Monday, May 2, 2016

My Training Kit: COOPERATIVE AND FUN LEARNING STRATEGIES

These are the tools I often use during the training sessions. I find that giving teachers pedagogical workshops as an effective intervention strategy. Teachers need to be given hands-on training in cooperative strategies for them to apply the strategies confidently in their English Language classrooms. At some point, when the school administrators feel that there is a need to share the strategies with all the teachers, I am always happy to help. However, some homework need to be done when it involves other than English Language subject, in which I study some of the contents of other subjects such as Science, Maths, Islamic Education etc.

DISCUSSION MAT: This is used to help the teachers in managing group work in the classroom
using Numbered-Heads-Together strategy.

PICTURE CARDS: Suitable for group formation.








Sunday, April 24, 2016

THE RAILWAY CHILDREN: SUMMARY

PLOT SUMMARY : THE RAILWAY CHILDREN

CHAPTER 1: THE BEGINNING OF THINGS
One night at their home in London, father, mother, Roberta(also known as Bobbie), Peter and Phyllis are talking about Peter’s broken model engine when there is a knock on the front door. Two gentlemen come to see father and talk for a long time. Father speaks briefly with mother and mysteriously leaves home. The next morning, mother leaves for London and returns in the evening, looking tired. She requests the children to be good while she is away and not to ask any question about father. Several horrid weeks pass by and one morning, mother tells the children that they are moving to a little white house near railway line in the country. They take the train and arrive at their new home in the dark.

CHAPTER 2: PETER AND THE COAL
The family do not get a decent supper as they think Mrs. Viney has not prepared it for them. Mother prepares what she can and off they go to bed. The next morning, the children wake up feeling excited in their new home. They discover that a nearby field backs onto a railway line but the railway station is too far to see from where they are. Before supper the children decides to go to the railway station. They have a lot to see and a large heap of coal catches Peter’s attention. When Peter steals coal from the station yard, he is caught by the Station Master. Peter thinks that taking some coals from the middle of the heap is harmless. The Station Master warns them that what they have done is stealing because the coal belongs to the railway station. It is only then they realize what they have done is wrong.

CHAPTER 3: THE OLD GENTLEMAN
By now the children know the time when the trains pass. Every morning, they will wave to an old gentleman who always waves back at them. They pretended that the old man knows their father and takes their love to him in London. One day, their mother becomes very ill and Bobbie resolves to do something positive to help. The children paint the words, “LOOK OUT AT THE STATION” on a large white sheet and wave it at the 9.15 train the next day. When the train is about ready to leave, Phyllis passes a letter to the Old Gentleman. In the evening, a large box of supplies is delivered to the children with all the things they have asked for.

CHAPTER 4: BOBBIE’S RIDE
When their mother finally recovers from her illness, they confess to her what they have done earlier. The family later celebrates Bobbie’s 12thbirthday, all dressed in their best. Bobbie receives various presents from the family including Peter who reluctantly has to give her the broken half of his toy train filled with sweets. Her lovely birthday party however ends on a sad note when she realizes that her mother is very upset later that night. Bobbie secretly wants to repair Peter’s broken train. She goes to the station and accidentally gets into the engine of one of the trains. Feeling scared, she seeks help from two railway workers. The two men not only repair the toy but also make sure she arrives home safely. Weeks later, Bobbie introduces Peter and Phyllis to the friendly engine driver and Jim, the fireman. 

CHAPTER 5: SAVING THE TRAIN
The children witness a landslide that covers the railway line. The children prevent an imminent accident by waving the girls’ red petticoats. The train comes to rest just in time, at about twenty metres from where Bobbie stands on the tracks. Weeks later, a ceremony is held at the station to commemorate the children’s bravery. The Old Gentleman presents the children with a gold watch each and meets their mother at home. The children relay that eventful day to their mother.
  

CHAPTER 6: A BIRTHDAY FOR PERKS
The children’s mother has just sold a story and suggests having some cakes for tea. Bobbie requests that they have it on Perks’s birthday and mother agrees. Peter comes up with an idea to ask the villagers for little gifts, confident that they will give something to a person as nice as Perks. Some of the villagers are delighted with the idea but others, such as Mrs. Ransome simply brushes them off. The three children, however, go home and collect several roses for Mrs. Ransome since it is her birthday. That kind gesture touches Mrs. Ransome’s heart and she gives the children several apples as well as her dead grandchild’s pram for perks’s son. The children bring the gifts to perks’s house and wait for his arrival so as to surprise him. In spite of this, Perks becomes upset as he sees the gifts as a form of charity. The children explain that these gifts are given sincerely and perks relents. He asks the three children to stay for tea. 


CHAPTER 7: THE TERRIBLE SECRET

Bobbie discovers the reason for her father’s disappearance when she reads the newspaper article. Deeply upset, she refuses to believe that he is a spy and is imprisoned. Her mother attempts to explain that her father has been falsely accused of selling government secrets to another country. Bobbie believes in her father’s innocence and decides to wtite to the old gentleman to clear his name. 


CHAPTER 8: THE BOY IN THE RED SHIRT

The boy in red goes missing during a ‘hare and hounds’ game organised by thier school. Bobbie and her siblings enter the dark railway tunnel to look for him. They find him lying by the railway track with a broken leg. Bobbie stays with the injured boy, Jim, in the dark tunnel while Peter and Phyllis seek help form the farm. The children  take Jim home for medical attention. They later learn that Jim is the grandchild of the old gentleman whom they have met earlier. The old gentleman visits the little white house where Jim is taken care of. Mother offers herself to take care of Jim until he gets better. The old gentleman is grateful to the family. When the old gentleman leaves the house, he has a private chat with Bobbie about her father. He says that he has received the letter and has been looking into the case. He believes that her father is innocent. 


CHAPTER 9: THE MAN AT THE STATION

The children wave at the passing 9.15 train and all the passengers respond. At the station, an overjoyed Mr. Perks, who has read about Bobbie’s father in the newspaper, greets her. A London train stops at the station and Bobbie sees her father return after serving his sentence in prison. They return home happy and reunited.



Monday, April 18, 2016

MICRO TEACHING

A Micro Teaching session was held on 21st March 2016. In this session, I introduced Cubing to be applied in the lesson.
Preparing for cubing activity
Jigsaw puzzle pieces
Predicting the ending of the story.
Happy faces of 5H, the most challenging class in the school.




Photo session with the English Language teacher, miss Tai Yee Ling

Sunday, April 17, 2016

TOOL KIT PLC
                

BAHAN-BAHAN INI DIKUMPULKAN DARIPADA KURSUS PLC YANG DIANJURKAN OLEH BAHAGIAN PENDIDIKAN GURU (BPG), KEMENTERIAN PENDIDIKAN MALAYSIA.



JULIA BINTI ABDUL MUTTALIP
SISC+ BI DAERAH KULAI.
PAKAR RUJUK PLC

KLIK LINK DI BAWAH UNTUK SOFTCOPY

1. LESSON STUDY

RANCANGAN PENGAJARAN HARIAN [RPH]


Sekolah

Tarikh

Tingkatan/Kelas

Waktu

Saiz kelas

Tempoh (minit)

Mata Pelajaran

Bidang Pembelajaran

Topik

Objektif / hasil Pembelajaran






Kemahiran Saintifik /
Kemahiran Berfikir






Sikap Saintifik /Nilai Murni/Nilai Patriotisme







Sumber Pengajaran dan Pembelajaran
  1. Rujukan

  1. Alat

  1. Bahan

Pendekatan Pengajaran




Perkembangan Pengajaran
Kandungan / Konsep
Proses Pengajaran dan Pembelajaran
(Tindakan Guru dan Aktiviti Murid)

Jangkaan Pemikiran
Murid
Catatan/Nota

Fasa 1

SET INDUKSI / PENGENALAN
(      minit)





Fasa 2

PERKEMBANGAN  
(Penerokaan)
(      minit)






Fasa 3

PERKEMBANGAN  
(Penerangan)
(      minit)





Fasa 4

PERKEMBANGAN
(Aplikasi / Penelitian)
(      minit)





Fasa 5

PENUTUPAN  (Pentaksiran)
(      minit)






Nota: Template ini adalah sebagai panduan penyediaan Rancangan Pengajaran Harian [RPH] / Lesson Plan.   Ia boleh diubahsuai mengikut kesesuaian.
Tool Kit LS 2
BORANG PEMERHATIAN
Refleksi:
1.   Penjelasan hasil pembelajaran  PdP dalam pengajaran:

2.   Pemilihan Aktiviti            :

3.  Penguasaan Pengetahuan dan Kemahiran dalam kalangan murid:

4.  Pencapaian hasil pembelajaran  PdP:

5. Penglibatan murid dalam PdP:



6. Adakah ciri-ciri berikut diperhatikan?  (sila tandakan √ dalam    )
  Penglibatan aktif  ;        Perbincangan antara rakan;     
  Pembelajaran berpusatkan murid;            Pemupukan kemahiran berfikir
Komen:
7.  Sejauh manakah soalan yang dikemukakan oleh guru mampu mencabar minda murid?

8.  Sejauh manakah penyoalan guru dapat mengukur kefahaman murid?

9.  Sejauh manakah aktiviti penutup dapat merumus dan memperkukuhkan PdP?

Secara Keseluruhan:
10.  Apakah kekuatan PdP?

11.  Apakah kelemahan PdP?

12.  Apakah yang perlu diubahsuai/diperbaiki dalam RPH?



_________________________________                                       
(                                                               )
Tandatangan/Nama  Guru/Pemerhati


Nota: Dapatan data ini akan digunakan sebagai panduan bahan perbincangan dalam sesi refleksi  kumpulan selepas pengajaran.


BORANG REFLEKSI LESSON STUDY
SEKOLAH :
TINGKATAN / KELAS :
MATA PELAJARAN :
TAJUK :
TARIKH :
ASPEK
KOMEN
CADANGAN UNTUK MENAMBAHBAIK RPH
  1. Rancangan Mengajar / Lesson Plan





  1. Isi Kandungan / Konten






  1. Soalan-soalan yang dikemukakan : Aras dan kesesuaian




 4.    Keberkesanan Bahan
        Bantu Mengajar





  1. Penglibatan Murid








  1. Respon/Jawapan Murid




  1. Teknik Pengajaran dan Hasil Pembelajaran Murid



  1. Lain-lain




Nama ahli kumpulan Lesson Study :
  1.      5.
  2.   6.
  3.     7.
  4.     8.
Nama Pakar Rujuk (Knowledgeable Others) :
Nama Pemerhati :       


2. PEER COACHING                     





BORANG  PELAKSANAAN  MODEL 1
COACH SEBAGAI PEMERHATI DAN MEMBERI MAKLUM BALAS
BIL
AKTIVITI
STATUS (YA/TIADA)
CATATAN
1.
Pra-Konferensi



a)Topik



b)Matlamat



c)Fokus



d)Data Dikumpul



e)Rumusan


2.
Pemerhatian



a)Skrip



b)Rakaman



c)Senarai Semak



d)Rajah/Jadual/Carta



e)Gambar/Visual


3.
Pasca-Konferensi



a)Penilaian Kendiri



b)Menyatakan semula bidang fokus



c)Berkongsi data



d)Mengemukakan cadangan



e)Tindakan alternatif untuk dilaksanakan



f)Rumusan


KOMEN  :
……………………………………………………………………………………………………………………..


……………………………………………………………………………………………………………………..
BORANG  PELAKSANAAN  MODEL 2


COACH SEBAGAI GURU  (MENGAJAR)
 -   MODEL LESSONS
BIL
AKTIVITI
STATUS
(YA/TIDAK)
CATATAN
1.
Menjelaskan proses PdP oleh Coach



a)Fokus pengajaran



b)Objektif pengajaran



c)Penggunaan strategi instruksional



d)Jangkaan pencapaian murid



e)Langkah alternatif






2.
Bentuk Pemerhatian yang diperlukan



a)Beri perhatian kepada perlakuan coach



b)Beri perhatian kepada perlakuan murid.



c)Maklum balas yang diperlukan.



d)Cara merekod






3.
Sesi Pengajaran dilaksanakan



a)Coach mengajar



b)Guru memerhati pengajaran dalam kelas dan merekodkan maklumat yang diperlukan.






3.
Pasca-Konferensi



a)Apa yang diperhatikan?



b)Adakah pengajaran berlaku seperti yang diharapkan?



c)Apakah strategi pengajaran  yang dilaksanakan?



d) Apakah perubahan yang akan dibuat oleh coachee jika diberi peluang untuk mengajar pelajaran yang sama?



e)Apakah yang dipelajari dari pengajaran coach tersebut?



f)Apakah cadangan untuk penambahbaikan?



g)Ada soalan lain?


KOMEN  :
……………………………………………………………………………………………………………………..


……………………………………………………………………………………………………………………..
BORANG  PELAKSANAAN  MODEL 3
MERANCANG PENGAJARAN DAN BERSAMA-SAMA MENGAJAR
(CO TEACHING)
BIL
AKTIVITI
STATUS
(YA/TIDAK)
CATATAN
1.
Pra-Konferensi (Sebelum Pengajaran)



a)Matlamat Pengajaran



b)Rancangan Pelajaran Harian



c)Pengalaman pengajaran yang dikehendaki



d)Bentuk bantuan yang diperlukan daripada coach



e)Bahan-bahan PdP



f)Indikator pencapaian



g)Mengenal pasti pengetahuan sedia ada murid



g)Masalah yang mungkin dihadapi



h)Cara mengenal pasti murid telah capai matlamat






2.
Pengajaran Bersama



a)Peranan coach dipelbagaikan mengikut yang dipersetujui :
- mengajar
- pemerhati
- demonstrasi



b)Perlu faham coach ialah seorang rakan yang membantu, bukan pengkritik






3.
Pasca-Konferensi (Selepas Pengajaran)



a)Apa yang diperhatikan?



b)Adakah andaian yang dibuat betul atau tidak ?



c)Apakah pandangan coachee tentang pengajaran yang berlaku?



a)Apakah masalah yang timbul?



b)Adakah murid belajar apa yang sepatutnya?



c)Adakah pengajaran tersebut boleh mencapai matlamat dan sesuai?



d)Bagaimanakah menambah baik proses?



e)Apakah tindakan seterusnya yang perlu dilaksanakan?








KOMEN  :


……………………………………………………………………………………………………………………..


……………………………………………………………………………………………………………………..


…………………………………………………………………………………………………………………….

3.TEACHER SHARING SESSION  



Sesi Perkongsian Guru
Nama Ahli Kumpulan:


Tempat/Tarikh/Masa:
Fokus: Nyatakan fokus perkongsian yang dijalankan






Interpretasi:  Apakah aspek yang paling penting/menarik/relevan yang dibincangkan? Adakan perkongsian ini boleh memberi impak kepada pembelajaran murid? Bagaimana?








Hasil: Apa yang saya pelajari? Bagaimanakah perbincangan ini boleh memberi kesan kepada profesionalisme  saya?









4. LEARNING WALKS

BORANG PEMERHATIAN LEARNING WALKS
FOKUS yang dipersetujui dan diperhati: _____________________________________________________
Bil.
Aspek yang dipelajari/diperhati
Bukti Pemerhatian P & P
Tindakan seterusnya
Rumusan / Kesimpulan
(Diisi oleh Ketua)
Pemerhatian 1
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.

Pemerhatian 2
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.
Pemerhatian 3
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.
i.
ii.
iii.
iv.
v.
Nama-nama ahli Walking Team:
i.
ii.
iii.
iv.
v.








.......................………
Tandatangan Ketua 
(Lead Walker)

NAMA :.................................................








….............…………………………
Tandatangan Penyelaras PLC


NAMA :..................................................