1. • Bagi satu isi pelajaran tertentu, kenalpasti profil akhir
pelajar (hasil akhir boleh pamerkan) yang menunjukkan
mereka :
1. Kognitif- Berpengetahuan dalam….
2. Psikomotor- Berkemahiran dalam….
3. Afektif- Mempunyai sikap….
Susun atur pelan perancangan hingga ke hasil akhir dalam JPK
dan boleh diuji dengan JPU
4. Hunter’s Lesson Cycle Design Model (1976)
1. Set induksi (Anticipatory set or Set Introduction)
2. Maklumkan objektif pembelajaran (Standards)
3. Input pengajaran (Input)
4. Permodelan (Modeling)
5. Semak kefahaman murid (Checking for Understanding)
6. Pantau dan ubah suai (Monitoring)
7. Praktis terbimbing (Guided practice)
8. Praktis bertempoh (Independent practice)
9. Penutup (Closure)
5. Hunter’s Lesson Cycle Design Model (1976)
Sometimes called a ‘hook’ to grab the student’s attention :
1. Set actions and statements by the teacher to relate the experience of
Induksi the students to the objectives of the lessons. To put students into
a receptive frame of mind, to focus student attention on the
lesson, to create an organizing famework for the ideas,
principles or information that is follow (c.f, the teaching
strategy called “ advanced organizers”.)
To extend the understanding and the application of abstract
ideas through the use of the example or analogy.. Used any time
a different activity or new concept is to be introduced.
Before the lesson is prepared, the teacher should have a clear
2. Maklumkan idea of what the lesson outcomes are. What specifically, should
objektif the stydent be able to do, understand, care about as a result of
the teaching. Bloom’s Taxonomy of Mager’s Educational
pembelajaran Objectives.
6. Hunter’s Lesson Cycle Design Model (1976)
3. Input The teacher provides the information
needed for students to gain the knowledge
pengajaran or skill through lecture, film, tape, video,
pictures, ect
4. Permodelan The teacher provides the information
needed for students to gain the knowledge
or skill through lecture, film, tape, video,
pictures, ect
7. Determination of whether students have “ got it” before
5. Semak proceeding. It is essential that practice doing it right so the
kefahaman teacher must know that students understand before proceeding
to practice. If there is any doubt that the class has not
murid understood, the concept / skill should be retaught before
practice begins. Usually through questioning
If required, reteach
6. Pantau dan
ubah suai
An opportunity for each student to demonstrate grasp of new learning
7. Praktis by working through an activity or exercise under the teacher’s direct
supervision. The teacher moves around the room to determine the level
terbimbing of mastery and to provide individual remediation as needeed. Guided
practice ( in class “ seat work”). With the teacher circulating (e.g, “
praise, prompt and leave”). Monitor students work, providing corrective
feedback as necessary and assess performance of the group in
determining whether the class is ready for the next instruction.
Additional time for those whose aptitude calls for adorgen learning
period can be provided by giving “extra credit” assigment
supplementary.
8. Hunter’s Lesson Cycle Design Model (1976)
Once pupils have mastered the content or skill, it is time to
8. Praktis provide for reinforcement practice. It is provided on a repeating
bertempoh schedule so that the learning is not forgotten. It may be class
formative testing, homework or individual work in class. It can be
utilized as an element in a subsequent project. It should provide
for decontextualization : enough different contexts so that the skill
/ concept may be applied to any relevant situation .. Not only the
context in which it was originally learned. The failure to do this is
responsible for most student failure to be able to apply something
learned. Independent practice ( additional class time or
homework) begins when students have achieved an 85 to 90%
accuracy level. To insure retention and develop fluency, students
practice on their own without assistance and with delayed fluency,
students practice on their without assistance and with delayed
feedback (eg, comments on graded paper). Five or more brief
practice activities distributed over a month or more may be
required to “ fix” the new concept / skill.
9. Hunter’s Lesson Cycle Design Model (1976)
Penutup – Those actions or statements by a teacher that are
9. Penutup designed to bring a lesson to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together
in their own minds, to make sense out of what has just been
taught. “ Any questions? No. OK, let’s move on” is not closure.
Closure is used : to cue students to the fact that they have arrived
at an important point in the lesson or the end of a lesson, to help
organize students learning, to help form a coherent picture, to
consolidate, eliminate confusion and frustration, etc,
To reinforce the major points to be learned.. To help establish the
network of thought relationships that provide a number of
possiblities for cues for retrieval. Closure is the act of reviewing
and clarifiying the key points of a lesson, tying them together into
a coherent whole and ensuring their utility in application by
securing them in the student’s conceptual network
10. Gagne’s Instructional Events Model (1988)
1. Tarik perhatian murid
2. Maklumkan objektif pembelajaran
3. Imbas kembali apa yang telah dipelajari
4. Penyampaian yang jelas
5. Bimbing pembelajaran
6. Dapatkan / galakan respon
7. Beri maklumbalas
8. Tafsir prestasi
9. Susun atur praktis untuk tingkatkan ingat kembali dan
pemindahan ke situasi lain.
11. Rosenshine & Stevens Intructional Functions Model
(1986)
1. Semak pemahaman murid (semak kerja yang diberi sebelum ini. Ajar
semula jika perlu)
2. Ajar konten baru (beri kerangka, hurai dengan terperinci, kaitkan konten
baru dengan konten yang murid telah pelajari)
3. Praktis murid (murid diberi tugasan untuk praktis, bersoal jawab, beri
maklum balas, pantau praktis, semak pemahaman murid)
4. Maklumbalas / pembetulan ( maklum balas berterusan, perhatikan ralat-
ralat yang kerap dilakukan oleh murid, terangkan semula jika perlu)
5. Praktis bebas (pantau)
6. Semak semula pemahaman (semak secara berkala-ajar semula jika
perlu)
12. Prior Knowledge
What’s the big deal?
It’s all about memory files….
Cataloging and retrieving
13. Way to Gather Prior Knowledge
• K-W-L
• Brainstorming
• Anticipation Guides
• Agree/Disagree Statements
• Dumping
• Mindstorms
15. Grouping Strategies
• Young: student choice, last name, food preferences,
birthday, color of clothes
• Older: goals, jobs, location, experience, familiarity
with task
16. Pengelompokan/grouping
• Keseluruhan kelas
• Pasukan
• Kumpulan kecil
• Berdua/bertiga
• Individu
• Satu mentor satu mentee
• Sistem stesyen dengan kumpulan kecil
17. Flexible Grouping
Homogenous/ Ability Individualized or
- Cluster students of similar Independent Study
abilities, level, learning style, or -Self paced learning
interest. - Teaches time management and
- Usually based on some type of responsibility
pre-assessment - Good for remediation or
extensions
Heterogeneous Groups Whole Class
- Different abilities, level or - Efficient way to present new
interest content
- Good for promoting creative -Use for initial instruction
thinking
18. Differentiation Blends Several Types of
Instruction
• Whole-class instruction
• Individual instruction
• Flexible grouping
• Cooperative/ collaborative learning
19. Pelajar praktis, proses, mengaplikasikan dalam
Kumpulan kecil mengikut keperluan, gaya
Belajar,
The football metaphor comes from the way we think about the
Lesson’s sequence : a narrrow. Whole class experience in the
beginning, then narrowing it back as we re-gather tp process what
we’ve learned
20. Aras Hasil Pembelajaran Pusat Perkembangan
Kurikulum, Kementerian Pelajaran Malaysia
ARAS 1
• Aras 1 adalah aras yang asas dan perlu dikuasai oleh semua
murid. Pada aras ini murid perlu menguasai beberapa konsep
asas.
Ini dapat ditunjukkan melalui objektif perlakuan ternyata
murid seperti mengenal pasti, menyenaraikan, menyatakan,
menamakan dan memadankan.
21. Aras Hasil Pembelajaran PPK
Aras 2
• Aras 2 pula adalah aras yang lebih tinggi daripada Aras 1
dalam urutan pengajaran dan pembelajaran. Pada aras ini
murid boleh menguasai beberapa perlakuan ternyata seperti
menerangkan, menjelaskan, menghuraikan dan
membandingkan.
22. Aras Hasil Pembelajaran PPK
Aras 3
• Aras 3 pula adalah aras yang tertinggi dalam urutan
pengajaran dan pembelajaran. Pada aras ini, murid mampu
menguasai beberapa lagi perlakuan ternyata pada tahap yang
lebih tinggi seperti merumus, membandingkan dan
membezakan, menganalisis dan mencadangkan.
23. • Ada kemungkinan tidak semua murid berkemampuan
menguasai aras 2 dan 3. walau bagaimanapun guru hendaklah
meneruskan proses pengajaran dan pembelajaran hingga ke
aras 3 untuk semua murid.
• Tidak semua hasil pembelajaran mengandungi semua aras 1, 2
dan 3. Sebaliknya terdapat juga sebahagian hasil pembelajaran
yang hanya setakat aras 2 sahaja. Ini kerana pada aras 2
tersebut murid telah pun dapat menguasai sepenuhnya objektif
pembelajaran yang hendak disampaikan.
• Nilai-nilai murni dan unsur-unsur patriotisme harus diterapkan
dalam proses pengajaran dan pembelajaran.
24. Kategori objektif
1. Domain Kognitif-aspek pengetahuan.
Berbeza mengikut kompleksnya
3. Domain Afektif- sikap perasaan, emosi.
Berbeza mengikut aras penghayatan
3. Domain Psikomotor-perkembangan kemahiran
motor-berbeza mengikut kepakaran pelaksanaannya.
26. Types (domains) of learning objectives
• Cognitive objectives
- Describe the knowledge that learners are to acquire
• Affective objectives
- Describe the attitudes, feeling and dispositions that learners
are expected to develop
• Psychomotor objectives
- Relate to the manipulative and motor skills that learners are
to master
27. Taxonomy / taksonomi
• Principles of classification
• The study of the rules and practice of classifying
28. Domain Kognitif (Bloom)
1. Pengetahuan
2. Kefahaman
3. Aplikasi
4. Analisis
5. Sintesis
6. Penilaian
( Moore menggabungkan sintesis dan penilaian menjadi aras crection)
29. Aras domain kognitif
Reseach over the last 40 years has confirmed the taxonomy as a hierarchy, with the
exercise the last two levels. It is uncertain whether synthesis and evaluation and the
same level of difficulty but use different cognitive processes.
Pemikiran kreatif Pemikiran kritis
Sintesis Penilaian
Analisis
Aplikasi
Kefahaman
Pengetahuan
30. Original Terms ANDERSON ET AL New Terms
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analysing
• Application •
• Comprehension • Understanding
• Knowledge • Remembering
31. Aras Huraian deskriptif K/Kerja Hasil
Pembelajaran
Pengetahuan At the knowledge level, the student can Definisi, Senaraikan aras
remember and recognizes, defines or recall specific nyatakan, domain kognitif
recall factual information. This might include senaraikan
information remembering important names, dates,
capitals or even the equation for a
formula
Kefahaman The level targets whether students Huraikan Terangkan tujuan
demonstrate understand content. Ways of terangkan domain kognitif
understanding demonstrating comprehension include
of ideas, summarizing, translating or providing
concepts examples of a concept
Aplikasi The application level focuses on Kira, guna Tulis hp bagi aras2
apply whether students can use information to selesaikan domain kognitif
comprehension solve problems.Eg. Of application-
to unfamiliar level- goal include having students
situations solve maths word and using
pronounciation properly in written
communication
32. Aras domain kognitif
Aras Huraian deskriptif K/kerja Hasil
Pembelajaran
Analisis This level involves asking students to Bandingkan Bandingkan
Break down break something down to reveal its hubungkaitkan domain kognitif
concepts into organization and structure. Students dan domain
parts perform analysis whwn they discuss why a afektif
short story works or when they identify the
component parts of science experiment
Sintesis Students employ synthesis when they Reka, susun, Reka satu hp
Transform, create a unique (for them). This might hasilkan yang
combine ideas include writing a poem, painting a picture, menggabungkan
to create creating a computer program ketiga-tiga
something new domian
Penilaian In the highest level of the taxonomy, Nilaikan, Nilaikan
Think critically students judge the value or worth of justifikasi keberkesanan
about ang something by comparing it to a pre- penulisan hp
defend a determined criteria. menggunakan
position taksonomi
33. Blooms Taxanomy of Learning
• Factual Knowledge : remember and recall factual information Define, List,
State, Label, Name, Describe
• Comprehension : demonstrate understanding of ideas, concepts, Describe,
Explain, Summarize, Interpret, Illuustrate
• Application : apply comprehension to unfamiliar situations, Apply,
Demonstrate, Use, Compute, Solve, Predict, Construct, Modify
• Analysis : break down concepts into parts, Compare, Contrast, Categorize,
Distinguish, Identity, Infer
• Synthesis : transform, combine ideas to create something new, Develop , Create,
Propose, Formulate, Design, Invent
• Evaluation: think critically about and defend a position, Judge, Appraise,
Recommend, Justify, Defend, Criticize, Evaluate
These levels expect deeper conceptual understanding
