no progress at all because of lack of ability to

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learn. For those difficulty learning, the difficulty can be overcome by the earnest efforts,

progress can be maintained continuously.

Thirdly, the position of learning materials by Kingsley (1957), sets single syllables and

words that are listed in an orderly manner, found the syllables and words are located in the

beginning and end are easier to remember than in the middle, especially for memory

meaningless syllables. There are many examples that we can describe daily life. For example,

we tend to remember events that occurred in the first and the last school day of the events

that in between them. Similarly, we more easily remember the events of New Year's Day and

the end of the day of the events that taking place between other festivals throughout the year.

The fourth is a meaningful of learning materials. According to Kingsley study shows

learning meaningful words it's easier than a set of meaningless syllables. In other words, that

learning meaningful materials are more easily remembered than learning materials that are

not meaningful.

While the second category is a method of learning. It is a way of learning that is used

during the learning that affect memory. Its study covers two main aspects: firstly, study

separately is more effective than the time to learn all at once. In the study by Done and Hilgard

(1937), the candidate test is divided into four groups as follows; Group A study for one minute,

rest a minute; Group B study two minutes, three minutes' rest; Group C learn one minute, rest

for eleven minutes and three minutes of group D study, rest a minute. The results show

learning group C is the best, followed by group B, group A and finally group D. This means

learning separately followed by adequate rest time is more easily to be recall than learning

use a lot of time more than rest time.

Second, excessive learning (over-learning) is also an important factor for effective

learning. In the training, if successfully mastered all the learning steps, may be consider to

have achieved a hundred percent learning. For example, memorizing a poem which requires

five times full reading, then referred to as the achievement of one hundred percent. Despite

having been able to achieve one hundred percent learning, this learning so far is very easy to

forget. Therefore, to preserve the memory, after a hundred percent learning, need to read it

several times.

The third category is the personal factor. Among the personal factors such as age,

gender, ability, motives, emotions, health, personality and so on, also affect memory after

learning. Firstly, the age factor that many people believe that the learning is strongest when

children, especially child aged 8-9 years. However, some studies have shown the strongest

learning actually is between the ages of 8-20 years. In the Thorndike (1928) research, test

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candidates of ages 8 to 70 are selected to study the teaching of Esperanto, an international

language created by Dr. Zamenlof in 1887. The results of his study showed the best progress

is ages 8-20 years. After 20 years, his progress slowed, and reached its peak in the age of 25

years. After the age of 35, learning abilities begin to decline, and at the age of 42 years, it has

been down by 22 percent from peak levels.

Secondly, the gender in the learning and memory abilities between men and women

is not much difference. Potential technical skills, such as playing a musical instrument, sewing,

writing, painting and so on, between men and women is almost equal. In language learning,

the ability of women and men are not much different.

Thirdly, the relevance of motivation with learning which many psychologists believe

that motivation is closely related to learning. In school, preferably reward as motivation to

encourage learning because many studies have proven the reward is more effective than

punishment. This is because the rewards encourage the desired behavior while the

punishment prevent unwanted behaviors continue. Thus, the reward is a positive motivational

effect, while the effect of punishment is a negative motivation.

There are some learning activities that the motivation is created naturally and without

any reward. For example, children who played ball games or a musical instrument, Do not

need to use a reward or punishment for their control. This is because they get satisfaction

from the activity. Summary, if the students themselves involve in learning situations, and

activities obtained success or a satisfactory achievement, then the motivation for learning

occurred and retained in memory.

Fourthly, emotion where it is a feeling like sad, happy, scare and others. The emotions

that affect memory can be classified into two main types, namely fun (happy) or less fun (sad),

and anxiety (worry) or quiet. Normally men can remember events or experiences that are fun

and have a tendency to forget a sad event or experience or less fun.

Discuss how short-term memory can be used as a long-term memory?

Activity 2

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1. 6 Forgetting

The process of forgetting is contrary to the process of memory. All the information that

has been received in memory stores but could not remember or was retrieving from the

reaction been removed in the process of forgetting. According to Erikson (1963), forgetting is

a motive which certain information deliberately forgotten because it is considered not

important, less fun or useful based on a person's mental awareness. And forgetting interpreted

as extinction or loss of one's perception of the information that has been learned.

1.6.1 Types of forgetting

Human beings are endowed to forget the bitter events in the past. Forgetting also has

its advantages. If code storage overflow, it can lead to mental paralysis. There are seven types

of forgetting, firstly obsolete forgetting. Obsolete occurs when information stored in long-term

memory is forgotten because of infrequent use. This means that the codes stored information

is not active and not be recalled. Secondly, failure forgetting where individuals fail to recall

specific information. Whenever people learn new information, the brain will create a special

sign of memory for the information. If this information is not been use and call back, it will

eventually disappear.

Thirdly, replacement forgetting where it occurs when new information replaces the old

memory. For example, learning mathematical formulas that can be calculated for shorter way

will replace the same mathematical formulas that are longer and misleading. The fourth type

of forgetting is disturbance forgetting. Disturbance forgetting is interference glitch that occurs

as a result of new learning or past learning.

There are two types of disturbance forgetting retroactive and proactive. Retroactive

interference is a disorder that occurs as a result of new learning disrupt past learning.

Therefore, past learning information been forgotten. It happens when a past learning materials

are not well understood or have not yet reached the level of effective learning. Thus, the new

learning will disrupt long learning. While proactive disturbance were learning was long lasting

and steady in mind disturbing new study. This means that a person may refuse to accept new

learning.

Fifth, desperate forgetting is occurs as a result of an ordeal or a painful event. Thus,

individuals will deliberately reject to the brain as a mechanism of self-defense. Sixth anxiety

and fear forgetting. This forgetting occurs in stressful conditions such as individuals who are

anxious or when students are in the examination hall. Forgetting also occurs when pupils are

unable to recall important notes and this process is known as "mental block". Sixth, the

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explosion of information forgetting. The information is too much to be learned and that has no

related on each other can also cause forgetting process. Pupils mind confused and caused

them to panic and forget the important facts. Lastly type of forgetting is a failure to store.

Important information will be forget when not reach to long-term memory. Failure to encod will

prevent information into long-term memory.

1.6.2 Factors of forgetting

Firstly, the interest most of the things that are not favored by the students will be easily

forgotten by them because they do not focus 100% on teaching. They are also less keen to

see the relevance of the material that has been learned and this can cause them to forget

easily. The second factor is scare and worry. Students who are feeling scare and worry is very

difficult to recall the words that are taught by the teacher. Teachers are fierce and unfriendly

also will cause students' ability to think and remember the lessons.

The third factor is the passage of time. The longer distance between being studied and

remembered, the more blurred the information stored in long-term memory of students. The

memory trace gradually weakened, blurring occur with the passage of time, the information

will be lost from memory. The fourth factor, obsolete will cause difficulty recalling events or

past experiences related to her in the changing environment. Old information that stored in

long term memory will be outdated and not suitable for use in a new environment. For example,

Ahmad has a memorable experience of his village. However, after he returned 25 years later,

he found his village has changed rapidly. Old information in the long-term memory is not to be

used again.

The fifth factor, the bitter experience. Individuals who avoid the bitter experience with

intentional the bad memoirs refused to the brain unconsciously did not want to remember it

again. This information is stored permanently in memory but does not rise to the level of

conscious human brain. This is self defense mechanism way to adapt to its environment. The

sixth factor, not enough time to remember. If a teacher has requested a reply immediately,

then the student cannot answer the question correctly. This is because students feel the

pressure and the brain needs enough time to recall a fact. And a seventh factor, confidence

level. High confidence level that simplifies the process of memory while the low level of

confidence that simplifies the process of forgetting. For example, a teacher who high

confidence will delivering the contents smoothly in the process of teaching and learning.

The eighth, the lack of clarity on the memory. New information cannot be integrated

into the structure of cognitive effectively because poor explanation from teacher and

understanding of student is low. This new information could not be attributed to the existing

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knowledge of students. Thus, the concepts are taught by teachers should be categorized

effectively to determine the smoothness of the memory. The ninth, proactive interference and

retroactive interference. Proactive interference occurs when past learning disturbing new

learning. Retroactive interference occurs when long learning is still not well understood, but

the teacher has taught new learning. The last factor is too much information to keep in mind.

Students will find it difficult to remember if too much information that needs to be remembered.

This normally happens during the exam when too many facts or learning content to be

remember.

1.6.3 How to improve memory and reduce forgetting

Firstly, teachers need to use the learning materials that are meaningful and relevant to

the students life. Secondly, teachers improve the learning content using a variety of ways from

easy to difficult, concrete to abstract, close to far and small to large. Thirdly, improve methods

of learning through student teachers bilateral interaction, students are free to ask and express

opinions and to plan interesting and effective learning activities. Fourth, arranging a timetable

in which difficult subjects such as mathematics, chemistry and physics in the morning, while

subjects such as art in the afternoon or evening.

Fifth, using mnemonic techniques. It is used to recall the memory in long-term memory.

Sixth, teachers guide students how to learn effectively or Meta-cognitive skills such as the

conclusion or summary notes technique, time management techniques, creating a mind map

or the concept map and so on. Seventh, teachers need to distance learning content to be

conveyed. Avoid teach a lesson to the information or content that is too compact. Eighth,

teachers should use teaching materials that means. Teachers emphasize important contents

in the teaching. Ninth, teachers use visual teaching aids.

Memory and forgetting are two important things related to learning. In information

processing, human learn a lot of things but at the same time what is learned that the only part

that can be remembered while the more through the process of forgetting. As a teacher it is

important to take certain steps so that the students can improve memory and reduce forgetting

during their learning process.

1.7 Transfer of Learning

Transfer of learning means a person's ability to apply and utilize the knowledge and

skills learned in the context to a new or different situation and context . In other words, take

what we have learned and adopts again in different situations.

1.7.1 Types of transfer learning

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There are several types of learning transfer included positive transfer and negative

transfer. Firstly, positive transfer can be classified into two categories: lateral transfers and

vertical transfer. Lateral transfer refers to the individual's experiences and can apply it to a

situation that is similar or the same level of difficulty. For example, children learn the meaning

of words to gain more knowledge. The vertical transfer refers to the improvement of existing

experience to a higher level. It involves learning principles, laws and theorems. For example,

students learn the concepts of the quadrangle, the students can complete the side of the

square and rectangles.

Secondly, negative transfer is a past learning that disrupt new learning and cause

confusion and lead to the wrong transfer of learning. The reasons prevailing negative learning

transfer is proactive interference, habit and retroactive disturbance. Proactive interference

occurs where the before learning disrupt next learning. For example, studying Physics

disturbing Chemistry subject. The retroactive learning occurs when new learning is disrupted

prior learning. For example, after learning English, students forgot the structure Bahasa

Malaysia that previously studied. Habit disturbance also occur when old habits interfere with

new habits. For example, students who have a habit of writing left hand will interfere with the

formation of a habit to write with right-handed.

In addition there are other types of learning transfers, namely bilateral transfer,

intermediate transfer, learning set transfer and zero transfer. Firstly, bilateral transfer, also

known as cross education. It involves the transfer of learning and skills training such as

Physical Education. For example, use the left hand exercises are believed can help exercise

your right hand. Secondly, intermediate transfer, it happens after students master one reaction

and use it as an intermediary to form a new response. For example, after mastering the

pronunciation of syllables, the students easier learn spelling words.

Thirdly, the learning set transfer. Learning set is the result of learning techniques learn

from past learning experience repeatedly. For example, students are given multiply topics

exercises repeatedly and students can master the multiply operation properly.

Fourthly, zero transfer, it means that there is no transfer. Someone tried to use the skill

or concept to a new study but did not cause any effect. This occurs because the use of existing

concepts or skills do not have a direct relationship with the new concept. For example, using

the plus concept operation to learn the divide operations in mathematic.

1.7.2 Principle of Learning Transfer

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According to C. Ellis (1965), there are several principles of learning transfer, namely

firstly, the principle of equality. This phenomenon of learning easier transfer occurs when both

learning has similar and identical element. The second principle is the principle a lot of basic

training. The more basic training reorganized for early learning, transfer of learning will be

more relevant to learning. The third principle, the principle of diversity stimulus. The more

diversified training for early learning, transfer of learning more relevant to learning. The fourth

principle is the principle of strengthening the concept. Mastery of the concepts, principles or

law is easier to facilitate the transfer of learning. The last principle is the principle of insight.

Transfer of learning occurred with efficiency by using insight through drills.

1.7.3 Strategy and principles to improve the transfer of `positive learning in teaching and learning.

Some of the proposed strategies and principles to enhance the positive learning in

teaching and learning, including firstly, the explicit objectives. Second, the emphasis on the

acquisition concepts and enhance thinking skills. Thirdly, cumulative experience and

systematic organization and a fourth, concept teaching by suitable examples. Firstly,

determining explicit objectives. According Ausubel (1957) research that he found students

who were told of learning objectives and structure of examination before learning have

performed better than being told after learning. This is because students have readiness to

memorize important fact or concept.

Secondly, the emphasis on the acquisition concepts and enhance thinking skills. In

order to remember things, we can think of something to represent principles. Thus, things are

not meant can be something meaningful. For example, to remember the number "19572020"

more easily, we can use a word that means "Merdeka, Vision"

Thirdly, cumulative experience and systematic organization. In the event of negative

learning, namely past experience is not quite right for a new learning then two principles that

is experience should be arranged systematically from the basic experience to the more

complex and links between subjects, for example Mathematics concepts associated with the

concept of Physics

Fourthly, teach concepts with appropriate examples. In teaching and learning

activities, concept description with relevant examples will make it easier for students to

understand the concept. For example, teachers explain lever concepts and provide examples

such as scales, seesaw, angler rod and hammer as an example of a lever.

1.7.4 Conclusion

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According to Razhiyah (2006), every child with learning problems has different

problems and needs different approaches. However, every child can be taught and they

deserve the right guidance. So, the teacher should think about, planning the teaching-learning

strategies according to the level of the students. Thus, the concentration of the students on

the lessons presented by the teacher can be raised. As a teacher, it is our responsibility to

ensure that factors that enhance pupils' perceptions and perceptions can be created.

Teachers should also apply the thought practices that promote the transfer of positive learning

among students. Positive learning transfers can be nurtured if students are motivated to be

high-risk, risk-taking, attentive and have a sense of responsibility to master learning.

You can extend your knowledge of the Learning Process by

browsing the internet and making further reading of other

references and discussions with other partners.

Research: exploration of various media

Generate an infographic related to the learning process you have learned in this unit.

Experience

Based on the learning process you have learned, how can you help students in their

learning process?

Reflection:

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After reading this topic, you can

1. Explain types of teaching models

2. Reviewing category/types of teaching models and do comparison

about characteristics

3. Reviewing category/types of teaching models and implication toward learning and teaching.

UNIT 2 Models of Teaching

Learning outcomes

Synopsis

This chapter covers the sub topic such as Information Processing Model, Behavioural

Model, Social Model and Personal Model. Also discuss about the characteristics and

principles of each model of teaching, implications of teching models toward teaching and

learning are also emphasized. This knowledge will guide teachers in planning the steps in

teaching to enable them to implement the teaching process effectively. In addition, the

knowledge appropriate in order to form a complete teaching frame for supervisors and

researchers about the teaching process as well as basic guidelines for teachers to make

modifications to the process of teaching.

2.1 INTRODUCTION

What the meaning of Model Teaching?

Model teaching refers to a framework that includes the content, strategy and social

climate of classrooms that can create a learning environment for our students.

The teaching model is "a description of a learning environment, including our behavior

as teachers when that model is used" (Joyce, Weil, & Calhoun, 2009, p.24). This means the

teaching model is a teaching blueprint. This model is a prescriptive strategy designed to

achieve teaching goals. The teaching model, which consists of simple teaching and learning

procedures, can be used as a guide for planners and teachers because teaching procedures

are essential for effective teaching.

Furthermore, after using it as a teaching and learning guide, the teaching model helps

teachers gain feedback on the effectiveness of the teaching and follow-up activities to be taken

for improvement.

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The findings of various instructional models developed by researchers, Joyce and Weil (2009)

have categorized four model groups:

i. Information Processing Model

ii. Behavioris Model

iii. Social Model and

iv. Personal Model

2.1.1 Information Processing Model

Information processing model equalized human memory with computer, which uses

input-output model. Information is input obtained by human from the learning environment.

The information is processed and stored in memory. Later, this information can be output

Before you go further, try to reflect on what has happened during your childhood. List what parents or teachers to do help you learn the following behaviors: 1.How to wear school uniform? 2. How to ride a bike? 3. How do you memorize multiple?

Are there any steps or activities used?

Information Processing Model

Outside

Information

VISION

HEARING

SENSORY

MEMORY

PERCEPTION RECEPTORY

EXAMPLE

SENSORY

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through the retrievel process. Then, the information processing is a mental operation how

humans learn involves the process of to receive, encode, store and recall back information.

There are three phases of memory during information processing occurs in the human brain.

Three phase is a list of sensory memory / sensory, short-term memory and long term memory.

Sensory Memory/Sensory

• The main input from sight and sound.

• Processing occurs in 3-5 seconds

• Input passed over to short-term memory for the actual processing.

• The information received usually monitored at the level of attention normally low

• and therefore the response is also selective. For example, when driving a car while

talking, someone could drive and talk.

Short-Term Memory

• The information which transferred into short-term memory will be in an active state for 15-

20 seconds without training and longer if there is a practice.

• Short-term memory capacity is limited to 7 + 2 items.

• Three ways to deal with the cognitive tasks inside short-term memory:

i. Chunking, meaning divide into small portions.

ii. Process one by one at one point (serial processing)

iii. Practical skills up to the automatically level. for example remember phone numbers,

88432575 to 88-43-25-75, its 4 chunk than 8 units.

• The information in short-term memory will disappear / fade if not repeated within 20 seconds or the number of items exceed 5-9 units.

Long Term Memory Store

• The information for future reference is stored in long-term memory.

• Long-term memory is a knowledge permanent store, such as the ability to remember phone

numbers.

• Has capacity and unlimited time period.

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• Concepts learned are stored in the significant relevance network hierarchy(scheme).

• Three categories of long-term memory that is semantic, episodic and procedural.

2.1.2 History of Information Processing Teaching Model

Robert M. Gagne in his book Essentials of Learning for Instuction (1975) proposed a

theory about how people get information in a learning process. According to his theory,

stimuli from the external environment will be accepted in the nervous system through human

senses. This information will be interpreted in the store memory, then sent to store long-term

memory and eventually to drive the reaction by the nervous system.

According to Gagne, the experiences stored in the long-term memory store are

important for humans to relate them to new experiences in order to facilitate the learning

process. Gagne identifies and recommends eight phases commonly experienced by people

in a learning motivation phase, understanding phase, storage phase, the phase of retention,

recall phase, the phase of generalization, performance phase and phase response.

Principles of Information Processing Teaching Model

2.1.3 Four Main Processes Involved in Information Processing Models

1) Encoding

The process that determines how information is recorded and placed in sensory recorders,

short-term memory and long-term memory.

2) Storage

PRINCIPLES

Limited capacity

assumptions and

sanctions to

information flow

Two-way

information flow

Humans are

genetically

prepared to

process and store

information

Control, executives

that control and

define encoding,

retention, recall and

forgetting

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The process that determines how information is stored in all three memory stores.

3) Retrieval

The process that allows information to be removed from short-term memory and long-term

memory.

4) Forgetting

Processes that cause information to be 'lost' or difficult to remember from short-term memory

and long memory.

Concept teaching begins with the theory of development of Piaget and Bruner.

Conceptual teaching goals are to help students gain understanding of the subjects learned

and to provide a foundation for high-level thinking. Teaching concepts are designed to teach

the main concepts and apply to other lessons.

Phase of Teaching Concept: -

1) Submit the goal.

2) Examples of input.

3) Test for the achievement of the concept.

4) Analysis of the students' thinking process.

The learning environment for concept teaching is structured and teacher-centered.

The teacher's role is to provide feedback on the ideas of students, promote student

involvement and support students to develop reasoning abilities.

Learning concept starting with the relationship of language and discrimination, which

recognize the characteristics of a concept precisely. Students can form a good concept after

making perceptions and observations on objects, people and events. (Matserippdhl 2008).

Students should be exposed to a lot of examples that clearly so that he can form a concept

of the right and proper. Learning law involves a combination of two or more related concepts

in a sequence or series. This learning involves the use of formulas, principles and

generalizations.

The use of Gagne's learning principles

• Principles from simple (basic) to complex ones.

• Effective learning includes eight steps which include eight phases interact with the eight

phases of teaching and learning.

2.1.4 AUSUBEL INFORMATION PROCESSING MODEL

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• Humans acquire knowledge mostly in the form of receptive learning and not discoveries

learning.

• Ausubel introduces expository learning.

• Explanation of instructional materials by teachers in the form of facts is organized and

described in sequence.

Ausubel's teaching and learning principles.

• Using the principle of the learning of the reception is the model of expository teaching.

• Use the initial arrangement - remember the concepts learned and associate them with the

new concepts to learn.

Eight types of Learning to Acquire Information in 1977, Gagne try to elaborate eight types of

learning from simple levels to complex levels:

1. Signal learning

Primitive For example: Through experience,people learn the signals of smoke like as fire. 2. Stimulus-response learning

Relates stimuli which had been planned and stimulated by individual responses . For

instance, the teacher displays a concrete object, students say out its name.

3. Learning through chaining

Refers to various relationships which occur after the process of stimulus-response learning. For example, one can make sentences by relating words, or synthesizing a few skills to become a complex skill 4. Learning through verbal association

A basic form of learning a language. Relating the name of a person with his address. 5. Learning through mutiple discrimination

Refers to selecting one response only from various stimuli in learning. For example, after learning the difference in pronouncing the symbol e and ê, it will enable a pupil to pronounce properly Malay words such bela, sêmak.

6. Concept learning

Learning in forming concept with representative symbols based on the same characteristics.

For instance, beg, book ,, car or fruit represent the concept of these concrete objects

7. Principle learning

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Learning the relationship between two or more concepts which have been learned. For example, ”Water flows to a lower level” is a principle.

8. Problem-solving

Learning through thinking process i.e. to think of a way to solve problem by using concepts

and principles which have been learning. For example, in order to solve a mathematics

problem, pupils ought to use number symbol.

2.1.5 Implication of Information Processing Model on teaching and learning.

i. Student involvement is strongly encouraged

ii. The process of thinking increases more effectively

iii. Different types of examples in the lesson should be provided to help students form the concept. iv. Inductive reasoning of the students can be nurtured

RESEARCH: EXPLORATION VARIOUS MEDIA

2.2. Behavioural Model

This teaching model focus on behaviors that can be observed and a clear

assignment and how to inform the progress of the students, the teaching model has a broad

research base (Joyce, Calhoun and Hopkins, 2002). Among the models in the collection of

behavioural teaching model is the Mastery Learning (Bloom, 1968) and Directed Teaching

(Good et al., 1994)

Directed Teaching

Directed Teaching based on behavioural theory and social learning. Teachers who

teach accordance with the principles, formulate objectives that describe accurately the

behavior who have done by the student; provide learning experiences such practices where

learning can be monitored and feedback is provided; and pay attention to look at how the

behavior in the classroom is rewarded. Direct learning is a approach for teaching basic skills,

where the goal-directed lessons and learning environment is structured.

You can extend your knowledge of teaching models by surfing the

internet and making further reading on other referral sources and

having discussions with other friends.

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Directed teaching consists of three aspects, namely the type of student learning

outcomes, the learning environment and teaching activities. Directed teaching instruction is

designed to stimulate structured students' knowledge and been taught step by step, then this

type of teaching is teacher-centered teaching and consists of five steps, namely:

Determine the set of teaching:

• explanation / demonstration

• practical / supervised training

• feedback

• practice / practice continued

Steps in the directed teaching process

(i) Introduction

Attract students, such as introduce new information

(ii) Developments

Includes a clear explanation about information with provide many examples

(iii) Guided Exercise

Exercise actively can improve memory, learning will be more automated and allows students

to transfer learning to new situations.

(iv) Closure

Lesson been summarized and teachers had the opportunity to flash back at what was being

taught

(v) Self Exercise

Aiming to determine the level of proficiency that achieved by students

(Vi) Evaluation

Assessment tool used to assess student progress either formative or cumulative.

Activity 2

Discuss

Think of a directed teaching activity in your classroom. Do presentation in class.

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Mastery Learning

Mastery learning is a teaching method for individuals using a structured curriculum that

is divided into small units of knowledge and skills to be learned. This model ensures that the

majority of students reached mastery as a time of learning is flexible and each student received

instruction learning, training needs and feedback. Mastery learning involves teaching based

on group, remedial and enrichment individually. Mastery learning is an approach for teaching

and learning to ensure that all students master the learning outcomes in a unit of before

moving to the next learning unit (Curriculum Development Centre, 2001).

In this strategy, teachers diagnose student's abilities and then suggest appropriate

individual learning activities. Two key elements of mastery learning is the instructions and the

use of time is precise.

An important element in mastery learning are:

• Define clearly what needs to be learned and how the assessment was conducted.

• Allows students to learn according to their own abilities

• To assess progress and give feedback and

• Testing to determine that the learning criteria have been achieved.

Principles of Mastery Learning:

• All normal students can master anything is taught by the teacher.

• Learning is divided into small units where knowledge compiled from easy to difficult

• The time allotted should be sufficient and flexible for all students to achieve the learning outcomes. • The teacher is confident that all different abilities students can master anything that been taught. Teachers also need to encourage students to master something that been teach. • Teachers need to plan and diversify teaching methods with regard to students' learning styles. • Teachers are encouraged to diversify the teaching and learning methods or activities so that they can master anything that been taught in a short time.

• Teachers need to be skilled in:

i. Diagnosing students to know the level of student achievement.

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ii. Knowing the differences between students

iii. Use a variety of teaching methods and planning a various activity of fun teaching and learning. iv. Managing various teaching aids

v. Keep a record of pupil progress

vi. Conduct summative assessments to detect learning outcomes.

vii. Planing and implementing suitable remedial and enrichment activities.

2.3. Social Model

The social model is designed to take the opportunity to build a learning community The

aims of this model to help students sharpen thinking through productive interaction and

collaboration with other individuals and function as a member in the group (teamwork). This

model helps to develop the perspective of individuals and groups in clarifying and developing

ideas.

According to Joyce et al. (2001), Social Model train students to use the skills of listening

and understanding the context, ability to arrange information immediately and formulate

questions to obtain data and can merge all the information to solve the problem. This means

that the social model emphasizes the element of social interaction as students work together

to accomplish a task that involves the following activities:

• collect information

• review and analyze information

• assess and interpret

• doing conclusion

Coperative Learning

Cooperative learning pioneered by Slavin (2005) is an active learning that capable to

transform a passive learning situation to a dynamic and student-centered. They can learn in a

team that is heterogeneous, interdependent, not compete with each others, but together move

towards the goal achievement as a team (Hemich et al., 2005).

Cooperative learning activities carried out in democratic learning environment, where

students play an active role in determining how to achieve their learning achievement, while

teachers play a role in structuring the group and procedures. Six concept of cooperative

learning is a team, willingness to cooperate, management of cooperative, collaborative skills,

basic principles of cooperative learning and cooperative learning structures (Kagan, 1994)

• Team

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Creating a team usually consists of 3 or 4 members who heterogeneous, consisting of

members of the the intelligent, moderate and weak. The formation of groups is random or

determined by the teacher based on ability, gender and ethnicity in order to achieve

heterogeneity in the team.

• Management of cooperative learning

Provide a conducive situation, including the rules of the classroom, appropriate students sitting

positions, skills to give directions, get the students attention, questioning skills and role in

observing and guiding groups.

• The willingness to cooperate

Three ways willingness to establish cooperate and maintained, namely the formation of the

team, the use of cooperative tasks and reward or recognition system. Teachers need to design

a task that requires contributions from all members in the group where poor students will be

guided by other members to achieve good grades.

• Skills for cooperation

Students need help in aspects of listening skill, resolving conflicts, certainty and change

something and encourage other members to acquire learning. Ways to foster the social skills

included learning through observation, modeling, role play, description, reinforcement and

training or practice social skills. According to Kagan, the four most important methods is

modeling and reinforcement, assignment of role playing, restructuring and reflection.

• Principles of cooperative learning

Cooperative learning has principles, namely PIES, comprising P: Positive Independence; I:

Individual Accountability; E: Equal Participation; and

S: Simultaneous Interaction.

Cooperative learning strategies have been developed in a variety of variations, among them

the Think-Pair-Share, Students Teams Achievement devition, Games-Tournament Teams,

Jigsaw, and so on.

Browse the website to explain the following:

1. Principles of PIES in cooperative learning.

2. Implications of the social model in teaching and learning.

2.4. Personal Model

Personal learning model starts from the perspective of the individual self. This model

emphasizes the create of the individual self and encourage students to be independent in a

productive and have self-awareness and responsibility for their own goals.

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The aim of personal model is to form a competent personalities, integrated and

confident. The main goal is the formation of the individual as well as the achievement of

individual self-esteem. Thus, the model consists of approach to form and integrate the

emotional and intellectual aspects in order to produce a balanced personality.

Non-Directive Model (Learning Through Counseling)

Non-Directive Model by Carl Rogers described the philosophy and techniques of

teaching personal model. This model would create a community of students who are

disciplined and have high personal awareness. In this model, teaching will focus human

relationships than teaching concept. Rogers used the therapy as a way of teaching.

Teachers are considered as a counselor, where the emphasis is an alliance between

teachers and students. Teachers play a role to guide students toward understanding how

students can play a major role in their learning for the sake of self-achievement. In the process

of self-development, teachers provide feedback about their progress and help students solve

a problem or task.

According to Joyce et al., (2002), the purpose of the non-directive model is:

• Determine the direction of students towards mental and emotional health is higher by forming

self-confidence, a realistic self-esteem and feeling empathy for others.

• Improve the education that emphasizes the needs and aspirations, in which each student is

taken as a coalition to determine what and how students learn.

• Establish a special type of qualitative thinking such as creativity and personal expression.

Here are the phases of non-directive learning model:

Phase 1

Identify and define the situation Teachers encourage student express feeling

Phase 2

Explore the problem. Students are encouraged to describe the problem. Teachers receive and clarify their feeling.

Phase 3

Forming a new meaning. Students discuss the problem. Teachers provide support to students

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Joyce et al. (2002). Models of Learning: Tools for Teaching. (Second Edition) Buckingham: Open University Press.

Implications of personal model in teaching and learning.

• The learning environment needs to be created so that the individual formed a self-awareness

and identity from the beginning.

• Personal model help each student to be responsible for the development and achievement

self-esteem and harmony.

• Teachers need to create and combine intellect aspects with the emotional in order to produce

a balanced personality

• Content and teaching and learning activities not prescribed, but is determined by the students

when they meet and interact with the teacher, then the non-directive model is depends on

natural factors and is not determined by the effect of teaching. Therefore teachers need to

Phase 4

Planning and decision making. Students planning to make a decision Teachers clarify the decisions that may be taken

Phase 5

Integration / coherence. Students gain more understanding and build positive.

Teachers provide support to students.

Phase 6

Actions outside of the interview: Students themselves take positive action

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provide a social climate that allows students to express themselves and be free to express

their feelings.

Activity 3

Teaching Models Characteristics

Information processing

Model

Behavioris Model

Social Model

Personal Model

Activity 4

Complete the table below.

Type of teaching

model

Example Description Implications for TnL

in the classroom

Information

processing Model

Inquiry

Expository

Behavioris Model Direct teaching

Mastery learning

Social Model Cooperative

learning

Complete the following table by making a brief description of the characteristics highlighted on the models of teaching that learned.

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ACTIVITY 5:

Implications For Teaching Models Toward Teaching and Learning.

• Teachers are encouraged to have at least one model of each models to be used as a guide and reference. • It is recommended to combine model from different models.

• No model is more effective or less effective than any other and does not have any comprehensive model.

SUMMARY

• Knowledge of teaching models guide teachers about teaching steps so that they can plan

and implement the teaching process.

• Develop a complete framework for supervisors and researchers in the teaching process as a reference. • A basic guide for teachers in feedback sessions and modifications to the teaching process

REFLECTION:

Role play and

Simulation

Personal Model Synthetic

Produce a i-Think map that show the differences in behavioral teaching

model with personal teaching model.

Based on readings and exercises that you did discuss the

teaching model is suitable for use in the subject of your

specialization. Give the rationale the choice of the teaching

model.

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Learning Outcomes

Synopsis

This topic describes micro-teaching, which is a practical training session in a controlled

and less pressure situation. Its concentrate on training to achieve specific skills gradually and

in stages. Writing reflection is a process of reflect, analyze, find reasons, proposals and action

been taken to improve own self continuously. In addition to observe the strengths and

weaknesses of teachers and to conduct appropriate follow-up activities and also aimed for

providing immediate feedback on teacher trainee performance. Increase the level of self-

confidence so that trainees are better prepared to face the real situation in the classroom.

3.1 Introduction

Microteaching is a practical training session in a controlled and less stressful. It focuses

on training to achieve specific teaching skills gradually and in stages. Reflection writing is a

process of reflection, analyzing, finding reasons, suggestions and actions for self-

improvement that is done on an ongoing basis. Besides observing teachers' strengths and

weaknesses to carry out appropriate follow-up activities it also aims to provide immediate

feedback on the performance of the trainee teacher. Increase the level of self confidence so

that trainee teachers are better prepared for the real situation of the classroom.

3.2 Micro Teaching Basic Skills

Topic 3 MICRO TEACHING AND WRITING REFLECTION

At the end of this topic, you will be expected to:

1. knowing about planning and writing daily lesson plan. 2. knowing about basic skills and the implementation of micro-teaching

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Micro teaching is a simulation technique that aims to give trainee teachers in teaching

experience as well as master the skills of teaching in a similar situation to the teaching activity

in the class room. The skills of teaching chosen are the skills of teaching are important and

often used to carry out the teaching activity in the class room during training practice in school

and after graduation teaching at the Institute of Teacher Education. Among the skills of

teaching are usually chosen for micro teaching sessions are:

• Presentation set induction skill

• Using of questioning skill

• Management various stimulus skill

• Skills of explain using examples, illustrations and teaching learning resources

• Skills in using storytelling techniques

• Management reinforcement activities skill

• Implementation closure skill

To carry out a micro-teaching sessions,trainee teacher that involved can choose one

of the skills above and planning a lesson plan based on the principles, objectives and the

components skills. Since teaching skills are only a fraction of the time that in real lesson, the

time of implementation this teaching skill in a micro-teaching sessions will take between 5 to

10 minutes, depending on the needs of the specific types of teaching skill in the teaching

activities.

Activity 1

3.2.1 Presentation set induction skills

Set Induction is the beginning of a process of teaching. The main purpose of set

induction is to build the mind and arouse the interest of the students so that they will fully

attention to the teaching activities to be delivered. There are several ways to present set

induction or beginning the lesson. Among them is the use of teaching aids, motivation,

questioning techniques, revision-related topics, guide students to recall back the lessons that

have been learned and so on. Since the purpose of set induction is only used to build up

students thought only and is not part of the learning contents of students, the provisions

implementation of this set induction should be kept simple and short, usually not more than 5

minutes in a class.

3.2.2 Using of questioning skill.

Why is micro teaching important to a trainee teacher? Give your

opinion.

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Questioning technique is an important technique in teaching activities. Almost all the

teaching and learning process involves the use of questioning techniques. For example, in set

induction as the beginning of a lesson, questioning skills to help students recal backl previous

knowledge that related. In the development stage, the questioning skills to unearth the mind

of students to help them attend classes with more of effectively. At the closure stage, the

questioning skills are used to assess learning outcomes. Socratic method is a method that

uses a series of questions to guide students to find a conclusion. Therefore, trainee teacher

must master the skills of questioning to achieve success lies in teaching activities.

3.2.3 Management various stimulus skill.

Variations stimulus is a diversified methods and presentation technique of teachers

with the aim to attract the attention and interest of students in teaching activities. In the process

of teaching and learning, the focus of pupils attention is short. They usually lose interest quickly

if the activity of teaching is not diversified. Variety of stimulus skills including changing

behavior skill, diversify diversion senses of students activities, change the pattern of

interaction between teachers and students and diversify teaching methods and techniques.

3.2.4 Skills of explaining using examples, illustrations and teaching learning

resources

Explaining skills used to convey information, concept or lesson content to students,

usually at the development stage. During using explaining skills, teachers explain to students

about a subject content by using examples, illustrations, or educational resource. For example,

teachers explain the words by using several example sentences containing that word, the

teacher explain while demonstrate how to draw geometric shapes, teachers explain the life of

a frog with photo illustrations or teacher explains and describes the content subject by

referring textbooks , In the explaining stage, teachers can also use chalk to write important

contents on the board so that students can understand and record it in their notebooks.

3.2.5 Management reinforcement activities skill.

Reinforcement is a teaching technique that is used when the students gave the correct

answer or show progress in a learning activity. In this situation the teacher will give praise to

the student as the strengthening of the behavior. According to Skinner, almost all human

behavior can be divided into two categories, namely respondent behavior and operant

behavior. The respondent behavior is an unconditioned behavior as described by Pavlov in

Conditioning Theory. This behavior is in response to specific stimulus from the environment.

Respondent learning would occur after a new stimuli appeared together with old stimulus.

When these stimulus are used several times, new stimulus itself is enough to emit the

expected conditioned response. In a respondent learning,, students react to stimulus given.

Therefore, this is stimulus-response learning.

Operant behavior is behavior that is not automatic or can be expected and nothing to

do with the stimulus that have been ascertained before. Operant behavior in a set that includes

examples of specific behaviors, operate and produce reactions or situations in its environment.

When the reaction or situation is satisfactory, the chance to repeat the operant behavior will

increase. Operant behavior can be taught and learned through the appropriate stimulus and

given as soon as the existence of operant behavior. These stimulus cited by Skinner as

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reinforcement. Reinforcement can be positive or negative. Positive reinforcement is a stimuli

that can add something probability of recurrence of operant behavior such as giving praise,

rewards, gifts and so as soon as appropriate operant behavior occurred. Negative

reinforcement occurs when a response is strengthened because of the removal of an

unpleasant stimulus.

3.2.6 Implementation closure skill

Concluding lesson is the last part of a lesson. Conclusion, strengthening and

evaluation activities are usually done in the closure stage. Thus, teachers can use this stage

to help students reinforce concepts or new skills just learned to summarize all important

content or provide follow-up activities to them. In addition, teachers can also use this stage to

assess the achievement of the objectives as well as teaching and learning activities that have

been implemented. Results of the assessment will be used to make modifications to the next

lesson. There are two types of closure normally used, which cognitive closure and social

closure. Cognitive closure is a closure that aims to strengthen the content of the lessons and

skills they have learned. This closure cognitive can be done through the conclusion,

reinforcement and follow-up activity.

Social closure is a closure that is aim to give a sense of achievement to the students so that

they want to keep learning. Social closure is usually done by using reinforcement technique.

3.3 Implementation of Micro Teaching

The implementation of micro teaching is to provide an opportunity for trainees to

develop their teaching skills related to teaching and learning activities in the classroom. To

achieve this goal, all teaching weaknesses that arise in the micro teaching session should be

identified and improved with re-training. Thus, evaluation activities carried out by lecturers and

a group of trainees' teachers play an important role in assisting trainees involved in micro

teaching training to achieve behavioral changes to enhance the effectiveness of specific

teaching skills.

The role of supervisor or lecturer, through evaluation activities and in assisting trainees to

improve teaching weaknesses are:

• evaluate teaching activities by referring to guidance forms

• identify the weaknesses of teaching skills that arise

• diagnose the causes of these weaknesses

• submit suggestions that can improve the weaknesses.

After a micro teaching session, discussions should be held between supervisory

lecturers and trainee teachers involved using video footage and guidance forms. This

discussion should be focused on the weaknesses of the identified teaching skills as well as

the suggestions for improving the teaching weaknesses.

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3.4 Writing Reflection and Improvement of Teaching

Reflection is an important process in the learning cycle for the advancement of the

teaching profession. The teaching experience gained by teachers is very valuable and can be

shared for the benefit of all teachers. Based on systematic methodology in reflection, the

experience can be used as a lesson and bring meaning to all teachers.

This reflection practice was introduced by Donald Schon in his book "The Reflective

Practitioner" in 1983. According to him, the practice of reflcession encompasses the

experience in mind when using theoretical knowledge that turns into practical application. In

general, reflection is the person's personal life experience.

Reflection for teachers can be defined as a process where teachers learn their own

teaching methods and determine the best ways to teach pupils. Through involvement in

various activities, the teacher learns what works and what does not work in the classroom.

Teachers will learn what is important and what needs to be avoided in upcoming teaching and

learning. Both effective and ineffective activities can be used to enrich someone through a

systematic reflection approach. When recounted an action and consequently, teachers not

only remember the matter but also think of the results that caused the matter to occur.

Reflection will give valuable input to a teacher's personal and personal improvement.

The process of recalling the causes and the consequences of the actions of the teacher will

give them understanding to avoid the less effective and improve their actions. Teachers who

are competent in practicing reflection will also experience better teaching and teaching

processes.

3.4.1 Types of reflection writing

There are generally four types of reflection writing commonly used by writing reflection

practices (Hatton & Smith, 1995):

Is the process of teaching and learning you have done successfully achieving

planned learning outcomes? Why?

REFLECTION

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a) Descriptive writing - This type of writing only describes situations or events in classrooms

with simple and easy notes such as recording dates, places and actions taken. Notes usually

do not provide explanations based on cause and effect. In fact, the notes are not analyzed in

depth and linked to the teacher's methods, attitudes and beliefs.

Sample writing:

- T and L session failed due to late students coming to class after CHD activity.

- School gathering time has taken most of PdP time.

b) Descriptive reflection writing - Writing this form is better than the above form. Writing has

an element of explanation of cause and effect of applicable events. Teacher takes action and

reflects on events. Through this process the teacher can build the cause and effect of an event

occurring.

Sample writing:

- Teachers use English-language video citation to describe the elements of world history taken

from National Geography. Because the students are very weak in the subject and

understanding of the English language, most of them begin to talk to each other and do not

focus on video shows. Teachers should provide Malay translation to help students understand.

Another step that can be taken is to showcase a small part of the scene and explain in Malay

so that the student's focus on video footage can be maintained.

c) Dialogue reflection (dialogical reflection) - Writing of this form is the writing of monologue

reflection of a teacher. Teacher will answer individually in linking rational causes and

consequences.

Sample writing:

- I'm less prepared to teach the topic of reformist state figures. Even the names of the figures

failed to be correctly mentioned, such as Syed Sheikh al-Hadi and Jose Rizal were called

horribly and wrongly. The original names and descriptions of Arabic and Spanish should be

searched before starting the class. Failure to fine-tune the name of the person has caused me

to lose confidence to teach a topic effectively.

d) Writing a critical reflection - This approach is strongly recommended for the teacher to follow

in reflection writing. The reflection of this form of reflection links events in the classroom with

the National Education Philosophy, theory, methodology, current events, National Vision,

unity, political, economic and social image.

The reflection features begin with recall. Involves feelings (affective domain) to

something. Determining conscious effort and willingness to change attitude, self-awareness,

practice and positive behavior. In short, reflection is the process of reviewing the effectiveness

of teaching and learning processes in the classroom. This is done to improve teaching skills.

Among the guidelines that can be implemented are:

• Must be made after the teacher's teaching session. The emphasis aspect of the aspect is

how far the planned and implemented objectives are achieved?

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• What are the strengths and weaknesses that can be identified?

• What are the steps that can be taken to improve the implementation of the activity and the

teaching?

• What are the factors that can help improve or improve the performance of such activities?

3.4.2 Improvement of teaching

The improvement of the teaching is important to the attention of the teachers,

especially in terms of the delivery of lesson content, the effectiveness of teaching and learning,

the exploitation of technology in teaching and learning, the provision of teaching materials, the

extension of knowledge and knowledge of global teachers in a topic.

The aspects that need improvement in teaching and learning are as follows:

• Information and Communication Technology (ICT) exploitation technology in teaching and

learning in the classroom.

• Creativity of example, realistic teaching and learning and active involvement of students.

• Teaching and learning support such as the "Head-Count" strategy of the subject itself.

Strategies for weak learners in learning certain subjects should be given special emphasis to

help improve their performance.

• Provision of learning aids / teaching aids.

• Interesting induction sets for example, storytelling, screening of movie sutures, playing songs

related to titles and activities that coincide with the subject of teaching that can attract students'

interest and interest.

Read and do review articles "Teaching and Learning Process

Evaluation in Micro Teaching through Video Analysis" which

can be found at thehttps://goo.gl/No15AH link or next to the QR

Code scan.

Research: Research : Exploration of Various Media

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At the end of the unit, students will be able to:

1. Describe the characteristics of current pedagogy. 2. Discuss the implications of current pedagogy in teaching and learning.

Topic 4 Current Pedagogy

Learning Outcomes

Synopsis

This unit covers the seven subtopics of characteristics current pedagogical and implications

the current pedagogical in teaching and learning. Teachers' skills in applying current pedagogy

will guide teachers in planning and implementing teaching and learning processes according

to trends and in line with the eruption of information technology.

4.1 Introduction

One of the goals of the Malaysian Education Development Plan (PPPM) is to make it possible for 21st century learning to produce intellectual, highly productive, proficient, in communication, high-level thinking skills and the use of information and communication technology (ICT).

How does reflection writing help teachers improve their practice in the classroom?

Experience

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21st century education needs to ensure that schooling experience is relevant to students in their lives as well as the skills that must be mastered in this world. So teachers need to be able to use appropriate and relevant teaching methods so that students can master various skills such as teamwork in collaboration, problem solving, communication and ability to create something. Futuristic, flexible and dynamic 21st century learning requires a high level of roles and commitment among teachers. Quality teachers and ready to equip themselves with 21st century pedagogical skills are backed by the Ministry of Education to realize the transformation of national education as intended by the Malaysia Education Blueprint 2013-2025.

4.2 Characteristics of the Current Pedagogy

Current pedagogy is emphasizing 90% of the proficiency of knowledge and mastering their field of expertise. Teachers must have a good personality and quality, accountability to the country, and skillfully transfer their,s experience to build the right attitude and beliefs to the next generation.

4,2.1. Communication and Collaboration

Communication is a relationship. Collaboration means working together. Good communication enables collaborative work to accomplish a project or task to achieve the same goals. The purpose of communicating is to deliver news, messages and information to listeners. In the context of education, communication is defined as a process of communicating and exchanging information between individuals to other individuals verbally or in non verbally. Communication in R & D can occur face to face or online using various media including digital media that allows all members to communicate unlimited , time and location. Communication skills involve speaking, writing, and listening skills.

The good of communication is to communicate and receive information with clear, concise, and focused and able to adapt and communicate messages to other individuals politely, cordially, and respectfully. Effective communication can be measured when the message is delivered can be understood easily, accurately, and clearly by the receiver. The ability of teachers who can communicate well to help them adapt to various groups such as senior management, colleagues, students, parents and the public. This is because communication plays an important role to strengthen the relationship with customers or target audience and this has a positive impact.

Many youths could not get a job because the competition among them is high. What are

the skills that are prioritized in today's career?

Research: Exploration of Various Media

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The characteristics of communication in today's pedagogy are the abilities of the following:

• communication in Malay and English language and other languages.

• expressing the idea clearly.

• making presentations smoothly, confident and in line with the audience level

• negotiate to reach agreement

• communicate with different race of participants

• develop other individual communication skills

• use non-verbal skills.

4.2.2. Information and Communication Technology Literacy (ICT)

Information and Communication Technology Literacy means the ability to read, write

and use of ICT as a medium to interact. Current students are in great wave of information

technology, so every student needs to be computer literate and various other media. This is

because information media technology has become a standard tool in the education world.

Since the ICT application is proven can increase the quality of learning, the use of ICT's

skills needs to be transferred to students in the process of teaching and learning.

There are many advantages that can be utilized by using ICT’s if this technology is

used with benefits because millions of knowledge are assembled online. Multimedia use

such as CD-ROMs can help to heighten the mastery of pupils in learning. This is because a

CD-ROM is able to store information of nearly 30 encyclopedias that are easy and easy for

students to access their own information. Almost all schools in Malaysia can be connected

via the web through internet applications. This means that all students in Malaysia are

involved with a global classroom that gives them the opportunity to build relationships and

share anything with other students. The five best features when building interactive

communication through ICT are its mobility such as using smartphones, connectivity such as

Wi-Fi, social networking properties like Facebook and Twitter, search engines like Google

and Yahoo and information sharing portals such as Youtube and Wikipedia.

Current teaching approaches are based mostly on projects, especially Science and

History subject. Students are encouraged to explore information from various sources

outside the classroom in person and get information from the internet.

4.2.3. Higher Order Thinking Skills

High Order Thinking Skills (HOTS) is the ability to apply knowledge, skills, values,

and reasoning, and to reflect on problem solving, decision-making, innovation and the ability

to create something. In order to achieve this, harvey students think at the cognitive level of

higher in the R & D process. The current learning quality requires students to master thinking

skills as set out in the second aspiration of the Malaysian Education Development Plan

(PPPM 2013-2025).

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4.2.4. Project Based Learning

Project-based learning is a learning method when teachers are providing projects to

be implemented by students. Teachers will provide instruction and explanation of the project

is quite complex and challenging to implement. Students are required to implement hands-

on and minds-on and research activities. Project-based learning is focused on practical,

systematic and planned assignments.

Learning involves data collection and data analysis as well as provide a proper

report. Activities of the project can be implemented individually or in groups to achieve a goal

and take a long time and reach a formal learning. Students are required to identify methods

to solve the problems presented and thus plan the entire project. The results are displayed in

the form of a project report and should be presented.

The Characteristics of project-based learning

• Projects are conducted individually or collectively

• Evaluation is carried out on every process until the completed

• Practically integrate knowledge with activity

• Teacher interaction with pupils in the form of guidance and consultation at each stage of the process

• Teachers need to explain the complete implementation procedures

• This process involves the collection of materials, information, data, processing of information and data, results and self-reflection

• Projects should be appropriate for students and curriculum

• The project is selected based on the skills, knowledge, experience, and ability of the student.

4.2.5. Problem solving

Every human being has its own problems in life. Problem solving skills is a necessity

for managing the problems that arise. In the context of today's education, problem solving is

a process of teaching and learning based on experience and requires students to think

Discuss the importance of project based learning in terms of individual differences.

ACTIVITY 1 :

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actively. Students can generate a critical and creative idea to form some problem-solving in

a systematic and orderly, practical and effective.

The problem solving stages are as follows:

1. Identify the problem

2. Find information with the given problem

3. Make hypotheses or predictions

4. Test the hypothesis

5. Evaluate

6. Make a summary based on the problem that has been solved.

The method of problem solving involves pupils working actively in small groups and

solve a given problem carefully (Glen & Wilkie, 2000). When students go through this

process, they can actively used their mind by stimulating critical thinking. This method can

provide an opportunity for students to apply concept.principles, and theories that have been

studied even in the mode of distance learning or online.

4.2.6. Contextual Learning

Contextual learning is a teaching process that they have learned to associate with

everyday experience of students with real-life context of the environment is designed

according to students. Activities planned and transfered the content to students based on the

current curriculum, which KSSR and lesson objectives that have been defined. Teachers are

urged to carefully and creatively, and understand the student background when select

learning activities. Teachers need to efficiently combine the contents of current standard

curriculum-based lessons with the lives of students in the school environment and their real-

world environment. This approach helps students understand the contents of the lesson

clearly and easily.

The characteristics of contextual learning:

• Learning is implemented in concrete ways, practically involving hand-on and mind-on activities.

• Various learning facilities should be provided such as comfortable classroom environment, complete and organized laboratories and learning aids that are suitable for the students' existing experience

• Learning activities greatly expand the intellectual, physical, spiritual, emotional and social potential of students.

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• There is a cooperation between all parties

• Emphasize the importance of problem solving

• Support each other

• Learn with no tedious atmosphere

• Learn with fun

• Integrated learning;

• Use various sources

• Active and critical students

4.2.7 Creativity and Innovation

The element of creativity and innovation is important to be applied in education to

support the development of quality human capital. Creativity is interpreted as a process of

thinking that produced the idea. Creative abilities is one's ability to generate new ideas and

collect data.

According to Kamus Dewan (2007), innovation is something new is introduced as a

method, system, customs and others. Wikipedia defines innovation as an application to solve

the problem to better meet the new requirements, and meets the requirements in an existing

market. So innovation is defined as the application of creativity to new production by the

restructuring process by using existing elements. So the result is something unique, easy and

valuable.

ACTIVITY 2:

Complete the following table

No Characteristics of the

Current Pedagogy

Description Examples of activities in

TnL

1. Communication and

collaborative

2. ICT literacy

3. Higher order thinking skills

(HOTS)

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4. Problem solving

5. Project-based learning

6. Creativity and Innovation

7. Contextual Learning

4.3. Aspects skills of 21st-century to be mastered:

1.A new mindset that is creative, critical, problem solving, decision making and learning. 2.Ways of work its communication and cooperation. Exchange ideas and thoughts through writing and orally. 3. Multilingual. The ability to communicate in different languages will provide benefits and advantages. 4. Management skills. Help and manage of other people to perform, resolve conflicts and problems. 5. Teamwork. Work as a team to achieve goals and objectives. 6. Creativity. Contribute creative ideas and artistic in problem solving. 7. The ability to adapt. The ability to cope with and adapt to changes. 8. Empathy. The ability to understand other people's feelings. 9. Manager of stress. Ability to control stressful situations and identify the causes of stress. 10.Work ethic. Ethics and good working discipline and high level. 11.Self discipline. Control personal behavior and counseling. 12.Responsibility. Aspirations and accountability. 13.Thought. The ability to adapt to other people's thinking. 14.Grammar skills. The ability to issue opinions and ideas. 15.Analytical skills. Ability to use logic and abstract thinking. 16.Economics and management. Ability using principles of economics and business. 17.Mathematical skills. The ability to use and apply basic mathematical theory in daily life. 18.Computer skills. The ability to use a computer in counseling services. 19.Telecommunications. The ability to use online communication as a communications tool in counseling.

4.4. Characteristics teacher of the 21st century

1. Teachers must master the subject, especially the content of the curriculum.

2. Skillfull in pedagogy while teaching and learning.

3. Understand the development of pupils and love the students.

4. Understand the psychology of learning.

5. Possess counseling skills

6. Expert using the latest technology in teaching and learning.

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7. In accordance with the policy and educational issues.

8. Apply virtue values. An educator should be ethical to create prosperity and harmony in the country. It is important to maintain human relationship.

4.5. Characteristics student of the 21st century

1. Students of the 21st century is literate student in terms of academic and information technology. Among the aspects that should have such as: 2. Students have the ability to create linkages 3. Wisely questioning teachers and friends 4. Confident to communicate 5. Dare to take risks 6. The thirst for knowledge 7. Curiosity 8. Can generate ideas 9. Flexible 10. Not easily discouraged 11. Ability to listen and reflect. 12. Critical skills 13. Mastering literacy skills 14. Dare to try 15. Being able to make changes 16. Integrity

4.6. Implications of current pedagogy in teaching and learning

1. Learning strategies should be student-centered. Pupils play an important role and give priority to student's interest.

2. The main teaching media is computer and ICT because the teaching media is very helpful in the TnL process.

3. Active learning atmosphere with all students having discussions with friends in the group and in the classroom.

4. Self-learning is still functioning at various levels of learning.

Discuss how teachers can shape pupils who dare to try new things and be able to

generate ideas.

ACTIVITY 3

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5. The classroom environment becomes conducive to the number of students being minimized and equipped with LCD projector.

6. Students understand and obey the instructions in carrying out learning activities.

7. All members respect each other, communicate with confidence, and value the opinions of others.

8. Pupils are responsible for their learning and are actively involved

9. Evaluation of pupils is carried out with various methods and achievement based.

10. Collaborative learning was adopted as the most effective method in TnL.

Summary

Teaching and learning can form a quality in human that benefits humanity itself. society

and the country. Therefore civilize human is not dependent on the advanced technology to be

used exclusively. A deep and clear understanding of the skills in teaching and learning to

overcome everything. Through this understanding formed a quality of the teaching and

learning 21st century inspired by national education system.

REFLECTION

References.

Arends, R.I. (2001). Learning to teach. (5th ed.) New York: McGraw-Hill Co.

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Laman Web

http://www.senirupa.net/detail.php?id=69 www.ums.edu.my/ppib/nota_seni_26_konsep_warna.doc www.ums.edu.my/appl/sek_img/plums/Sekolah%20Pengajian%20Seni.pd http://senivisualspm.blogspot.com/2007/08/makna-seni-visual.html www.lacma.org/islamicart/eia.htm www.chineseart.com www.india-forum.com http://senivisualspm.blogspot.com/2007/08/makna-seni-visual.html

PANEL OF MODULE WRITERS

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NAMA KELAYAKAN

EN NOR AZNAN B HJ MAHMOOD Pensyarah IPG Kampus Batu Lintang Jln College 93200 KUCHING

Kelulusan: M. Sc Biologi, UPM B.Sc Hons (Management) Forestry, UPM Dip Edu, UIA Dip. Pertanian , UPM Pengalaman: Pensyarah Sains dan Matematik Guru Sains dan Kemahiran Hidup

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NAMA KELAYAKAN

HJH DYG PUTRI BINTI HJ AWG MAHBI Pensyarah IPG Kampus Batu Lintang, Jln College 93200 KUCHING.

Kelulusan: M.Ed. (Kurikulum dan Pedagogi) UKM B.Sc Hons (Science Human Development) UPM Dip. Perguruan (Pengajian Melayu Sekolah Rendah) Pengalaman: Pensyarah Pedagogi Pendidikan Guru Bahasa Melayu

PANEL OF MODULE REVIEWER

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NAMA KELAYAKAN

DR NOR HASLYNDA A RAHMAN Ketua Jabatan Bahasa IPG Kampus Perempuan Melayu Jln Maktab Durian Daun 75400 Melaka

Kelulusan: PhD in Education, University of York, UK M A English Language Studies, UKM B Ed (Hons) TESL, UKM Pengalaman: Pensyarah Bahasa Inggeris Guru Bahasa Inggeris

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NAMA KELAYAKAN

EN LEE CHAI EAM Pensyarah IPG Kampus Temenggong Ibrahim Jln Datin Halimah 80350 JOHOR BAHRU.

Kelulusan: M.Ed. (Bimbingan dan Kaunseling) UTM B. A. Hons (Pengajian Melayu dan Geografi) UM Dip. Pendidikan (Pengajian Melayu dan Geografi) UM Pengalaman: Pensyarah Ilmu Pendidikan