Kursus Peningkatan

Profesionalisme Guru
Matematik
PPD Tuaran

PEMBELAJARAN DAN
PENGAJARAN ABAD KE 21

DISUSUN OLEH:
LEE TAN YEN PENG
SISC+ MATEMATIK (SR)
PPD TUARAN
Meeting the Challenges in the Classroom...

What kind of teacher is needed to

implement reforms
in mathematics
education?

What kind of
teaching is needed to make reformers’ vision for
learning mathematics in the 21st Century a reality?
CIRI-CIRI GURU ABAD KE-21
 TO BECOME WORLD-CLASS, TEACHERS NEED TO:
 Be prepared for the unpredictable
 Develop a deep understanding of the classroom, especially
what effective teaching constitutes
 Borrow concepts such as ideas from politics and business
and applying them to education (ex. BOS (DIRC), SP (SWOT &
SMART), PDCA, cost effectiveness, efficiency)
 Have an intellectual mind and continuously develop it
 Be prepared to be training providers and benchmarks for
other teachers
 Challenge and question ideas for self-development
 Bridge their pre-service training with the in-service training
they are receiving
 Undergo comprehensive professional development
 Autonomy to develop and implement school-based curriculum
besides core curriculum;
 Committee in school management, parent-teacher association ,
alumni etc.
 Collaboration between schools and agencies in co-curriculum
programs, especially in the areas of training and funding;
 Niche areas and recognized by schools and community;
 Qualified coaches to accelerate sports performance; and
 Autonomy to conduct co-curriculum activities.
HOW TO BRING LIFE/FUN INTO THE CLASSROOM:
 Start with an interesting set-induction so that students will
immediately be transported from where they were to what
you are going to teach;
 Avoid using the textbook all the time;
 Tap the student’s sensory powers – sight, smell, hearing,
taste and touch to make yours lessons interesting;
 Bring the students out of the classroom. A change in
physical surroundings does wonders;
 Reward students for good work done. Give simple treats;
 Encourage students even if they give wrong answers.
Never say ‘that wrong’ instead say ‘that’s not exactly very
accurate. Maybe you would like to explain it a little further?’
 Treat every student as an individual. Work on his strengths
and help him with his weaknesses;
 Conduct pair-work or group-work often. Most students
work well in groups;
 Share some of your personal experiences. There’s
consolation to know that teachers are also humans and
were young once;
 Do not be afraid to try new methods. If they do not work,
try others.
What is Higher-Order Thinking?
The transformation of information and ideas.
 Occurs when students combine facts and ideas and
synthesise, generalise, explain, hypothesise or arrive at
some conclusion or interpretation.
 Manipulating information and ideas through these
processes allows students to solve problems, gain
understanding and discover new meaning.
When students engage in the construction of knowledge, an
element of uncertainty is introduced into the instructional
process and the outcomes are not always predictable; in
other words, the teacher is not certain what the students
will produce.
21ST CENTURY PEDAGOGY FEATURES
• Critical thinking
• Active learning
• Problem solving skills
• Communicating, making connections, creating
and expressing oneself in a variety of ways
• Contextualised knowledge
• Collaborative teamwork
• IT Savvy
• Learning to know
• Learning to do
• Learning to be
• Learning to live together
CABARAN SEMASA YANG DIHADAPI GURU
‘… anyone who is teacher has to be a researcher in the sense that he/she
has a hunch, collect data, and analyses what is there in order to improve
what he/she is doing. To some degree, then, reflective teachers are all
researchers’ (King and Wahistorm, 1993: 25)

‘It is difficult to see how teaching can be improved or how curricular

proposals can be evaluated without self-monitoring on the part of
teachers. A research tradition which is accessible to teachers and which
feeds teaching must be created if education is to be significantly
improved’ (Stenhouse, 1975: 165)

‘Teacher researchers can be characterized as those practitioners who

attempt to better understand their practice, and its impact on their
students by researching the relationship between teaching and learning in
their world of work’ (John Loughran, 2002)
 GURUSEBAGAI PENYELIDIK, KREATIF DAN INOVATIF
• Kenalpasti antara polisi & amalan; retorik & amalan
• Anjur perbincangan isu pendidikan
• Tingkatkan skil mengutip data, analisis,
penilaian, pemantauan pencapaian pelajar
• Dapatan kajian sebagai sumber rujukan INSET
• Sertai forum/seminar PROFESIONALISME
• Jadikan IPGK sebagai organisasi
pembelajaran

CRITICAL ATTITUDE
SELF-EVALUATION MODEL • Lebih kritikal terhadap isu
• Menilai keberkesanan program
• Meningkatkan keyakinan CRASP
dan imej diri

ACCOUNTABILITY
• Sediakan input untuk dasar/polisi
• Perkukuhkan justifikasi sesuatu program
REFLECTIVE PRACTITIONER
• Memperbaiki proses P&P
• Mendorong perubahan kreatif &
inovatif
Konsep bilik darjah abad ke-21 yang akan
dibangunkan ialah:

Mentransformasikan bilik darjah dengan ruang

pembelajaran kreatif hasil usaha murid supaya
menarik dan bermakna.

Suasana atau iklim bilik darjah dapat merangsang

murid untuk bersaing, belajar secara koperatif dan
37
memperoleh kemahiran kolaboratif.
fizikal bilik darjah abad ke-21 yang
dicadangkan ialah:

1. Murid duduk dalam kumpulan (4-6 orang).

2. Sudut OPEM dan Kriteria Kejayaan di papan tulis.
3. Sudut Parking Lot.
4. Sudut Hasil Kerja Murid.
5. Sudut Maklumat. 38

6. Ruang Santai.
SUSUNAN MEJA BERBENTUK
KUMPULAN (4-6 ORANG)

39
sudut opem dan kriteria kejayaan ialah:

40
sudut PARKING LOT ialah:

41
sudut HASIL KERJA MURID ialah:

42
sudut MAKLUMAT ialah:

43
sudut RUANG SANTAI ialah:

44
Let’s Recap
Hand in Hand We Work for the Future Generation

Terima Kasih
Thank You
谢谢
KEMAHIRAN ABAD KE-21
 PERUBAHAN YANG PERLU

Persekitaran Persediaan
Sekolah Bilik Darjah

Persiapan Persiapan
Guru Kepimpinan
Abad
Ke-21
25/12/2017 53