PKB 3103

Kaedah Khas Pengajaran dan

Pembelajaran Sains
TOPIK 2:
Masalah Dalam Pembelajaran
Sains

RAVINTHERAN KALIMUTHU
JABATAN SAINS, IPGKIP
Sumbangsaran
Minit Pertama: Minit Kedua:
 Sumbangsaran • Kongsikan senarai
tersebut dengan
secara individu
rakan disebelah dan
dan senaraikan 3 cuba nilai kemahiran
kemahiran asas asas yang paling
yang perlu ada penting perlu
pada murid untuk dikuasai oleh murid
mencapai bagi mencapai
pembelajaran di
pembelajaran di
sekolah.
sekolah.
Federal Definition under IDEA Specific
Learning Disability means:

A disorder in one or more of the

basic psychological processes
involved in understanding or in
using language, spoken or
written, which may manifest
itself in an imperfect ability to
listen, think, speak, read,
write, spell or do mathematical
calculations.
 IDEA Identification Criteria for
LD
A team may determine that a child has a
specific learning disability if:

The child does not achieve commensurate with

his or her age and ability levels in one or more
of the areas listed, when provided with
learning experiences appropriate for the
child’s age and ability levels; and the learning
problems are NOT primarily the result of
visual, hearing, or motor disabilities, of
mental retardation, of emotional distrubance,
or of environmental, or economic
disadvantage, or cultural or linguistic
difference.
 IDEA Identification Criteria for LD

A team may determine that a child has a

specific learning disability if there is a severe
discrepancy between achievement and
intellectual ability in:
 oral expression
 listening comprehension
 written expression
 basic reading skills
 reading comprehension
 mathematics calculation
 mathematics reasoning
Learning Disabilities
 Identification Criteria
 Discrepancy between potential and achievement,
IQ is average or above average
 Failure to profit from typical instruction
 Pronounced Strengths and Weaknesses
 Variable performance
 Inconsistent performance
 Academic Skills
 Reading, Writing, Math
 Affective Domain
 Self-Esteem
 Motivation
Masalah dalam bidang berikut merupakan
simptom masalah pembelajaran.

 Perhatian
 Masa Pemprosesan
 Penaakulan
 Ingatan
 Komunikasi lisan
 Membaca
 Penulisan & Ejaan
 MatematiK
 Kemahiran Motor
 Kemahiran Sosial dan
Kebolehan
Ciri-ciri Sekunder Umum Individu dengan
Masalah Pembelajaran

 Motivasi Rendah
 Keyakinan Diri Lemah
 Keadaan Tingkah laku
 Kesan Fizikal
 Kritikal-Diri & Kritikal
Orang Lain
 High School Students with LD might
experience difficulties with:
 Taking lecture notes
 Copying notes from the board
 Listening comprehension
 Vocabulary Development
 Multiple meanings
 Memorization
 Pronouncing & spelling multisyllabic or irregular words
 Applying capitalization & punctuation rules
 Slow reading speed
 Slow rate of comprehension
 Organization of ideas
 Determining informational hierarchies
 Common Themes for working with
students with learning disabilities:
The most important thing to remember is
that these strategies are good for all
students!!
The key to success for teaching
students who have trouble learning is
STRUCTURE, structure, structure!!!
& then determining the amount and kind
of practice that each individual student
needs & how to maintain their skills.
 Memahami Populasi Murid Anda
 Adalah penting untuk meluangkan masa
untuk mengenali “audience” anda.
◦ Gaya pembelajaran murid
◦ Keperluan pembelajaran murid
◦ Persepsi murid terhadap pembelajaran
◦ Menjelaskan dimana perlu memulakan
pengajaran.
◦ Mengukuhkan kredibiliti terhadap murid
 Kelas ini mengenai mereka bukan kandungan yang
anda akan sampaikan.
 Membantu kita sebagai guru, model kerangka
penyampaian maklumat.
 Perbezaan Diantara Pendidikan Khas &
Pendidikan Biasa (Secara Teori)
 Pendidikan Biasa dan Pendidikan Khas
adalah berdasarkan teori pembelajaran
yang berbeza.

 Pendidikan Biasa  Konstruktivisme

 Pendidikan Khas  Objektivisme
 Dibawah objektivisme adalah behaviorisme
 Behaviorisme  Pengajaran Terus & 5
Peringkat Pembelajaran
Pengajaran Terus/Direct Instruction (DI)

 Objektif Eksplisit
 Persembahkan maklumat baru
 Persembahkan contoh dan bukan contoh
 Latihan terbimbing
 Pembetulan kesalahan/maklumbalas
pengajaran yang jelas
 Utamakan kadar ketepatan yang tinggi
 Langkah pantas dan interaktif
 Penilaian pengajaran/pengumpulan data
Konstruktivisme
 Murid merupakan peserta aktif
 Murid membina ilmu pengetahuan
 Pembelajaran autentik
 Bahan –bahan autentik
 Pentaksiran pembelajaran autentik
 Guru merupakan moderator
 Apakah Sesuai Untuk Murid dengan
Masalah Pembelajaran?
 Gabungan: Pengajaran Terus & Konstruktivisme
 Peranan Pendidikan Biasa & Khas adalah untuk membantu
murid menjadikan pelajaryang berdikari…tetapi mereka
memerlukan objektif yang jelas, model dan latihan biasa
dari guru. …
 5 Peringkat Pembelajaran
 Penguasaan
 Kefasihan
 Pengekalan
 Generalisasi
 Adaptasi
Peringkat Pembelajaran
 Penguasaan
 Pembelajaran untuk mempersembahkan
keperluan asas sesuatu kemahiran.
 Tujuan adah untuk mengajar persembahan
betul kemahiran tersebut.

 Menggalakkan Penguasaan – Latihan

Terbimbing
 Tumpuan
 Maklumat mengenai cara persembahkan
kemahiran dengan betul.
 Maklumbalas (peneguhan segera, pembetulan
kesalahan, strategi lain)
 Pengukuran yang kerap
Peringkat Pembelajaran
 Kefasihan
 Belajar persembahkan kemahiran dengan
mudah
 Tujuan adalah untuk persembahkan kemahiran
dengan mudah atau pantas untuk berjaya dalam
persekitaran semulajadi.

 Menggalakkan Kefasihan
 Menentukan tahap kefasihan yang diperlukan.
 Latihan kerap dan berstruktur
 Peneguhan perbezaan
 maklumbalas (peneguhan segera, pembetulan
kesalahan, strategi lain)
Peringkat Pembelajaran
 Pengekalan
 Belajar kekal persembahkan kemahiran selepas
pengajaran dihentikan.
 Bertujuan untuk persembahkan kemahiran
apabila diperlukan dalam persekitaran
semulajadi.

 Menggalakkan Pengekalan
 Memastikan anda mengajar kemahiran
berfungsi dan berfaedah.
 Over learning/Lebih belajar
 Jadual peneguhan dilonggarkan
 Gunakan peneguhan semulajadi
 Lambatkan peneguhan
Peringkat Pembelajaran

 Generalisasi
 Belajar persembahkan kemahiran dalam situasi
selain situasi latihan (bilik darjah).
 Tujuan adalah untuk mengembangkan
kemahiran ke persekitaran yang lain.

 Menggalakkan Generalisasi
 Mengembangkan latihan ke persekitaran lain.
 Menguatkuasa kegunaan umum kemahiran
 Percubaan peneguhan dalam persekitaran lain.
Peringkat Pembelajaran
 Adaptasi
 Belajar mengaplikasikan kemahiran dalam
masalah utama.
 Tujuan adalah untuk mengembangkan
kemahiran dalam situasi baru.

 Menggalakkan Adaptasi
 Memberi peluang untuk adaptasi kemahiran.
 Menunjukkan kefungsian sesuatu
kemahiran.
 Menguatkuasa adaptasi kemahiran
berkenaan.
Hubungan Peringkat Pembelajaran dengan
Keperluan Pembelajaran Murid

 Students with learning

disabilities have
difficulties with
understanding or in using
language, spoken or
written, which may
manifest itself in an
imperfect ability to listen,
think, speak, read, write,
spell or do mathematical
calculations.
Pelbagai Jenis Masalah Pembelajaran

Membaca
 Pembaca yang lemah mempunyai
masalah dalam…
◦ Kesedaran Fonologi (Hubungan Huruf-
Bunyi)
◦ Pemprosesan Ortografik (Ingatan
Visual)
◦ Mempengaruhi pembacaan lancar
◦ Mempengaruhi pemahaman pembacaan
 Teaching Guidelines for students with
Reading Disabilities
1. Provide students with structure to succeed in
acquiring content &/or skills
1. Pre-teach vocabulary
2. Preview major concepts
3. State purpose for reading
4. Provide clear directions & examples/non-examples

2. Develop fluency of skills or content

1. Provide opportunities for repetition of instruction
2. Make time & volume adjustments for those who
need more practice
3. Provide feedback (in class exercises where
students can give and receive frequent, direct &
clear feedback)
 Accommodations
 Books on tape
 Partner reading
 Small group work (structured, assign roles)
 Provide alternative assignments (using
sources other than reading for acquiring
information, or use modified texts with
pictorial supports, videos, audio lesssons).
 Oral assessment (quizzes & tests)
Book/End of Chapter Questions: Text
Accommodations
 Teach chapter previewing skills
 Provide page numbers where the
answers can be found
 Simplify vocabulary
 Break two part questions down into
two separate questions
 Modifications: reducing number of
questions to be answered for HW,
tests
How to provide NEEDED STRUCTURE
to all students
 Have students keep an assignment notebook
 Clearly state and post daily objectives – what you
expect the students to learn while in your class.
 Develop and use a simple system for
students to receive, record, and turn in
assignments (Rod’s routine).
 Clearly explain the system (several times) and
provide opportunities for practice and feedback.
 Be consistent!!!!!
 Set clear consequences.
 Follow up when students do not follow the system
 Be consistent!!!!
Taking your structure through the 5
Stages of Learning
 Clearly explain, model and conduct
guided-practice on how you want
notes and assignments set up.
◦ I do it.
◦ We do it.
◦ You do it. (Anita Archer, 2003)
Maintenance and trying to get students
to use these skills across classes should
be encouraged…teaming with other
teachers to do this helps tremendously.
Teach Study Skills to Mastery using
the 5 Stages of Learning
 Note taking (2 column note-taking
system)
 Memorization (note card exercises)
 Social Skills (DI, model, practice,
assess classroom rules)
 Writing
◦ Writing process  brainstorm, outline,
topic sentence, etc.
◦ Proof reading check list
 In this lesson we covered
1. Learn the Federal Definition of Specific Learning
Disabilities (IDEA definition)
2. IDEA criteria for specific learning disabilities
3. Understand difficulties students with LD
experience
4. Describe differences between constructivism and
objectivism
5. Describe characteristics of Direct Instruction
6. Name the 5 Stages of Learning
7. Apply 5 Stages of Learning to working with students
with LD in your classrooms