This document discusses the need for 21st century pedagogy in teacher education. It outlines several key shifts needed, including moving from a traditional site-bounded paradigm to a new triplization paradigm. The new paradigm aims to develop teachers as lifelong learners who can facilitate triplized learning for students. It also discusses skills that need to be developed for 21st century learning like critical thinking, problem solving, and technology/media literacy. Overall the document advocates for reforms in teacher education to prepare educators for the needs of 21st century students.

1. PEDAGOGI ABAD KE 21 SATU KEMESTIAN
UNTUK DIKUASAI
OLEH:
DR. MOHAMAD NOR BIN MOHAMAD TAIB
PENGARAH
PUSAT PENYELIDIKAN, PEMBANGUNAN
DAN INOVASI, IPGM
DEWAN RAFFLESIA, IPG TAWAU
4 SEPT 2014

2.  Greater Need for Education in Society and Economy
 Higher Standards for Teaching & Learning
 More Diverse Students with Greater Educational Needs
 Greater Expectations of Schools for Ensuring Success
THE FUTURE WORLD OF WORK
Creative Work —
• Research
• Development
• Design
• Marketing/Sales
• Global Supply Chain
Management
Routine
Work
done by
machines
Routine Work
done by
people

3. PARADIGM SHIFT IN TEACHER EDUCATION
Traditional Site Bounded Paradigm For
Teacher Education
New Triplization Paradigm for Teacher
Education
Aims: To equip teachers with the necessary
competence to deliver knowledge and skills to
students
Aims: To develop teachers as triplized CMI and
life-long learning teachers who will contribute to
students’ and to schools’ triplized life-ling self
learning and development as CMI citizens and
organizations
Curriculum: Focused on the content and delivery
of subject knowledge
Curriculum: Focused on CMI ability, globalized,
localized and individualized.
Pedagogy: delivering knowledge and skills to
teachers, site bounded and separated teacher
learning, absence of IT, limited opportunities for
learning, and lacks of clear linkage with CMI
development
Facilitating teachers’ life long self learning,
multiple sources, globally and locally networked,
IT environment, boundless, unlimited
opportunities for learning and encouraging CMI
development
Traditional quality assurance: how well learning
& teaching are organized, the delivery of
knowledge and skills, teaching can be improved,
can arrive at a given standard.
How well learning is triplized, learning
opportunities are maximized, self learning is
facilitated. Teachers’ CMI are developed.

4. KEMAHIRAN YANG PERLU DIBANGUNKAN DALAM PEDAGOGI ABAD KE 21

5. PEMBELAJARAN ABAD KE 21
ABAD KE 20
•Dipimpin guru
•Arahan langsung
•Pengetahuan
•Kandungan
•Kemahiran asas
•Teori
•Kurikulum
•Individu
•Bilik darjah
•Pentaksiran sumatif
•Belajar untuk sekolah
ABAD KE 21
•Berasaskan murid
•Pembelajaran kolaboratif
•Kemahiran
•Proses
•Pemikiran Aras Tinggi
•Praktikal
•Kemahiran hidup
•Berkumpulan
•Komuniti
•Pentaksiran formatif
•Belajar untuk kehidupan

6. Kemahiran
Teknologi
Maklumat,
Komunikasi
& Media
Kemahiran belajar
&
Inovasi
Kurikulum
• Kreativiti, Inovasi & Semangat meneroka
• Pemikiran Kritis dan Penyelesaian
Standard & Pentaksiran
Pembangunan Profesional
Persekitaran Pembelajaran
• Literasi Maklumat
• Literasi Media
• Literasi Teknologi
Maklumat &
Komunikasi)
• Menggunakan
teknologi untuk
mengakses,
mengurus,
mengintegrasi dan
menilai maklumat,
menjana maklumat
baru dan
berkomunikasi
dengan orang lain
Masalah
• Komunikasi & Kolaborasi
• Menganalisis & mengkonsepsi
• Belajar sepanjang hayat
• Kebolehsuaian &
fleksibel
• Mempunyai inisiatif dan
terarah kendiri
• Kemahiran sosial dan
antara budaya
• Produktiviti &
akauntabiliti & adaptasi
• Tanggungjawab dan
kepimpinan
• Berkebolehan dalam
pelbagai bidang
• Membuat refleksi dan
penambahbaikan
Mata pelajaran teras dan
tema Abad ke-21
Kemahiran
hidup &
kerjaya
• Kesedaran global
• Literasi kewangan, ekonomi,
perdagangan dan kuesahawanan
• Literasi sivik
• Kesedaran alam sekitar
• Kesedaran kesihatan &
kesejahteraan

7. 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

8. PERBEZAAN KBSR DENGAN KSSR
KBSR KSSR
Rekabentuk berasaskan 3 bidang:
• Komunikasi
• Manusia dan Alam sekitar
• Perkembangan Diri Individu
Rekabentuk berasaskan 6 Tunjang:
• Komunikasi
• Kerohanian, Sikap & Nilai
• Kemanusian
• Perkembangan Fizikal & Estetika
• Sains dan Teknologi
• Ketrampilan Diri
Bahan Kurikulum:
• Sukatan Pelajaran
Bahan Kurikulum:
• Dokumen Standard Kurikulum
Rekabentuk Kurikulum:
• Linear
Rekabentuk Kurikulum:
• Modular
Organisasi Kurikulum:
• Tahap 1 (Th 1,2 & 3) dengan Mata Pelajaran
Teras, Wajib & Tambahan
• Tahap 2 (Th 4,5 & 6) ) dan Mata Pelajaran Teras,
Wajib & Tambahan
Organisasi Kurikulum:
• Tahap 1 (Th 1,2 & 3) dengan Modul Teras Asas,
Modul Teras Tema & Modul Elektif
• Tahap 2 (Th 4,5 & 6) ) dengan Mata Pelajaran
Teras & Elektif
Elemen Kemahiran Berfikir Secara Kritis dan
Kreatif
Elemen kreativiti dan Inovasi, Keusahawanan dan
teknologi Maklumat & Komunikasi secara eksplisit
Fokus:
• 3M (Membaca, Menulis dan Mengira)
Fokus:
• 4M (Membaca, Menulis, Menulis dan Menaakul)

10. TEACHING & LEARNING
FAKTOR KEBERKESANAN PENGAJARAN
QUALITY Kualiti pengajaran eg. kaedah
APPROPRIATENESS Kesesuaian dengan kebolehan dan kesediaan
pelajar
INCENTIVE Motivasi untuk terus belajar
TIME Jumlah masa dan kesesuaian masa
FAKTOR KEBERKESANAN PEMBELAJARAN
APTITUDE Kemampuan dan kemahuan belajar
ABILITY Faham arahan dan pengajaran guru
PRESERVERANCE Ketekunan dan kesungguhan
OPPORTUNITY Peluang untuk belajar eg, masa bertanya dan
mengulangkaji

11.  ENGAGING STUDENTS THROUGH COLLABORATIVE PROBLEMS AND DESIGN (SOCIAL)
 ENHANCING THEIR LEARNING WITH STIMULATING MULTIMEDIA APPLICATION
(COGNITIVE)
 EMPOWERING THEIR SKILLS WITH MULTIMEDIA AND WEB TOOLS, AND PROVIDING
THEM A PLATFORM TO THINK CRITICALLY AND CREATIVELY, STRENGTHEN THEIR SOCIAL
INTERACTION PROCESSES, AND REFLECT ON THEIR LEARNING PROCESS AND GOALS
(TECHNICAL)
 ENJOYING THE PROCESS OF KNOWLEDGE CONSTRUCTION, COLLABORATIVE LEARNING,
CRITICAL AND CREATIVE THINKING, AND CREATING OWNERSHIP IN THEIR LEARNING
OUTCOMES (AFFECTIVE), AND INCORPORATE SOUND EDUCATIONAL LEARNING
PEDAGOGIES THAT HAVE PROVEN TO BE INTEGRAL IN IMPROVING STUDENT
ENGAGEMENT AND ENHANCING THEIR LEARNING PROCESS, THESE INCLUDE:
 CONSTRUCTIVE LEARNING;
 STUDENT-CENTRED LEARNING;
 COLLABORATIVE LEARNING;
 COOPERATIVE LEARNING,
 AUTHENTIC LEARNING;
 PROBLEM-SOLVING LEARNING;
 INTERACTIVE MULTIMEDIA LEARNING;
 PROJECT-BASED LEARNING.

12.  GETTING THE RIGHT TEACHERS. GOOD TEACHER PRODUCES GOOD STUDENTS WHO
 HOW? DOA (DISCIPLINE OF ACTION) = CREATIVE & INOVATIVE
I-THINK
BRAIN
STORMI
NG
IDEAL,
SWOT, BOS
ARE THINKERS AND INNOVATORS
MIND
MAP
PING
PEMANGKIN
HOTS
ASAS KREATIVITI
(INPUT)
Gunakan
imaginasi
Meneroka
Andaian
Budaya
Mengambil
Risiko
Berlainan
dari norma
MENJANA KREATIVITI
(PROSES)
HASIL KREATIVITI
(OUTPUT)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
PERLU:
• Kaya dengan informasi
• Keinginan untuk meluahkan idea
• Menilai idea yang baik dan idea kurang baik
• Mencurahkan kemampuan anda dalam
bidang yang diminati

13. Input Process Output
Infrastructure
- Classrooms & Laboratories
- Equipment & Furniture
- Resource Centre
- Digital Environment
Educators
- Teaching & Learning Styles
- Networking
- Continuous Professional Development
- Reflective & Researchers, IT Savvy
Students
- Learning Approach
- Thinking Skills
- Involvement
- Enterpreneurship, Patriotism
Curriculum &
Assessment
- -
- Humanising & Socialising Curriculum
- Relevant & Applied Curriculum
- Assessment: Informative
- Assessment: Flexible
Stakeholders
- Parents
- Society
- Institutions of Higher Learning
- Industries
21st Century Pedagogy
Teachers with 21st Century
Pedagogical Skills
Dimensions Focus Areas

14. Thinking Skills
Transparently
Problem Solving
Project based
Learning
Collaboratively
Inter-disciplinary
Contextually
Technological,
Information and
Media Fluencies
21st Century
Pedagody
are
teach
build
work
use
foster
assessed
develop

15. Lecture
5%
Reading
10%
Audio-Visual
20%
Demonstration
30%
Discussion Group
50%
Practice by Doing
75%
Teach Others/ Immediate Use
90%

16. Creating
Evaluating
Analysing
Applying
Understanding
Remembering
HOTS
Higher Order Thinking Skills
Knowledge
Creation
Knowledge
Deepening
Knowledge
Acquisition
LOTS
Lower Order Thinking Skills

17. INCOMPETENCE COMPETENCE
UNCONSCIOUS Unconscious Incompetence
FLUENCY
Unconscious Competence
CONSCIOUS Conscious Incompetence Conscious Competence
LITERACY

18. Perubahan mencetuskan pembaharuan
yang boleh membawa kemajuan.
Setiap pendidik merupakan agen membangunkan
modal insan kreatif dan inovatif.
 NO MISSION IS IMPOSSIBLE
 MISSION: START WITH THE IMPOSSIBLE,THEN WORK
OUT HOW TO MAKE IT POSSIBLE
DR MOHAMAD NOR BIN MOHAMAD TAIB
E-MAIL: nortaib@yahoo.com