EDUCATION EMPHASES

PREPARED BY : NUR AMIRA ISMAIL NUR AMIRAH HAMZAH NUR IZZAH ATHIRA ROSLI SUHAIZA SHUIB

EDUCATION EMPHASES
The Educational Emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. In this respect, moral education, citizenship, education, patriotism, thinking skills and entrepreneurship are incorporated where appropriate and relevant in lessons.

THINKING SKILLS
Critical and creative thinking skills are incorporated in the learning standards to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language. Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

What is critical thinking?

The formation of logical inferences. Stahl and Stahl (1991)
Deciding what action to take or what to believe through reasonable reflective thinking. Ennis (1991)

What is critical thinking?

The use of cognitive skills or strategies that increase the probability of a desired outcome. Halpern, 1996 Reasoned, purposive, and reflective thinking used to make decisions, solve problems, and master concepts. Rudd, 2002

Critical thinking skills Facione, 1990

Interpretation Analysis Evaluation Inference Explanation Self-regulation

Critical Thinking skills and sub-skills

Interpretation
Categorization Clarifying meaning Decoding significance

Critical Thinking skills and sub-skills

Analysis Examining ideas Analyzing arguments Analyzing assumptions

Critical Thinking skills and sub-skills

Evaluation
Assessing claims Assessing arguments Assigning value

Critical Thinking skills and sub-skills

Inference Finding alternatives Drawing conclusions Making recommendation s

Critical Thinking skills and sub-skills

Explanation Stating results Justifying procedures Presenting arguments

Critical Thinking skills and sub-skills

Self-regulation Self examination Self correction

Creative Thinking Skills

Generating ideas Imagining Hypothesizing Designing innovative solutions

HOW TO EVALUATE THINKING?

Using discussions Using writing Using tests Using other performance tasks to evaluate thinking

Using discussions
Lipman (CTSC, 1985) suggested a variety of criteria to use in evaluating the community of inquiry that he strives to create through his Philosophy for Children program. These criteria can be used by students & teachers in reflecting upon the discussion as a whole or they can be used by each child to assess his or her own participation in the discussion.

Those criteria are

Students challenge one another for reasons and examples Students identify the function of their comments (e.g., I would like to comment on A, add to B, or disagree with C.). Students search for & present relationships between the subject under discussion & other relevant school subjects & outside experiences.

Those criteria are

Students relate the specific subject under discussion to more general principles Students ask relevant & sequential questions Students dont take things for granted, but ask for justification Students ask for clarification (e.g., What do you mean?).

Using writing
Writing can be used in many ways to help students & teachers clarify & evaluate their thinking Conferencing with peers & teachers has been used quite effectively to improve childrens thinking and writing (Newkirk, 1985) Students read each others work & describe to the writer what they think the message is.

 Where suitable, they might ask questions of clarification, elaboration, & justification. Through this process, children begin to generate & apply the criteria of good thinking. They learn to focus & organize And because they have an audience, they apply principles of appropriateness, credibility, & relevance.

 As a sustained activity, writing has the potential to develop many of the dispositions associated with the development of thinking skills Certainly it can foster the persistence & precision in both thought & the use of language Therefore, writing provides opportunities for evaluating many of the dispositions & abilities that accompany good thinking.

Using tests
Barry Beyer (1985) recommends that if teachers are serious about teaching thinking, their tests should evaluate thinking. His reason is simple, students always ask if what they are being taught is going to be on the test. Therefore, tests send clear signals to students about what is important. This alone is sufficient justification to include thinking skills on tests.

Using other performance tasks to evaluate thinking

There are many other kinds of performance tasks that teachers can use to measure students thinking. In English, they could be asked to design a stage set or select the cast for a dramatic version of a piece of literature. Each of these tasks demands the use of a variety of critical & creative thinking skills.

BLOOMS TAXONOMY
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning).

The Cognitive Dimension Is The Alignment For Standards & Assessment

IT SKILLS
Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computerrelated activities such as e-mail activities, networking and interacting with electronic courseware.

Application of IT skills
Speaking activities a teacher show to his/her students a video, then students need to describe about the video shown to them by using their own words. Google search skills teacher teach students how to use Google in order to search for information from the websites.

 Building speaking competence students can improve their speaking competency via chat, conversation, by having a discussion or having a formal speech with L1 speaker. Watching movies- by watching a movie, students are enables to identify new vocabulary and learn how to pronounce words very well.

 Ict games teacher can tap students interests in games to teach techniques and perspectives of traditional literacy and literature study. Students also can explore visual language, verbal language and meaning.

MORAL VALUES
Morals are the rules which people use to guide their behavior and thinking. Values are the principles, standards, or qualities considered worthwhile or desirable. Moral values are the standards of good and evil, which govern an individuals behavior and choices.

Examples of moral values

Trustworthy Keeping promises Being willing to sacrifice Integrity Respect Caring Tolerant Justice

 Story teaching is an ideal way of conveying truths and teaching character and values to children, and these stories with morals will enable your pupils to see and contrast the good with the bad, and learn to choose the good.

Theyll be delighted to learn and put into practice the lessons learned in their stories.
For example : 1) "The Tortoise and the Hare" Never give up when faced with failure. 2) The Mousedeer and the Crocodile : Do not panic when in trouble - use wit and resourcefulness to escape.

Example of Moral Values for Lesson Planning

International Social Science Council (ISSC)

1. KINDHEARTEDNESS

1.1 Compassionate 1.2 Considerate 1.3 Generous 1.4 Understanding 1.5 Forgiving 2.1 Responsible 2.2 Independent 2.3 Industrious 2.4 Self-confident 3.1 Polite 3.2 Admitting one's mistake 3.3 Friendly 4.1 Respect and loyal towards parents 4.2 Respect for the elderly, teachers, peers, leaders and neighbours 4.3 Respect for king and country 4.4 Respect for basic rights 4.5 Respect for beliefs and cultures of various races 4.6 Respect for individual rights 4.7 Adherence to the rule of law 4.8 Adherence to time (punctual) 4.9 Value wisdom, experience and deeds 4.10 Value manual labour 4.11 Value self-respect

2. SELF-RELIANCE

3. HUMILITY

4. MUTUAL RESPECT

5. LOVE

5.1 Love for life 5.2 Love for the environment 5.3 Love for the country 5.4 Love for peace and harmony

6. COURAGE

6.1 6.2 6.3 6.4

Brave Stand up to the truth Resolute Responsible/Accountable

7. HONESTY/INTEGRITY

7.1 Trustworthy 7.2 Speaking the truth 7.3 Sincere

8. DILIGENCE

8.1 8.2 8.3 8.4 8.5

Courageous Pro-active/Resourceful Dedicated to work Determined Hardworking

9. COOPERATION

9.1 9.2 9.3 9.4 9.5 9.6

Spirit of brotherhood Collective responsibility Helping one another Tolerance Common good Unity

10. GRATITUDE

10.1 Thankful 10.2 Grateful 10.3 Appreciative

11. RATIONALITY

11.1 Able to form judgements 11.2 Able to reason 11.3 Open minded and able to think logically

MULTIPLE INTELLIGENCE
by Dr. Howard Gardner

1. 2. 3. 4. 5. 6. 7. 8.

Linguistic Logical/ Mathematical Spatial Bodily/ Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

Linguistic
Children have highly developed auditory skills and enjoy language activities. They tend to think in words rather than pictures.

Linguistic
If you have strong linguistic intelligence you might learn better by
Reading Memorizing Playing word games (Scrabble) Making up rhymes

Linguistic
How to nurture linguistic intelligence among students? 1. Reading and writing of poems 2. Crossword puzzles 3. Journals 4. Greeting cards 5. Fairy tales 6. Reports 7. Quizzes or worksheets 8. Speeches 9. Plays

Logical/Mathematical Learner
Children with this intelligence think conceptually. They like to explore patterns, categories, relations and continually ask questions about the world aroud them.

Logical/Mathematical Learner
If you have strong logical-mathematical intelligence you might learn better by
Recording information systematically Setting up

experiments (What if?)

Playing strategy games (Chess) Analyzing data

Asking logical questions

Logical/Mathematical Learner
How to nurture logical/mathematical learner among students? 1. Logic puzzles 2. Graphs 3. Charts 4. Diagrams 5. Comparisons 6. Analysis 7. Contrasts 8. Prediction

Spatial Learner
Children gifted in this intelligence seem to know where everything is located in the classroom. They think in 3D pictures rather than words and have the ability to see, remember and recreate an object. It is usually accompanied by a strong imagination.

Spatial Learner
If you have strong spatial intelligence you might learn better by
Studying pictures
Watching videos
Using visual

aids

Doing mazes, puzzles Making predictions

Spatial Learner
How to nurture spatial intelligence among students? 1. Using 3D diagrams / models 2. Masks 3. Costumes 4. Dioramas 5. Game boards 6. Maps

Kinesthetic Learner
Children gifted in kinesthetic intelligence have a strong awareness of physical action and can perform more complex bodily movements than others. They have strong motor and atheletic skills.

Kinesthetic Learner
If you have strong bodily-kinesthetic intelligence you might learn better by
Doing role plays

Constructing physical examples Exercising while reviewing

Visiting

museums, institutions, parks

Asking logical questions

Kinesthetic Learner
How to nurture kinesthetic intelligence among students? 1. Role play 2. Dances 3. Jigsaw puzzles 4. Origami

Musical Learner
Children gifted in this intelligence have a strong sense of sound patterns, rhythm,pitch and beat. Their ability to hear and understand these patterns in music is advanced.

Musical Learner
If you have strong musical intelligence you might learn better by
Listening Talking

to recordings songs

to yourself

Making up

Mentally repeating information Reading aloud

Musical Learner
How to nurture musical intelligence among students? 1. Choral readings 2. Listening to songs, raps, recordings, sound effects 3. Listening or creation of limericks.

Interpersonal Learner
These children are deeply aware of other people. They are most in person to person relationships abd communications within groups.

Interpersonal Learner
If you have strong interpersonal intelligence you might learn better by
Studying in

groups experts

Comparing information with others Interviewing

Relating personal experiences

Being a team player

Doing cooperative

projects

Interpersonal Learner
How to nurture interpersonal intelligence among students? 1. Involvement in plays 2. Brainstorming 3. Debates 4. Group problem solving

Intrapersonal Learner
Children with this intelligence have awareness of their own feelings, dreams and ideas and can use this knowledge to plan and direct their lives. It is accompanied by intuitive or psychic abilities.

Intrapersonal Learner
If you have strong intrapersonal intelligence you might learn better by
Avoiding

distractions

Establishing personal goals Playing

solitary games pace

Setting own

Working alone Relating personal experiences

Intrapersonal Learner
How to nurture intrapersonal intelligence among students? 1. Writing journals 2. Analysis 3. Reflections 4. Guided imagery

Naturalistic Learner
These children are keenly aware of their natural environment. They enjoy learning the characteristics of the natural world and can identify and describe the plant and animal species around them.

Naturalistic Learner
If you have strong naturalistic intelligence you might learn better by
Studying outside Learning

in the presence of plants & pets to topics touching, tasting

Relating environmental issues Smelling, seeing Observing

natural phenomenon

Naturalistic Learner
How to nurture naturalist intelligence among students? 1. Classroom pet care 2. Gardening projects 3. Scrapbooks.

What is learning?
the process by which an organism changes its behavior as a result of experience. Gage & Berliner, 1988 the process whereby knowledge is created through the transformation of experience. Kolb, 1984

Learning is
an enduring change in behavior, or the capacity to behave in a given fashion, which results from practice or other forms of experience. Schuell, 1986 an enduring change in behavior. Schunk, 2006

Breaking down the definition.

Learning yields a change in behavior or the capacity to behave differently. This change in behavior (or capacity to behave) endures over time. Learning occurs through practice and or experience.

LEARNING HOW TO LEARN SKILLS

Learning How to Learn Skills are integrated in the learning standards and aim to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long pupils.

 Learning how to learn skills are applied when the students explore the knowledge themselves through the activity or task given by the teacher. The example is role-play. When the teacher gives the title of the role-play & the lines for each character, the students themselves will memorize the lines and learn how to use the correct way of reciting the lines according to the character such as the king or the commoner.

FUTURE STUDIES
Future studies can be described as an empirical and scientifically based approach to understanding the future. Purposes of Future Studies
Studies possible futures Studies probable futures Studies past images of the futuretheir causes and consequences Knowledge foundationsinvestigates in what sense can we have knowledge about the future

 Future studies allow the students to predict the outcomes of their action. This will teach them to be responsible and think twice before they do something because they have to face the implications of their action. For example, in the topic Delicious Food (English Year Two) the students are exposed with various kinds of food. However, some food are bad for their health when they consume too much. For instance, eating too much sweets is bad for their health.

 This will make them predict what will happen in the future if they eat too much sweets. Thus, they will not eat too much sweets to avoid health problems such as obesity when they grow up. This in turn will ensure a healthy and obesityfree generation in the future. That is the example of how future studies is applied during the lesson in the classroom.

REFERENCE
Dokumen Standard Bahasa Inggeris SK Tahun 3 http://www.allaboutphilosophy.org/moral-valuesfaq.htm http://faculty.stedwards.edu/ursery/phil2329/values.ht m http://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20-%2024%20moral_characteristics_list.htm http://www.nwlink.com/~donclark/hrd/bloom.html http://www.centerforfutureconsciousness.com/pdf_fil es/Readings/FutureStudies.pdf http://www.teachingthinking.net/thinking/web%20res ources/robert_fisher_thinkingskills.htm

 Joan, B. & Robert, J. 1987. Teaching Thinking Skills Theory & Practice. New York : W. H. Freeman and Company.