POST-GRADUATE DIPLOMA IN EDUCATION (DPLI) SECONDARY SCHOOL LEARNING MODULE EDUP 2033 PEDAGOGY Institut Pendidikan Guru Malaysia Kementerian Pendidikan Malaysia Aras 1, Enterprise Building 3, Blok 2200, Persiaran Apec, Cyber 6, 63000 Cyberjaya November 2015 EDUP 2033 PEDAGOGY THIS MODULE IS TO BE STRICTLY USED AS A TEACHING AND LEARNING RESOURCE FOR THE POST GRADUATE DIPLOMA IN EDUCATION (DPLI) PROGRAMME OFFERED BY INSTITUT PENDIDIKAN GURU MALAYSIA, KEMENTERIAN PENDIDIKAN MALAYSIA. November 2015 (Updated September 2017) Institut Pendidikan Guru Malaysia Kementerian Pendidikan Malaysia i EDUP 2033 PEDAGOGY NATIONAL PHILOSOPHY OF EDUCATION "Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well- being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large." Philosophy of Teacher Education A teacher of noble disposition having progressive and scientific worldview who is ready to uphold the national aspiration, cherish cultural heritage, ensure individual development and preserve a united, democratic, progressive and disciplined society. November 2015 (Updated September 2017) All rights reserved. Except for the purpose of education without commercial interests, no one is allowed to produce or reproduce any parts of the articles, illustrations and content of the module in any form and by any means, whether electronic, mechanical, rcorded or otherwise without prior written permission from the Rector of Institute of Teacher Education, Ministry of Education Malaysia. ii Micro Teaching and Writing Reflection 36 43 UNIT 4 – Current Pedagogy 51 Reference 53 Panel of Module Writers 54 Panel of Module Reviewer iii .Process of Learning 1 UNIT 2 . EDUP 2033 PEDAGOGY CONTENT PAGE K A N D Copy Right Notice A i National Education Philosophy N ii D Teacher Education Philosophy U ii N G Contents A iii N Learner”s Guide iv ICONS vi vii Allocation of Topic According To Units TOPIC UNIT 1 .Models of Teaching 21 UNIT 3 . 60% of the total hours of learning is to be completed on full-time mode through face-to-face interaction while 40% of the total hours of learning is to be completed through self-directed learning using this module. Asking for help when you need it. each IPG student is required to complete a total of 40 hours of learning time for every 1 credit hour. STUDENT LEARNING TIME (SLT) Based on the standards set by IPGM. It might be useful if you were to set your own personal study goals and standard of achievement. In this way you will be able to proceed through the course quite systematically. How long you take to go through a topic clearly depends on your own iv . A topic usually covers a certain number of sub. Kementerian Pendidikan Malaysia. AIM OF THE COURSE This module is prepared for students who register for the Post Graduate Diploma in Education (DPLI) programme offered by Institut Pendidikan Guru Malaysia (IPGM).topics. You must recognise your own pattern and style of learning. As for the DPLI (SM) programme which is conducted as a part-time mode course or Kursus Dalam Cuti (KDC). SELF-DIRECTED LEARNING Self-directed learning requires that you make decisions about your own learning. This module gives you the opportunity to manage your own learning and to manage the way in which you use your resources and time effectively. EDUP 2033 PEDAGOGY LEARNER’S GUIDE INTRODUCTION This module has been prepared to assist you in organising your own learning so that you may learn more effectively and resourcefully. ought to be viewed as creating new opportunities for learning rather than as a sign of weakness. ARRANGEMENT OF TOPICS IN THE MODULE This module is written according to Topics. KPM and the Malaysian Qualifications Agency (MQA). You may be returning to study after many years from formal education or you may possibly be unfamiliar with a self- directed learning mode. EDUP 2033 PEDAGOGY learning style and your personal study goals. This will be a means for you (and your Tutor) to know how much progress you have made in your course. do take time to reflect on them and learn through the process. Some of these tasks will have answers and/or suggested answers. You should bear in mind that the process of learning that you go through is as important as any assignment you submit or any task that you have completed. instead of racing through the tasks and the reading. So. ASSESSMENT AND EVALUATION Assignments that have to be handed in must be handed in according to schedule given. For tasks that do not provide answers you might find it helpful to discuss them with someone like a colleague. v . a classmate or a tutor. The date and time will be made known to you towards the end of the course. There is an end of course examination that you will be required to sit for. There are tasks set within a topic to help you recall what you have learnt or to make you think about what you have read. EDUP 2033 PEDAGOGY ICONS vi . EDUP 2033 PEDAGOGY TOPIC DISTRIBUTION Name of Course : PEDAGOGY Code : EDUP2033 The contents of module divided to unit. Table below described the distribution of topics for learning through module and face to face interaction. TOTAL OF TOPIC LEARNING MODULE FACE TO CATATAN TIME (18 Hour) FACE (45 Hour) (27 Hour) 1. Concepts of teaching and learning Meaning of teaching and Read before learning 2 2 Face to Face Principles of teaching and Intereaction learning 2. Learning Process Learning readiness Perception and conceptualization Read before Remembering and forgetting 5 Unit 1 1 Face to Face Transfer of learning 4 Intereaction Implications in teaching and learning 3. Learning Theories Behaviourist Learning Theory Cognitive Learning Theory Constructivist Learning Theory 5 5 Social Learning Theory Humanistic Learning Theory Implications in teaching and learning. 4. Models of Teaching Information Processing Model Behavioural Model Social Model 5 1 Read before Personal Model Unit 2 Face to Face Implication in teaching and 4 Intereaction learning vii EDUP 2033 PEDAGOGY 5. Concept of Pedagogy, Approaches, Strategy and Methods of Teaching Concept of pedagogy Teaching approaches - Inductive approach - Deductive approach - Eclectic approach - Integrated approach - Thematic approach 10 10 Teaching strategies - Teacher centered strategy - Student centered strategy - Material based strategy - Task based strategy - Teaching methods and techniques - discussion - gamification - demonstration - simulation - role play - problem solving - techniques of using media in the classroom - flipped classroom - blended learning - project based learning - problem based learning - inquiry based education 6. Micro Teaching and Reflective Writing Concept andiImportance of micro teaching Planning and writing of daily teaching lesson plan 10 Unit 3 4 Basic skills of micro teaching 6 Implementation of micro teaching Reflective Writing and teaching improvement 7. Current Pedagogy Framework of pedagogical skills -Learning and innovation skills Read before -Information, media and UNIT 4 Face to Face technology skills -Living and career skills 4 4 Intereaction Characteristics of current pedagogy viii EDUP 2033 PEDAGOGY - Communication and collaboration - Information, Communication and Technology (ICT) literacy - Higher order thinking skills - Problem solving - Project based learning - Creativity and innovation - Contextual learning - Implications of current pedagogy in teaching and learning. 8. Culturally Relevant Pedagogy Mainstream Pedagogy Combined Class Pedagogy Indigenious Pedagogy 4 4 - Pedagogy for special needs children Implications of culturally relevant pedagogy in teaching and learning Notes : Face To Face Intraction – get your information from lecturer. ix 1 Concepts of Learning Readiness Learning readiness refer to internal situations of an individual who is ready and capable to learn and acquire a certain new experience in learning. 1. Piaget dan Burner have given their opinion about learning readiness in their respective learning theory. learning transfer and implication process of learning toward teaching and learning. Analyze process of learning readiness.2 LEARNING READINESS 1. you will be expected to: 1. memory and forgetting.1 Introduction In the process of learning. SYNOPSIS Process of learning involves learning readiness. 2.. Elaborate implication learning process toward teaching and learning. Compare and contrast concept of perception and conceptualization.2. 4. EDUP 2033 PEDAGOGY UNIT 1 LEARNING PROCESS LEARNING OUTCOMES At the end of this topic. Edward Lee Thorndike (1874-1949) suggested Readiness Law which are summarised briefly as follows: 1 . Explain how learning transfer can be done. Explain the memory and forgetting in learning process. Meanwhile Piaget and Bruner give their opinion based on theory of learning on cognitive sect. This process is considered a behavior change. It is then processed to make the experience or knowledge to be practiced in a match situation. 1. Three psychologists its Thorndike. 5. humans use sensory organs to gain information through the selection of stimuli in their environment. Thorndike give his opinion following theory of learning on behavioural sect. 3. conceptualization and perception. Motor (0-2 years) b) Pre-operational (2-6 years) c) Concrete operational (7-12 years) d) Formal operational (after 12 years) Jerome Seymour Bruner (1915 . synthesizing (to create concept) and evaluating (sloving problem). his knowledge achievements are worth with the effort and training needed. For example. A student has cognitive readiness to learn something new when a student is willing and able to carry out educational activities and receive benefits. reasoning.2 Types of Learning Readiness 1. Cognitive Readiness Cognitive readiness refers to an individual’s mental readiness to carry out activity examples thinking. 1. Cognitive readiness of students nowadays will determine the effectiveness of a new learning process. 2 . EDUP 2033 PEDAGOGY Readiness level Feeling a) Individuals willing to do anything and can make it. namely: a) Sensory .2016) argues that learning readiness refers to anything that can be effectively communicated to children at any stage of its development stage. b) Can count numbers from 1 to 50. Satisfied b) Individuals willing to do anything and can not make it. Year One students are said to have attained cognitive abilities / ability for Year Two learning when performing the following tasks: a) can say out A to Z.analyzing. Jean William Fritz Piaget (1896-1980) relates the readiness of learning with the cognitive developmental stage of the child.2. Sad c) Individuals are not ready and are forced to make. Angry While Piaget and Bruner give their opinions based on cognitive learning theory. In other words. Affective Readiness Affective readiness refers to the attitude of awareness. desire. perseverance. Intrinsic motivation is internal stimulus that exists when a student feels that the basic needs (eg. passion. if low intrinsic motivation. The relevance of affective readiness with learning effects is as follows: Affective readiness Learning Active and aggressive High Passive and weak Low The above is in conformity with the opinion expressed by Stanford (1971) that learning is influenced by the attitude. Formulate hypotheses when solving problems. This will cause the learning to be ineffective even if the student has done the same learning activities. The characteristics of students with high and low cognitive readiness can be listed as follows: Low Cognitive Readiness High Cognitive Readiness Can see only one aspect in an object / idea. feelings and interests of a person to perform the learning activities. Understand the abstract concept. Can see some aspects in an object. then the students will be ready to learn (readiness is high affective) and students get the most benefit from the learning process. 2. Egocentric. and not by how many times a student revision of lessons. feeling safe. If the intrinsic motivation of students is high. Upon entering high school. Affective readiness can also be associated with intrinsic motivation. Primary school pupils are only willing to learn concrete operations (low cognitive readiness). Otherwise. a person's intellectual development is directly proportional to increase in age. others. 3 . EDUP 2033 PEDAGOGY According to the concept proposed by Piaget in Cognitive Development Theory. they began to be willing and ready to learn a complex operation (high cognitive readiness). can not accept the views of Knowledge structure began to be formal. loved) and desires (interests) are met. the affective readiness is also low. Psychomotor Readiness Psychomotor refers to physical action. gender differences. attitudes and interests. (2) Attitude and Interest 4 . A person who has psychomotor readiness willing to do physical action in a new learning process. better control of feelings. Physical Education. Do you realize that those who demonstrate high intellectual ability. physical and social maturity are closely related to the readiness of students to learn. exhibiting overall physical health and socializing in groups without problems are those who show maturity in different aspects. bone and movement control and coordination of the whole body. 1. (1) Maturity Intellectual. Psychomotor readiness level of children is different depending on his physical development. thus affecting learning readiness.2.3 Factors Influencing Learning Readiness Various factors that can influence learning readiness include maturity. Psychomotor readiness is important for students in subjects such as Arts Education. Psychomotor readiness is high when the body reaches maturity in accordance with the required physical training. Life Skills and play musical instruments. growth rate differences. individual differences and experiences. EDUP 2033 PEDAGOGY 3. Psychomotor readiness also means someone who has the potential and physical maturity that involve muscle. emotional. Psychomotor readiness in children can be seen in activities that require coordination of muscle movements such as: a) Tying shoelaces b) Write c) Drawing d) Hold the pencil e) Call out sounds and more Psychomotor high readiness will determine the perfect coordination of muscle movements and can meet basic human needs. mental. teachers are encouraged to take into account their past experiences when planning their teaching materials. Therefore. a student can excel in Mathematics and Science but is weak in Language and Music. social and emotional development varies from person to person. This can be seen clearly that women are taller and more mature than men from the fourth to the lower secondary level. women are expected to be polite. (3) Difference of Development Rate Although individuals through the same stages of development. In the development of adolescents. (6) Experience Past experiences form the basis for new experiences. (5) Individual Differences Each individual demonstrates the difference in abilities in different fields. The difference in cultural value to the sex that will affect the readiness of learning. 5 . will be reluctant to focus on learning. In other words. For example. Men are more likely to take science and mathematics while women will take on home science. (4) Gender Differences Men and women have differences in biological development and physical growth. On the contrary. while men are expected to be active and aggressive. women show a faster pace of development than men. the pace of physical. There are also some students performing well in academic performance but weak in physical activity. Students who demonstrate positive attitudes and interests are ready to learn and will perform better. Each individual has its own unique developmental pattern. Therefore. For example. The difference in attitude and interest among the sexes will affect the readiness of learning. Teaching materials need to be based on existing knowledge of new knowledge. pupils of the same group will not exhibit the same abilities during their activities. adolescents and adults. EDUP 2033 PEDAGOGY Attitudes and interests play an important role in engaging learning readiness. teachers are not encouraged to label their pupils as 'stupid' or wise according to their performance achievement in a single student. ie from infants to children. those who are not willing to learn. or a response. concrete objects. Teachers can allow students to choose their own partners so that they can felt comfortable in learning. exercise must be more challenging to be given to reinforce their skills. Teachers can use a variety of teaching-learning resources such as charts. 1. The goal is that the students get comfortable and more fun to learn. in order to understand the observation process. EDUP 2033 PEDAGOGY 1. the view (through the senses). Therefore. 1994). the teacher must give more instruction or teach repeatedly so that students can go through the activities and goals of the same subject can be achieved. It combines both aspects of the outside world (stimulus information) as well as the inner world (prior knowledge information) (Matlin. Specifically. These codes are formed in the nervous system where physical energy is stored. According to Secular and Blake (1994).3. pictures. For high achievement students. perception is a picture or shadow in the heart or mind (about something). There are a few steps made by the teacher to ensure that every student can really willing to learn.4 Steps to help learning readiness of the student.2. As for weak students. then end with its experience and response to the event. Among the steps are teachers should select appropriate contents for different classes. that picture or image in your heart or mind (about something). Teachers also must diversify its activities as a group.1 Definition and Concepts of Perception According Kamus Dewan (1998). observations include continuing sequence translation of events from the physical world beyond the receiver to the pattern of activity found in the recipient's nervous system. audio and video clips to meet the needs of different students' learning . Various activities can also help learning readiness students. or responses. Specifically. Perception involves the use of past experience in collecting and interpreting stimuli recorded by senses. According to Slavin (1997) observation is an interpretation that gives meaning to sensory stimuli received by the person.3 Perception 1. observation is defined as oversight or scrutiny. The activities must also be different. Perception is a process in 6 . the observation is meant by the word perception. Best (1999) states that the observation process is a process that uses sensible input and converts it to more abstract codes. Different learning readiness of a students require different treatment from the teacher. view (through senses). one should know the components contained in the sequence of related events and how the components interact. 1997).2 Organization of Perception This means that the stimulus is perceived is always prepared and well organized in the form of a simple. but we must give meaning to the stimuli that arrive on our senses (Ee Ah Meng. reorganize the information and give meaning to it. the sense of taste. Assessment + Concept Stimulus Past experience Hear See Touch Smell Taste Perception is a process in which the brain receives information from the senses. restructuring information and giving meaning to it. the information received is based on relevant experience. Gestalt psychologists also argued that humans tend to perceive things as a whole rather than the parts. one hears the sound (hearing senses). So. EDUP 2033 PEDAGOGY which the brain receives information from senses.3. However. then the picture 'motorcycle' quickly imagined. meaning or concept of that stimulus. Individuals will choose a meaningful stimulus for him and next organize information sensory so they interpret the stimulus In our daily life. interpret and formed the picture. interpret and form the concept based on past experience. However. most of the stimulus that we receive not consist of one by one. it is clear that for us to make perception not only pay attention to a stimulus. image. hearing senses. the determination the meaning of information depends on the perception of the individual. From here. beautiful and symmetrical. 1. but not separated. the organization of perception involve the mental process that organize information. reorganize it and give meaning to it. For example. 7 . an individual who does not have this kind of experience will not be able to give meaning to these sounds. if a motorcycle pass by. Normally. and she had seen the objects (motorcycle) the sound (in the past). the sense of smell and the sense of touch). Perception is a process which our brain receives information from our senses (such as eye sensory . the perception that is a vase of flowers while if attention is focused on the ground (black part) then we will see the two faces of man. When we pay attention to the figure (the white part). humans have a cognitive structure which the brain will organize information in memory in the learning process. This is dependent on the selection of observers about the figure and ground.3 Theory Of Perception Formation Psychologists try to use Gestalt Theory and Law of Pragnanz to describe the formation of human perception. Example: The illustration below contains the figure and ground. The word gestalt comes from the German which means the shape. Figure 2: Sample illustration containing gestalt and background. attitudes and values. According to Gestalt theory (shape. This theory also emphasizes on the thoughts. Gestalt theory stated that there are two important aspects its figure and ground in human perception. pattern or configuration that is perceived. pattern or configuration). Figure and ground can be changed position depending on one of the main aspects.3. beliefs. According Ridzuan Hussin (2009) important for Gestalt theory is how students process the information to determine what they learned. EDUP 2033 PEDAGOGY 1. Gestalt psychologists put forward six principles of perception (perception) is known as the Law of Pragnanz as follows: (a) Proximity (b) Figure and ground (c) Similarity (d) Symmetry (e) Continuity ( f) Closure 8 . the conceptualization is a process of concept formation. Conceptualization is a process which the formation of the concept that learning depends on the perception of students toward a stimulus and make the accurate response to a concept to be delivered.4 Conceptualization 1. Highly imaginative also accelerate the establishment of an individual conceptualization. students cannot form accurate concept. reptiles and amphibians.4. Intelligence 9 . Imagination Imagination is the mental ability of a person to imagine something even if no object or person in front of him. Atkinson and Atkinson (1979) has described conceptualization as a common characteristic of a group of objects or ideas. Categorization allows us to identify. Without past experience the can be related. With this. students often interrupted if a lot of stimulus around the surrounding. 1. in the process making the accurate response. b. animals are classified by specific characteristic such as the type of animal that is divided into mammals. or remember them more easily. learn. For example. EDUP 2033 PEDAGOGY Activitiy1 Based on Pragnanz's Law. Bruner (1973) uses the word categorization as the formation of the concept such as creating a category to differentiate things or objects that varied according to the same characteristics of each individual. c.1 Concepts of Conceptualization Hilgard. However. 1.4.2 Factors Influencing the formation of conceptualization or concept a. understand. Experience The experience will help individual to create a concept. provide appropriate examples regarding the principles of observation. stores and releases it. In addition. EDUP 2033 PEDAGOGY Refers to a person's mental ability to see the relevance and use affiliations in the problem solving process. namely in the form of mental images or simple language symbols based on the type of information received. This is because students need to know better all the characteristics of concept to form a concept. In the short-term memory store.5 Memory Memory is a mental process that keeps things they have learned and then releases it back in response to the situation required. Examples The examples given should be sufficient when teachers convey concept. However. and they deserve a proper guidance. d. The information will be 10 . it is our responsibility to ensure factors that increase the perception and conceptualization pupils can be realized. Misleading language may cause the pupils forming a wrong conceptualization. So. then sent to long-term memory store and further to the reaction by the nervous system. As teachers. This information will be in stores short-term memory store. With the concentration of pupils toward lessons delivered by teachers can be generated. stimulus received from the external environment in the nervous system through human senses. Language proficiency The formation of concepts require a good sentences and vocabulary. 1. plan teaching-learning strategies in accordance with the student abilities. every child who has a learning disability have different problems and require different approaches. every child can be teach. then release it when needed. In conclusion.3 Summary According Razhiyah (2006). the teacher must think.1 Memory Process According to Gagne's theory. he interprets memory as the processing of information received in the brain.4. such as solving problems or further teaching and learning activities. process and store it in the brain. memory is the human ability to receive. 1.5. According to Fein (1978). Verno (1980) argue memory is to store the means information to be an experience in the future. the information received will be encoded significantly in order to more easily remembered. 1. e. High intelligence of an individual can accelerate it to make generalizations and forming conceptualization. According to Gagne. watching movies and from other experiences. procedural memory and the premiere memory. in order to facilitate new learning process occurs. It works to receive and process the information that was encoded from short-term memory to be stored in a longer time. semantic memory is the memory where information is controlled by the fact in the life times of human from interaction with the environment. namely sensory memory. usually considered less important or less useful would disappear in the process of forgetting. information stored in long-term memory storage is important for people to related them with new experiences. The third type of memory is long-term memory. ie in 15-30 seconds. usually occur a few seconds. episodic memory. maybe in a few minutes to many years. which is known as memory sensory because it serves as a recording senses. There are four types of long-term memory semantic memory. coding them in a system that is easy to remember. It uses a short period to observe useful information. The information received will be reprocessed and transferred to a system that is easier and more systematic as in the file system that is divided by type and category so that easily stored and removed. c) procedural memory. EDUP 2033 PEDAGOGY stored encrypted within 15-30 seconds and then sent to the long-term memory store to be stored in a few minutes or forever. There are four types of long term memory: a) sematic memory. It covers all the facts and experienced by someone.5. This sensory memory process time is very short. and then sends it to long-term memory store. but sent directly to short-term memory immediately. First. This memory function receives information from memory sensory to be processed temporarily only. For example. b) episodic memories. 1. reading. The second type of memory is short-term memory. sensory memory. Firstly. work. The information is not given attention. and d) premiere memory. This is due to the stimulus received by the sensory organs will not stay long. 11 . information related to school. short term memory and long term memory.2 Types of memory Memory can be classified into three categories. according to Kruger (1946). therefore this memory will not stay long. it requires a read 30 times only can remember. the length of learning materials where according H. First. it involves the steps involved in making a cake. procedural memory. For example.Ebbinghaus study. the difficulty can be overcome by the earnest efforts. usually can remember having read once. especially for memory meaningless syllables. Sometimes. This is due to a less demanding learning materials. where it refers to all information that has been related from past experience such as the date. the year connection with a special event. This memory can undergo a process of forgetting if it is not used regularly. If added up to 12 syllables. progress in the early stages moving very quickly.3 Factors that affect memory Factors that affect memory can be categorized into three main categories. sets single syllables and words that are listed in an orderly manner. This category includes four aspects. the involvement of a person in an accident. graduation day one and so on. driving a car to work. There are many examples that we can describe daily life. For example. For those difficulty learning. the difficulty.position and meaningful material. episodic memory. the information in this stage is forgotten when it not came to long-term memory. Some examples of premiere memory is the house number. and if added 16 syllables again. the position of learning materials by Kingsley (1957). identity card number and ATM card and so on.5. premiere memory where it involves the daily practice information that has become synonymous and automatically to someone. 21st birthday. It involves the steps and procedures of daily practice. Secondly. the difficulty of learning materials. namely learning materials. learning interest can not be raised. found the syllables and words are located in the beginning and end are easier to remember than in the middle. in his research. the place. but quickly retreated in a short time. progress can be maintained continuously. namely the length. For learning materials that are too difficult. While the third. whether sweet or bitter experience that can not be forgotten by the individual. found that materials that are too easy. One problem in the memory is in the process encoding failure will prevent this information from entering long-term memory. methods of learning and personal factors. The first category is learning materials. it is necessary to read 17 times before could remember. EDUP 2033 PEDAGOGY Second. there is no progress at all because of lack of ability to learn. For 12 . telephone number of the police or an ambulance. he found that the learning of syllables that are not meaningful and do not exceed 7 in number. and others. Fourth. 1. family member's name. Thirdly. The fourth is a meaningful of learning materials. excessive learning (over-learning) is also an important factor for effective learning. his progress slowed. Group B study two minutes. learning abilities begin to decline. health. the candidate test is divided into four groups as follows. It is a way of learning that is used during the learning that affect memory. In the study by Done and Hilgard (1937). rest for eleven minutes and three minutes of group D study. to preserve the memory. three minutes' rest. motives. Therefore. if successfully mastered all the learning steps. Group A study for one minute. an international language created by Dr. personality and so on. After the age of 35. rest a minute. gender. Second. it has been down by 22 percent from peak levels. test candidates of ages 8 to 70 are selected to study the teaching of Esperanto. While the second category is a method of learning. In the Thorndike (1928) research. especially child aged 8-9 years. Similarly. According to Kingsley study shows learning meaningful words it's easier than a set of meaningless syllables. and at the age of 42 years. In other words. then referred to as the achievement of one hundred percent. 13 . After 20 years. study separately is more effective than the time to learn all at once. also affect memory after learning. group A and finally group D. In the training. Firstly. However. Group C learn one minute. The third category is the personal factor. For example. the age factor that many people believe that the learning is strongest when children. Among the personal factors such as age. need to read it several times. EDUP 2033 PEDAGOGY example. This means learning separately followed by adequate rest time is more easily to be recall than learning use a lot of time more than rest time. some studies have shown the strongest learning actually is between the ages of 8-20 years. we tend to remember events that occurred in the first and the last school day of the events that in between them. may be consider to have achieved a hundred percent learning. after a hundred percent learning. Despite having been able to achieve one hundred percent learning. rest a minute. ability. Its study covers two main aspects: firstly. that learning meaningful materials are more easily remembered than learning materials that are not meaningful. Zamenlof in 1887. The results show learning group C is the best. The results of his study showed the best progress is ages 8-20 years. this learning so far is very easy to forget. and reached its peak in the age of 25 years. we more easily remember the events of New Year's Day and the end of the day of the events that taking place between other festivals throughout the year. memorizing a poem which requires five times full reading. followed by group B. emotions. According to Erikson (1963). For example. Do not need to use a reward or punishment for their control. This is because they get satisfaction from the activity. and activities obtained success or a satisfactory achievement. 6 Forgetting The process of forgetting is contrary to the process of memory. Thirdly. Potential technical skills. between men and women is almost equal. In language learning. children who played ball games or a musical instrument. Summary. sewing. forgetting is 14 . and anxiety (worry) or quiet. There are some learning activities that the motivation is created naturally and without any reward. the ability of women and men are not much different. emotion where it is a feeling like sad. namely fun (happy) or less fun (sad). the gender in the learning and memory abilities between men and women is not much difference. happy. The emotions that affect memory can be classified into two main types. This is because the rewards encourage the desired behavior while the punishment prevent unwanted behaviors continue. writing. In school. the relevance of motivation with learning which many psychologists believe that motivation is closely related to learning. Normally men can remember events or experiences that are fun and have a tendency to forget a sad event or experience or less fun. All the information that has been received in memory stores but could not remember or was retrieving from the reaction been removed in the process of forgetting. Activity 2 Discuss how short-term memory can be used as a long-term memory? 1. scare and others. while the effect of punishment is a negative motivation. painting and so on. if the students themselves involve in learning situations. the reward is a positive motivational effect. then the motivation for learning occurred and retained in memory. Fourthly. Thus. EDUP 2033 PEDAGOGY Secondly. preferably reward as motivation to encourage learning because many studies have proven the reward is more effective than punishment. such as playing a musical instrument. EDUP 2033 PEDAGOGY a motive which certain information deliberately forgotten because it is considered not important. failure forgetting where individuals fail to recall specific information. past learning information been forgotten. Forgetting also has its advantages. 1. it can lead to mental paralysis. And forgetting interpreted as extinction or loss of one's perception of the information that has been learned.6. The fourth type of forgetting is disturbance forgetting. Therefore. Secondly. firstly obsolete forgetting. This means that the codes stored information is not active and not be recalled. This forgetting occurs in stressful conditions such as individuals who are anxious or when students are in the examination hall. the explosion of information forgetting. Forgetting also occurs when pupils are unable to recall important notes and this process is known as "mental block". Thus. Retroactive interference is a disorder that occurs as a result of new learning disrupt past learning. There are seven types of forgetting. Failure to encod will prevent information into long-term memory. It happens when a past learning materials are not well understood or have not yet reached the level of effective learning. individuals will deliberately reject to the brain as a mechanism of self-defense. it will eventually disappear. If code storage overflow. While proactive disturbance were learning was long lasting and steady in mind disturbing new study. replacement forgetting where it occurs when new information replaces the old memory. Thirdly. Important information will be forget when not reach to long-term memory. For example. If this information is not been use and call back. Disturbance forgetting is interference glitch that occurs as a result of new learning or past learning. Thus. Obsolete occurs when information stored in long-term memory is forgotten because of infrequent use. Sixth. This means that a person may refuse to accept new learning. Lastly type of forgetting is a failure to store. The information is too much to be learned and that has no related on each other can also cause forgetting process. Pupils mind confused and caused them to panic and forget the important facts. Sixth anxiety and fear forgetting. the new learning will disrupt long learning. Whenever people learn new information. Fifth. 15 . desperate forgetting is occurs as a result of an ordeal or a painful event. less fun or useful based on a person's mental awareness. the brain will create a special sign of memory for the information. There are two types of disturbance forgetting retroactive and proactive.1 Types of forgetting Human beings are endowed to forget the bitter events in the past. learning mathematical formulas that can be calculated for shorter way will replace the same mathematical formulas that are longer and misleading. The ninth. the bitter experience. The longer distance between being studied and remembered. If a teacher has requested a reply immediately. the concepts are taught by teachers should be categorized effectively to determine the smoothness of the memory. For example. This information is stored permanently in memory but does not rise to the level of conscious human brain. confidence level. obsolete will cause difficulty recalling events or past experiences related to her in the changing environment. Thus. This is self defense mechanism way to adapt to its environment. Proactive interference occurs when past learning disturbing new learning. New information cannot be integrated into the structure of cognitive effectively because poor explanation from teacher and understanding of student is low. Old information that stored in long term memory will be outdated and not suitable for use in a new environment.2 Factors of forgetting Firstly. The memory trace gradually weakened. EDUP 2033 PEDAGOGY 1. a teacher who high confidence will delivering the contents smoothly in the process of teaching and learning. For example. The eighth. 16 . the more blurred the information stored in long-term memory of students. proactive interference and retroactive interference. not enough time to remember. They are also less keen to see the relevance of the material that has been learned and this can cause them to forget easily. the lack of clarity on the memory. This new information could not be attributed to the existing knowledge of students. Old information in the long-term memory is not to be used again. after he returned 25 years later. the interest most of the things that are not favored by the students will be easily forgotten by them because they do not focus 100% on teaching.6. Students who are feeling scare and worry is very difficult to recall the words that are taught by the teacher. However. Retroactive interference occurs when long learning is still not well understood. he found his village has changed rapidly. The sixth factor. This is because students feel the pressure and the brain needs enough time to recall a fact. Teachers are fierce and unfriendly also will cause students' ability to think and remember the lessons. The third factor is the passage of time. The fifth factor. High confidence level that simplifies the process of memory while the low level of confidence that simplifies the process of forgetting. And a seventh factor. blurring occur with the passage of time. Ahmad has a memorable experience of his village. the information will be lost from memory. Individuals who avoid the bitter experience with intentional the bad memoirs refused to the brain unconsciously did not want to remember it again. then the student cannot answer the question correctly. The second factor is scare and worry. The fourth factor. EDUP 2033 PEDAGOGY but the teacher has taught new learning. Students will find it difficult to remember if too much information that needs to be remembered. time management techniques.7. It is used to recall the memory in long-term memory.1 Types of transfer learning There are several types of learning transfer included positive transfer and negative transfer. Ninth. Eighth. arranging a timetable in which difficult subjects such as mathematics. human learn a lot of things but at the same time what is learned that the only part that can be remembered while the more through the process of forgetting. positive transfer can be classified into two categories: lateral transfers and vertical transfer. As a teacher it is important to take certain steps so that the students can improve memory and reduce forgetting during their learning process.3 How to improve memory and reduce forgetting Firstly.7 Transfer of Learning Transfer of learning means a person's ability to apply and utilize the knowledge and skills learned in the context to a new or different situation and context . improve methods of learning through student teachers bilateral interaction. using mnemonic techniques. In information processing. Avoid teach a lesson to the information or content that is too compact. teachers need to use the learning materials that are meaningful and relevant to the students life. Thirdly. Memory and forgetting are two important things related to learning. The last factor is too much information to keep in mind. Fifth. Seventh. Lateral transfer refers to the individual's experiences and can apply it to a 17 . concrete to abstract. teachers should use teaching materials that means. Secondly. In other words.6. teachers use visual teaching aids. while subjects such as art in the afternoon or evening. This normally happens during the exam when too many facts or learning content to be remember. Fourth. 1. teachers improve the learning content using a variety of ways from easy to difficult. 1. teachers guide students how to learn effectively or Meta-cognitive skills such as the conclusion or summary notes technique. Sixth. students are free to ask and express opinions and to plan interesting and effective learning activities. Teachers emphasize important contents in the teaching. creating a mind map or the concept map and so on. Firstly. teachers need to distance learning content to be conveyed. chemistry and physics in the morning. close to far and small to large. 1. take what we have learned and adopts again in different situations. The vertical transfer refers to the improvement of existing experience to a higher level. students forgot the structure Bahasa Malaysia that previously studied. 1. This phenomenon of learning easier transfer occurs when both learning has similar and identical element. For example.2 Principle of Learning Transfer According to C.7. students who have a habit of writing left hand will interfere with the formation of a habit to write with right-handed. intermediate transfer. For example. Learning set is the result of learning techniques learn from past learning experience repeatedly. For example. using the plus concept operation to learn the divide operations in mathematic. the learning set transfer. For example. Ellis (1965). For example. intermediate transfer. Firstly. studying Physics disturbing Chemistry subject. habit and retroactive disturbance. This occurs because the use of existing concepts or skills do not have a direct relationship with the new concept. For example. transfer of learning will 18 . Habit disturbance also occur when old habits interfere with new habits. it means that there is no transfer. also known as cross education. Someone tried to use the skill or concept to a new study but did not cause any effect. Secondly. it happens after students master one reaction and use it as an intermediary to form a new response. negative transfer is a past learning that disrupt new learning and cause confusion and lead to the wrong transfer of learning. after learning English. The second principle is the principle a lot of basic training. there are several principles of learning transfer. It involves the transfer of learning and skills training such as Physical Education. children learn the meaning of words to gain more knowledge. Secondly. For example. The reasons prevailing negative learning transfer is proactive interference. laws and theorems. Fourthly. zero transfer. the students can complete the side of the square and rectangles. the students easier learn spelling words. namely bilateral transfer. students are given multiply topics exercises repeatedly and students can master the multiply operation properly. bilateral transfer. use the left hand exercises are believed can help exercise your right hand. In addition there are other types of learning transfers. The retroactive learning occurs when new learning is disrupted prior learning. namely firstly. the principle of equality. learning set transfer and zero transfer. Thirdly. It involves learning principles. after mastering the pronunciation of syllables. EDUP 2033 PEDAGOGY situation that is similar or the same level of difficulty. Proactive interference occurs where the before learning disrupt next learning. The more basic training reorganized for early learning. For example. For example. students learn the concepts of the quadrangle. the emphasis on the acquisition concepts and enhance thinking skills. Second. angler rod and hammer as an example of a lever. the emphasis on the acquisition concepts and enhance thinking skills. In teaching and learning activities. we can think of something to represent principles. things are not meant can be something meaningful. the explicit objectives. we can use a word that means "Merdeka. Firstly. 1. The more diversified training for early learning. principles or law is easier to facilitate the transfer of learning. Secondly. In order to remember things. For example. concept description with relevant examples will make it easier for students to understand the concept. cumulative experience and systematic organization and a fourth. Vision" Thirdly. cumulative experience and systematic organization. the teacher should think about. Thirdly.3 Strategy and principles to improve the transfer of `positive learning in teaching and learning. namely past experience is not quite right for a new learning then two principles that is experience should be arranged systematically from the basic experience to the more complex and links between subjects. So. Some of the proposed strategies and principles to enhance the positive learning in teaching and learning. 1. determining explicit objectives.7.4 Conclusion According to Razhiyah (2006). The third principle. for example Mathematics concepts associated with the concept of Physics Fourthly. planning the teaching- 19 . every child with learning problems has different problems and needs different approaches. the principle of diversity stimulus. teach concepts with appropriate examples. concept teaching by suitable examples. including firstly.7. teachers explain lever concepts and provide examples such as scales. The fourth principle is the principle of strengthening the concept. For example. In the event of negative learning. Mastery of the concepts. According Ausubel (1957) research that he found students who were told of learning objectives and structure of examination before learning have performed better than being told after learning. Transfer of learning occurred with efficiency by using insight through drills. This is because students have readiness to memorize important fact or concept. EDUP 2033 PEDAGOGY be more relevant to learning. seesaw. The last principle is the principle of insight. to remember the number "19572020" more easily. transfer of learning more relevant to learning. Thus. every child can be taught and they deserve the right guidance. However. the concentration of the students on the lessons presented by the teacher can be raised. Positive learning transfers can be nurtured if students are motivated to be high-risk. EDUP 2033 PEDAGOGY learning strategies according to the level of the students. As a teacher. Reflection: Based on the learning process you have learned. it is our responsibility to ensure that factors that enhance pupils' perceptions and perceptions can be created. Experience Generate an infographic related to the learning process you have learned in this unit. risk-taking. Teachers should also apply the thought practices that promote the transfer of positive learning among students. how can you help students in their learning process? 20 . attentive and have a sense of responsibility to master learning. Research: exploration of various media You can extend your knowledge of the Learning Process by browsing the internet and making further reading of other references and discussions with other partners. Thus. which consists of simple teaching and learning procedures. Explain types of teaching models 2. 2009. Joyce and Weil (2009) have categorized four model groups: 21 . p. Reviewing category/types of teaching models and do comparison about characteristics 3. Synopsis This chapter covers the sub topic such as Information Processing Model. Reviewing category/types of teaching models and implication toward learning and teaching. the teaching model helps teachers gain feedback on the effectiveness of the teaching and follow-up activities to be taken for improvement. you can 1. This model is a prescriptive strategy designed to achieve teaching goals. The teaching model. The findings of various instructional models developed by researchers. implications of teching models toward teaching and learning are also emphasized. & Calhoun. strategy and social climate of classrooms that can create a learning environment for our students. Furthermore. Behavioural Model. In addition. 2. Social Model and Personal Model.24). including our behavior as teachers when that model is used" (Joyce. after using it as a teaching and learning guide. Weil. Also discuss about the characteristics and principles of each model of teaching. The teaching model is "a description of a learning environment.1 INTRODUCTION What the meaning of Model Teaching? Model teaching refers to a framework that includes the content. the knowledge appropriate in order to form a complete teaching frame for supervisors and researchers about the teaching process as well as basic guidelines for teachers to make modifications to the process of teaching. This knowledge will guide teachers in planning the steps in teaching to enable them to implement the teaching process effectively. can be used as a guide for planners and teachers because teaching procedures are essential for effective teaching. This means the teaching model is a teaching blueprint. EDUP 2033 PEDAGOGY UNIT 2 Models of Teaching Learning outcomes After reading this topic. Behavioris Model iii. Then. There are three phases of memory during information processing occurs in the human brain. this information can be output through the retrievel process. Three phase is a list of sensory memory / sensory. How to ride a bike? 3.1 Information Processing Model Information Processing Model VISION Outside RECEPTORY SENSORY PERCEPTION Information MEMORY HEARING EXAMPLE SENSORY Information processing model equalized human memory with computer. Information is input obtained by human from the learning environment. Personal Model Before you go further. Later.1.How to wear school uniform? 2. Social Model and iv. EDUP 2033 PEDAGOGY i. 22 . List what parents or teachers to do help you learn the following behaviors: 1. the information processing is a mental operation how humans learn involves the process of to receive. store and recall back information. How do you memorize multiple? Are there any steps or activities used? 2. short-term memory and long term memory. The information is processed and stored in memory. try to reflect on what has happened during your childhood. Information Processing Model ii. which uses input-output model. encode. • Short-term memory capacity is limited to 7 + 2 items. someone could drive and talk. • The information in short-term memory will disappear / fade if not repeated within 20 seconds or the number of items exceed 5-9 units. The information received usually monitored at the level of attention normally low and therefore the response is also selective. Processing occurs in 3-5 seconds Input passed over to short-term memory for the actual processing. such as the ability to remember phone numbers. • Three ways to deal with the cognitive tasks inside short-term memory: i. • Has capacity and unlimited time period. for example remember phone numbers. Short-Term Memory • The information which transferred into short-term memory will be in an active state for 15- 20 seconds without training and longer if there is a practice. episodic and procedural. 23 . Long Term Memory Store • The information for future reference is stored in long-term memory. • Concepts learned are stored in the significant relevance network hierarchy(scheme). Practical skills up to the automatically level. its 4 chunk than 8 units. Process one by one at one point (serial processing) iii. For example. • Long-term memory is a knowledge permanent store. • Three categories of long-term memory that is semantic. Chunking. when driving a car while talking. EDUP 2033 PEDAGOGY Sensory Memory/Sensory The main input from sight and sound. ii. meaning divide into small portions. 88432575 to 88-43-25-75. According to Gagne. understanding phase. recall phase. 3) Retrieval The process that allows information to be removed from short-term memory and long-term memory. storage phase. Gagne identifies and recommends eight phases commonly experienced by people in a learning motivation phase.2 History of Information Processing Teaching Model Robert M. Gagne in his book Essentials of Learning for Instuction (1975) proposed a theory about how people get information in a learning process. 2) Storage The process that determines how information is stored in all three memory stores.1. performance phase and phase response. stimuli from the external environment will be accepted in the nervous system through human senses.3 Four Main Processes Involved in Information Processing Models 1) Encoding The process that determines how information is recorded and placed in sensory recorders.1. the phase of generalization. process and store retention. EDUP 2033 PEDAGOGY 2. recall and information forgetting 2. short-term memory and long-term memory. the experiences stored in the long-term memory store are important for humans to relate them to new experiences in order to facilitate the learning process. 24 . This information will be interpreted in the store memory. then sent to store long-term memory and eventually to drive the reaction by the nervous system. Principles of Information Processing Teaching Model Limited capacity Two-way assumptions and information flow sanctions to information flow PRINCIPLES Humans are Control. the phase of retention. According to his theory. executives genetically that control and prepared to define encoding. promote student involvement and support students to develop reasoning abilities. people and events. The use of Gagne's learning principles • Principles from simple (basic) to complex ones. Learning law involves a combination of two or more related concepts in a sequence or series. EDUP 2033 PEDAGOGY 4) Forgetting Processes that cause information to be 'lost' or difficult to remember from short-term memory and long memory. Concept teaching begins with the theory of development of Piaget and Bruner. The teacher's role is to provide feedback on the ideas of students.4 AUSUBEL INFORMATION PROCESSING MODEL • Humans acquire knowledge mostly in the form of receptive learning and not discoveries learning. Conceptual teaching goals are to help students gain understanding of the subjects learned and to provide a foundation for high-level thinking.1. 4) Analysis of the students' thinking process. • Effective learning includes eight steps which include eight phases interact with the eight phases of teaching and learning. Students can form a good concept after making perceptions and observations on objects. (Matserippdhl 2008). 2) Examples of input. This learning involves the use of formulas. principles and generalizations. 2. Students should be exposed to a lot of examples that clearly so that he can form a concept of the right and proper. • Ausubel introduces expository learning. The learning environment for concept teaching is structured and teacher-centered. 25 . 3) Test for the achievement of the concept. Learning concept starting with the relationship of language and discrimination. Phase of Teaching Concept: - 1) Submit the goal. • Explanation of instructional materials by teachers in the form of facts is organized and described in sequence. which recognize the characteristics of a concept precisely. Teaching concepts are designed to teach the main concepts and apply to other lessons. in order to solve a mathematics problem. For example. sêmak.remember the concepts learned and associate them with the new concepts to learn. Principle learning Learning the relationship between two or more concepts which have been learned. Stimulus-response learning Relates stimuli which had been planned and stimulated by individual responses . students say out its name. Learning through chaining Refers to various relationships which occur after the process of stimulus-response learning. Learning through verbal association A basic form of learning a language. 2.people learn the signals of smoke like as fire. 5. • Use the initial arrangement . For instance. For instance. ”Water flows to a lower level” is a principle. EDUP 2033 PEDAGOGY Ausubel's teaching and learning principles. Signal learning Primitive For example: Through experience. For example. Concept learning Learning in forming concept with representative symbols based on the same characteristics. after learning the difference in pronouncing the symbol e and ê. 26 . 3. Gagne try to elaborate eight types of learning from simple levels to complex levels: 1. book .. Eight types of Learning to Acquire Information in 1977. the teacher displays a concrete object. For example. one can make sentences by relating words. beg. car or fruit represent the concept of these concrete objects 7. • Using the principle of the learning of the reception is the model of expository teaching. For example.e. 6. 8. Relating the name of a person with his address. Learning through mutiple discrimination Refers to selecting one response only from various stimuli in learning. pupils ought to use number symbol. Problem-solving Learning through thinking process i. or synthesizing a few skills to become a complex skill 4. it will enable a pupil to pronounce properly Malay words such bela. to think of a way to solve problem by using concepts and principles which have been learning. namely the type of student learning outcomes. EDUP 2033 PEDAGOGY 2. 2002). 1968) and Directed Teaching (Good et al. then this type of teaching is teacher-centered teaching and consists of five steps. Directed teaching instruction is designed to stimulate structured students' knowledge and been taught step by step.1.. Directed teaching consists of three aspects. and pay attention to look at how the behavior in the classroom is rewarded.5 Implication of Information Processing Model on teaching and learning. namely: Determine the set of teaching: • explanation / demonstration • practical / supervised training 27 . the learning environment and teaching activities. The process of thinking increases more effectively iii. Inductive reasoning of the students can be nurtured RESEARCH: EXPLORATION VARIOUS MEDIA You can extend your knowledge of teaching models by surfing the internet and making further reading on other referral sources and having discussions with other friends. 1994) Directed Teaching Directed Teaching based on behavioural theory and social learning. provide learning experiences such practices where learning can be monitored and feedback is provided. Calhoun and Hopkins. formulate objectives that describe accurately the behavior who have done by the student. Among the models in the collection of behavioural teaching model is the Mastery Learning (Bloom. the teaching model has a broad research base (Joyce. Different types of examples in the lesson should be provided to help students form the concept. Student involvement is strongly encouraged ii. 2. Teachers who teach accordance with the principles. iv. i. Behavioural Model This teaching model focus on behaviors that can be observed and a clear assignment and how to inform the progress of the students. Direct learning is a approach for teaching basic skills.2. where the goal-directed lessons and learning environment is structured. training needs and feedback. such as introduce new information (ii) Developments Includes a clear explanation about information with provide many examples (iii) Guided Exercise Exercise actively can improve memory. Mastery Learning Mastery learning is a teaching method for individuals using a structured curriculum that is divided into small units of knowledge and skills to be learned. Do presentation in class. EDUP 2033 PEDAGOGY • feedback • practice / practice continued Steps in the directed teaching process (i) Introduction Attract students. Mastery learning involves teaching based on group. remedial and enrichment individually. Activity 2 Discuss Think of a directed teaching activity in your classroom. (iv) Closure Lesson been summarized and teachers had the opportunity to flash back at what was being taught (v) Self Exercise Aiming to determine the level of proficiency that achieved by students (Vi) Evaluation Assessment tool used to assess student progress either formative or cumulative. This model ensures that the majority of students reached mastery as a time of learning is flexible and each student received instruction learning. Mastery learning is an 28 . learning will be more automated and allows students to transfer learning to new situations. • The teacher is confident that all different abilities students can master anything that been taught. Diagnosing students to know the level of student achievement. teachers diagnose student's abilities and then suggest appropriate individual learning activities. Conduct summative assessments to detect learning outcomes. Managing various teaching aids v. • Teachers need to be skilled in: i. EDUP 2033 PEDAGOGY approach for teaching and learning to ensure that all students master the learning outcomes in a unit of before moving to the next learning unit (Curriculum Development Centre. Teachers also need to encourage students to master something that been teach. • Allows students to learn according to their own abilities • To assess progress and give feedback and • Testing to determine that the learning criteria have been achieved. Planing and implementing suitable remedial and enrichment activities. • Teachers need to plan and diversify teaching methods with regard to students' learning styles. Use a variety of teaching methods and planning a various activity of fun teaching and learning. 2001). vii. Two key elements of mastery learning is the instructions and the use of time is precise. Principles of Mastery Learning: • All normal students can master anything is taught by the teacher. Knowing the differences between students iii. iv. • Teachers are encouraged to diversify the teaching and learning methods or activities so that they can master anything that been taught in a short time. In this strategy. Keep a record of pupil progress vi. An important element in mastery learning are: • Define clearly what needs to be learned and how the assessment was conducted. 29 . ii. • Learning is divided into small units where knowledge compiled from easy to difficult • The time allotted should be sufficient and flexible for all students to achieve the learning outcomes. basic principles of cooperative learning and cooperative learning structures (Kagan. not compete with each others. the use of cooperative tasks and reward or recognition system. questioning skills and role in observing and guiding groups. Social Model train students to use the skills of listening and understanding the context. The formation of groups is random or determined by the teacher based on ability. appropriate students sitting positions. This model helps to develop the perspective of individuals and groups in clarifying and developing ideas. Six concept of cooperative learning is a team. willingness to cooperate. get the students attention. 2005). while teachers play a role in structuring the group and procedures. This means that the social model emphasizes the element of social interaction as students work together to accomplish a task that involves the following activities: collect information review and analyze information assess and interpret doing conclusion Coperative Learning Cooperative learning pioneered by Slavin (2005) is an active learning that capable to transform a passive learning situation to a dynamic and student-centered. moderate and weak. Social Model The social model is designed to take the opportunity to build a learning community The aims of this model to help students sharpen thinking through productive interaction and collaboration with other individuals and function as a member in the group (teamwork).. interdependent. Cooperative learning activities carried out in democratic learning environment.3. but together move towards the goal achievement as a team (Hemich et al. namely the formation of the team. EDUP 2033 PEDAGOGY 2. skills to give directions. 1994) • Team Creating a team usually consists of 3 or 4 members who heterogeneous. (2001). including the rules of the classroom. According to Joyce et al. Management of cooperative learning Provide a conducive situation. They can learn in a team that is heterogeneous. Teachers need to 30 . collaborative skills. gender and ethnicity in order to achieve heterogeneity in the team. consisting of members of the the intelligent. management of cooperative. ability to arrange information immediately and formulate questions to obtain data and can merge all the information to solve the problem. where students play an active role in determining how to achieve their learning achievement. The willingness to cooperate Three ways willingness to establish cooperate and maintained. Jigsaw. In this model. Ways to foster the social skills included learning through observation. According to Kagan. This model emphasizes the create of the individual self and encourage students to be independent in a productive and have self-awareness and responsibility for their own goals. modeling. Implications of the social model in teaching and learning. among them the Think-Pair-Share. The aim of personal model is to form a competent personalities. E: Equal Participation. the four most important methods is modeling and reinforcement. Non-Directive Model (Learning Through Counseling) Non-Directive Model by Carl Rogers described the philosophy and techniques of teaching personal model. The main goal is the formation of the individual as well as the achievement of individual self-esteem. 31 . Browse the website to explain the following: 1. certainty and change something and encourage other members to acquire learning. Thus. namely PIES. 2. Students Teams Achievement devition. I: Individual Accountability. comprising P: Positive Independence. description. Skills for cooperation Students need help in aspects of listening skill. and so on. and S: Simultaneous Interaction.4. resolving conflicts. restructuring and reflection. Cooperative learning strategies have been developed in a variety of variations. role play. 2. EDUP 2033 PEDAGOGY design a task that requires contributions from all members in the group where poor students will be guided by other members to achieve good grades. Principles of cooperative learning Cooperative learning has principles. Principles of PIES in cooperative learning. This model would create a community of students who are disciplined and have high personal awareness. Rogers used the therapy as a way of teaching. assignment of role playing. teaching will focus human relationships than teaching concept. Games-Tournament Teams. Personal Model Personal learning model starts from the perspective of the individual self. integrated and confident. the model consists of approach to form and integrate the emotional and intellectual aspects in order to produce a balanced personality. reinforcement and training or practice social skills. Teachers provide support to students Phase 4 Planning and decision making. Students planning to make a decision Teachers clarify the decisions that may be taken 32 . Students are encouraged to describe the problem. Students discuss the problem. in which each student is taken as a coalition to determine what and how students learn. • Improve the education that emphasizes the needs and aspirations. (2002). Phase 3 Forming a new meaning. Teachers play a role to guide students toward understanding how students can play a major role in their learning for the sake of self-achievement. where the emphasis is an alliance between teachers and students. Here are the phases of non-directive learning model: Phase 1 Identify and define the situation Teachers encourage student express feeling Phase 2 Explore the problem. EDUP 2033 PEDAGOGY Teachers are considered as a counselor. According to Joyce et al. • Establish a special type of qualitative thinking such as creativity and personal expression.. In the process of self-development. a realistic self-esteem and feeling empathy for others. teachers provide feedback about their progress and help students solve a problem or task. the purpose of the non-directive model is: • Determine the direction of students towards mental and emotional health is higher by forming self-confidence. Teachers receive and clarify their feeling. • The learning environment needs to be created so that the individual formed a self- awareness and identity from the beginning. then the non-directive model is depends on natural factors and is not determined by the effect of teaching. Students gain more understanding and build positive. Therefore teachers need to provide a social climate that allows students to express themselves and be free to express their feelings. Phase 6 Actions outside of the interview: Students themselves take positive action Joyce et al. Teachers provide support to students. Activity 3 Complete the following table by making a brief description of the characteristics highlighted on the models of teaching that learned. (2002). Models of Learning: Tools for Teaching. Implications of personal model in teaching and learning. but is determined by the students when they meet and interact with the teacher. • Teachers need to create and combine intellect aspects with the emotional in order to produce a balanced personality • Content and teaching and learning activities not prescribed. 33 . EDUP 2033 PEDAGOGY Phase 5 Integration / coherence. (Second Edition) Buckingham: Open University Press. • Personal model help each student to be responsible for the development and achievement self-esteem and harmony. EDUP 2033 PEDAGOGY Teaching Models Characteristics Information processing Model Behavioris Model Social Model Personal Model Activity 4 Complete the table below. 34 . Type of teaching Example Description Implications for TnL model in the classroom Information Inquiry processing Model Expository Behavioris Model Direct teaching Mastery learning Social Model Cooperative learning Role play and Simulation Personal Model Synthetic ACTIVITY 5: Produce a i-Think map that show the differences in behavioral teaching model with personal teaching model. • It is recommended to combine model from different models. • A basic guide for teachers in feedback sessions and modifications to the teaching process REFLECTION: Based on readings and exercises that you did discuss the teaching model is suitable for use in the subject of your specialization. • Teachers are encouraged to have at least one model of each models to be used as a guide and reference. • Develop a complete framework for supervisors and researchers in the teaching process as a reference. 35 . • No model is more effective or less effective than any other and does not have any comprehensive model. Give the rationale the choice of the teaching model. EDUP 2033 PEDAGOGY Implications For Teaching Models Toward Teaching and Learning. SUMMARY • Knowledge of teaching models guide teachers about teaching steps so that they can plan and implement the teaching process. knowing about basic skills and the implementation of micro-teaching Synopsis This topic describes micro-teaching. Reflection writing is a process of reflection.2 Micro Teaching Basic Skills Micro teaching is a simulation technique that aims to give trainee teachers in teaching experience as well as master the skills of teaching in a similar situation to the teaching activity in the class room. Among the skills of teaching are usually chosen for micro teaching sessions are: Presentation set induction skill Using of questioning skill Management various stimulus skill Skills of explain using examples. 2. It focuses on training to achieve specific teaching skills gradually and in stages. The skills of teaching chosen are the skills of teaching are important and often used to carry out the teaching activity in the class room during training practice in school and after graduation teaching at the Institute of Teacher Education. Increase the level of self-confidence so that trainees are better prepared to face the real situation in the classroom. find reasons. finding reasons. knowing about planning and writing daily lesson plan. In addition to observe the strengths and weaknesses of teachers and to conduct appropriate follow-up activities and also aimed for providing immediate feedback on teacher trainee performance. analyze. 3. Writing reflection is a process of reflect. Its concentrate on training to achieve specific skills gradually and in stages. 3. you will be expected to: 1. Increase the level of self confidence so that trainee teachers are better prepared for the real situation of the classroom. which is a practical training session in a controlled and less pressure situation.1 Introduction Microteaching is a practical training session in a controlled and less stressful. proposals and action been taken to improve own self continuously. illustrations and teaching learning resources Skills in using storytelling techniques Management reinforcement activities skill Implementation closure skill 36 . analyzing. EDUP 2033 PEDAGOGY Topic 3 MICRO TEACHING AND WRITING REFLECTION Learning Outcomes At the end of this topic. Besides observing teachers' strengths and weaknesses to carry out appropriate follow-up activities it also aims to provide immediate feedback on the performance of the trainee teacher. suggestions and actions for self- improvement that is done on an ongoing basis. The main purpose of set induction is to build the mind and arouse the interest of the students so that they will fully attention to the teaching activities to be delivered. questioning skills to help students recal backl previous knowledge that related.3 Management various stimulus skill. Activity 1 Why is micro teaching important to a trainee teacher? Give your opinion.1 Presentation set induction skills Set Induction is the beginning of a process of teaching. At the closure stage. In the process of teaching and learning. In the development stage. the questioning skills to unearth the mind of students to help them attend classes with more of effectively. Socratic method is a method that uses a series of questions to guide students to find a conclusion.2. depending on the needs of the specific types of teaching skill in the teaching activities. trainee teacher must master the skills of questioning to achieve success lies in teaching activities. Since the purpose of set induction is only used to build up students thought only and is not part of the learning contents of students. Questioning technique is an important technique in teaching activities. Among them is the use of teaching aids. There are several ways to present set induction or beginning the lesson. usually not more than 5 minutes in a class. They usually lose interest quickly if the activity of teaching is not diversified.2. motivation. Therefore. 3. Variety of stimulus skills including 37 .2. Variations stimulus is a diversified methods and presentation technique of teachers with the aim to attract the attention and interest of students in teaching activities. the questioning skills are used to assess learning outcomes. questioning techniques. EDUP 2033 PEDAGOGY To carry out a micro-teaching sessions.2 Using of questioning skill. revision-related topics. objectives and the components skills. the time of implementation this teaching skill in a micro-teaching sessions will take between 5 to 10 minutes. Almost all the teaching and learning process involves the use of questioning techniques. the focus of pupils attention is short.trainee teacher that involved can choose one of the skills above and planning a lesson plan based on the principles. 3. 3. For example. Since teaching skills are only a fraction of the time that in real lesson. guide students to recall back the lessons that have been learned and so on. the provisions implementation of this set induction should be kept simple and short. in set induction as the beginning of a lesson. In the explaining stage. Thus.6 Implementation closure skill Concluding lesson is the last part of a lesson.2. teachers explain the life of a frog with photo illustrations or teacher explains and describes the content subject by referring textbooks . teachers can also use chalk to write important contents on the board so that students can understand and record it in their notebooks. teachers can use this stage to help students reinforce concepts or new skills just learned to summarize all important content or provide follow-up activities to them. Operant behavior is behavior that is not automatic or can be expected and nothing to do with the stimulus that have been ascertained before. Operant behavior in a set that includes examples of specific behaviors. When the reaction or situation is satisfactory. 3. almost all human behavior can be divided into two categories. Positive reinforcement is a stimuli that can add something probability of recurrence of operant behavior such as giving praise. Respondent learning would occur after a new stimuli appeared together with old stimulus. change the pattern of interaction between teachers and students and diversify teaching methods and techniques. teachers explain to students about a subject content by using examples.2. This behavior is in response to specific stimulus from the environment. this is stimulus-response learning.. Therefore. In addition. namely respondent behavior and operant behavior. Conclusion. In this situation the teacher will give praise to the student as the strengthening of the behavior. strengthening and evaluation activities are usually done in the closure stage. In a respondent learning. illustrations. Reinforcement can be positive or negative. usually at the development stage. EDUP 2033 PEDAGOGY changing behavior skill. rewards.2. 3. During using explaining skills. teachers explain the words by using several example sentences containing that word.4 Skills of explaining using examples. Reinforcement is a teaching technique that is used when the students gave the correct answer or show progress in a learning activity. the chance to repeat the operant behavior will increase. diversify diversion senses of students activities. the teacher explain while demonstrate how to draw geometric shapes. concept or lesson content to students. Operant behavior can be taught and learned through the appropriate stimulus and given as soon as the existence of operant behavior. Negative reinforcement occurs when a response is strengthened because of the removal of an unpleasant stimulus. The respondent behavior is an unconditioned behavior as described by Pavlov in Conditioning Theory.5 Management reinforcement activities skill. teachers can also use this stage to assess the achievement of the objectives as well as teaching and learning activities that 38 . For example. 3. These stimulus cited by Skinner as reinforcement. When these stimulus are used several times. or educational resource. operate and produce reactions or situations in its environment. illustrations and teaching learning resources Explaining skills used to convey information. new stimulus itself is enough to emit the expected conditioned response. According to Skinner. gifts and so as soon as appropriate operant behavior occurred. students react to stimulus given. 3. which cognitive closure and social closure. Cognitive closure is a closure that aims to strengthen the content of the lessons and skills they have learned. Results of the assessment will be used to make modifications to the next lesson. There are two types of closure normally used. Social closure is usually done by using reinforcement technique. all teaching weaknesses that arise in the micro teaching session should be identified and improved with re-training. To achieve this goal. reinforcement and follow-up activity. After a micro teaching session. Thus. REFLECTION Is the process of teaching and learning you have done successfully achieving planned learning outcomes? Why? 39 . through evaluation activities and in assisting trainees to improve teaching weaknesses are: • evaluate teaching activities by referring to guidance forms • identify the weaknesses of teaching skills that arise • diagnose the causes of these weaknesses • submit suggestions that can improve the weaknesses. Social closure is a closure that is aim to give a sense of achievement to the students so that they want to keep learning. The role of supervisor or lecturer. evaluation activities carried out by lecturers and a group of trainees' teachers play an important role in assisting trainees involved in micro teaching training to achieve behavioral changes to enhance the effectiveness of specific teaching skills. This closure cognitive can be done through the conclusion. EDUP 2033 PEDAGOGY have been implemented. This discussion should be focused on the weaknesses of the identified teaching skills as well as the suggestions for improving the teaching weaknesses.3 Implementation of Micro Teaching The implementation of micro teaching is to provide an opportunity for trainees to develop their teaching skills related to teaching and learning activities in the classroom. discussions should be held between supervisory lecturers and trainee teachers involved using video footage and guidance forms. Through involvement in various activities. Through this process the teacher can build the cause and effect of an event occurring. This reflection practice was introduced by Donald Schon in his book "The Reflective Practitioner" in 1983. Reflection for teachers can be defined as a process where teachers learn their own teaching methods and determine the best ways to teach pupils. the practice of reflcession encompasses the experience in mind when using theoretical knowledge that turns into practical application. In general. 3. Based on systematic methodology in reflection. the experience can be used as a lesson and bring meaning to all teachers. The process of recalling the causes and the consequences of the actions of the teacher will give them understanding to avoid the less effective and improve their actions.T and L session failed due to late students coming to class after CHD activity. Sample writing: . Notes usually do not provide explanations based on cause and effect.School gathering time has taken most of PdP time.4 Writing Reflection and Improvement of Teaching Reflection is an important process in the learning cycle for the advancement of the teaching profession. b) Descriptive reflection writing . When recounted an action and consequently. places and actions taken. teachers not only remember the matter but also think of the results that caused the matter to occur.This type of writing only describes situations or events in classrooms with simple and easy notes such as recording dates. attitudes and beliefs. 40 . Reflection will give valuable input to a teacher's personal and personal improvement. Both effective and ineffective activities can be used to enrich someone through a systematic reflection approach. EDUP 2033 PEDAGOGY 3. Teachers who are competent in practicing reflection will also experience better teaching and teaching processes. the teacher learns what works and what does not work in the classroom. The teaching experience gained by teachers is very valuable and can be shared for the benefit of all teachers.1 Types of reflection writing There are generally four types of reflection writing commonly used by writing reflection practices (Hatton & Smith. . Teacher takes action and reflects on events. According to him. the notes are not analyzed in depth and linked to the teacher's methods.Writing this form is better than the above form. reflection is the person's personal life experience. Teachers will learn what is important and what needs to be avoided in upcoming teaching and learning. 1995): a) Descriptive writing .4. Writing has an element of explanation of cause and effect of applicable events. In fact. the exploitation of technology in teaching and learning.I'm less prepared to teach the topic of reformist state figures. reflection is the process of reviewing the effectiveness of teaching and learning processes in the classroom. methodology. The original names and descriptions of Arabic and Spanish should be searched before starting the class. Failure to fine-tune the name of the person has caused me to lose confidence to teach a topic effectively. the provision of teaching materials. Teacher will answer individually in linking rational causes and consequences. the extension of knowledge and knowledge of global teachers in a topic. The emphasis aspect of the aspect is how far the planned and implemented objectives are achieved? • What are the strengths and weaknesses that can be identified? • What are the steps that can be taken to improve the implementation of the activity and the teaching? • What are the factors that can help improve or improve the performance of such activities? 3. especially in terms of the delivery of lesson content. Even the names of the figures failed to be correctly mentioned. c) Dialogue reflection (dialogical reflection) . such as Syed Sheikh al-Hadi and Jose Rizal were called horribly and wrongly. current events. This is done to improve teaching skills. Sample writing: . most of them begin to talk to each other and do not focus on video shows. political. Determining conscious effort and willingness to change attitude. EDUP 2033 PEDAGOGY Sample writing: . self-awareness. d) Writing a critical reflection .This approach is strongly recommended for the teacher to follow in reflection writing. theory.2 Improvement of teaching The improvement of the teaching is important to the attention of the teachers. unity. the effectiveness of teaching and learning. In short. practice and positive behavior.Teachers use English-language video citation to describe the elements of world history taken from National Geography. Another step that can be taken is to showcase a small part of the scene and explain in Malay so that the student's focus on video footage can be maintained. The reflection of this form of reflection links events in the classroom with the National Education Philosophy. 41 . The reflection features begin with recall. Teachers should provide Malay translation to help students understand. National Vision. Because the students are very weak in the subject and understanding of the English language.4. Among the guidelines that can be implemented are: • Must be made after the teacher's teaching session. economic and social image. Involves feelings (affective domain) to something.Writing of this form is the writing of monologue reflection of a teacher. Experience How does reflection writing help teachers improve their practice in the classroom? 42 . playing songs related to titles and activities that coincide with the subject of teaching that can attract students' interest and interest. • Teaching and learning support such as the "Head-Count" strategy of the subject itself. realistic teaching and learning and active involvement of students. • Interesting induction sets for example. Research: Research : Exploration of Various Media Read and do review articles "Teaching and Learning Process Evaluation in Micro Teaching through Video Analysis" which can be found at thehttps://goo. • Creativity of example. screening of movie sutures.gl/No15AH link or next to the QR Code scan. EDUP 2033 PEDAGOGY The aspects that need improvement in teaching and learning are as follows: • Information and Communication Technology (ICT) exploitation technology in teaching and learning in the classroom. • Provision of learning aids / teaching aids. Strategies for weak learners in learning certain subjects should be given special emphasis to help improve their performance. storytelling. Quality teachers and ready to equip themselves with 21st century pedagogical skills are backed by the Ministry of Education to realize the transformation of national education as intended by the Malaysia Education Blueprint 2013-2025. Teachers' skills in applying current pedagogy will guide teachers in planning and implementing teaching and learning processes according to trends and in line with the eruption of information technology. highly productive. Describe the characteristics of current pedagogy. flexible and dynamic 21st century learning requires a high level of roles and commitment among teachers. 2. Discuss the implications of current pedagogy in teaching and learning. students will be able to: 1. So teachers need to be able to use appropriate and relevant teaching methods so that students can master various skills such as teamwork in collaboration. Futuristic. 21st century education needs to ensure that schooling experience is relevant to students in their lives as well as the skills that must be mastered in this world. proficient. high-level thinking skills and the use of information and communication technology (ICT).1 Introduction One of the goals of the Malaysian Education Development Plan (PPPM) is to make it possible for 21st century learning to produce intellectual. communication and ability to create something. in communication. EDUP 2033 PEDAGOGY Topic 4 Current Pedagogy Learning Outcomes At the end of the unit. problem solving. Synopsis This unit covers the seven subtopics of characteristics current pedagogical and implications the current pedagogical in teaching and learning. What are the skills that are prioritized in today's career? 43 . 4. Research: Exploration of Various Media Many youths could not get a job because the competition among them is high. The characteristics of communication in today's pedagogy are the abilities of the following: • communication in Malay and English language and other languages. 44 . communication is defined as a process of communicating and exchanging information between individuals to other individuals verbally or in non verbally. The good of communication is to communicate and receive information with clear.2. time and location. Teachers must have a good personality and quality. accountability to the country. The purpose of communicating is to deliver news. messages and information to listeners. write and use of ICT as a medium to interact. and skillfully transfer their. Information and Communication Technology Literacy (ICT) Information and Communication Technology Literacy means the ability to read. cordially. students.2. and respectfully. and listening skills. accurately.2. Communication skills involve speaking. and clearly by the receiver. This is because information media technology has become a standard tool in the education world. and focused and able to adapt and communicate messages to other individuals politely. Since the ICT application is proven can increase the quality of learning. confident and in line with the audience level • negotiate to reach agreement • communicate with different race of participants • develop other individual communication skills • use non-verbal skills. Effective communication can be measured when the message is delivered can be understood easily. Collaboration means working together.1. In the context of education. the use of ICT's skills needs to be transferred to students in the process of teaching and learning.s experience to build the right attitude and beliefs to the next generation. colleagues. • making presentations smoothly. Good communication enables collaborative work to accomplish a project or task to achieve the same goals. so every student needs to be computer literate and various other media. The ability of teachers who can communicate well to help them adapt to various groups such as senior management. parents and the public. Communication in R & D can occur face to face or online using various media including digital media that allows all members to communicate unlimited . EDUP 2033 PEDAGOGY 4. • expressing the idea clearly. 4. concise. Communication and Collaboration Communication is a relationship. This is because communication plays an important role to strengthen the relationship with customers or target audience and this has a positive impact.2 Characteristics of the Current Pedagogy Current pedagogy is emphasizing 90% of the proficiency of knowledge and mastering their field of expertise. writing. Current students are in great wave of information technology. 4. innovation and the ability to create something. Students are encouraged to explore information from various sources outside the classroom in person and get information from the internet. connectivity such as Wi-Fi. 4. Almost all schools in Malaysia can be connected via the web through internet applications. social networking properties like Facebook and Twitter. Students are required to identify methods to solve the problems presented and thus plan the entire project. The current learning quality requires students to master thinking skills as set out in the second aspiration of the Malaysian Education Development Plan (PPPM 2013-2025). systematic and planned assignments. 4. and reasoning. search engines like Google and Yahoo and information sharing portals such as Youtube and Wikipedia. The Characteristics of project-based learning • Projects are conducted individually or collectively • Evaluation is carried out on every process until the completed • Practically integrate knowledge with activity • Teacher interaction with pupils in the form of guidance and consultation at each stage of the process 45 . Teachers will provide instruction and explanation of the project is quite complex and challenging to implement. Learning involves data collection and data analysis as well as provide a proper report. especially Science and History subject. Activities of the project can be implemented individually or in groups to achieve a goal and take a long time and reach a formal learning. EDUP 2033 PEDAGOGY There are many advantages that can be utilized by using ICT’s if this technology is used with benefits because millions of knowledge are assembled online. Project Based Learning Project-based learning is a learning method when teachers are providing projects to be implemented by students. The results are displayed in the form of a project report and should be presented. This is because a CD-ROM is able to store information of nearly 30 encyclopedias that are easy and easy for students to access their own information. and to reflect on problem solving.4. This means that all students in Malaysia are involved with a global classroom that gives them the opportunity to build relationships and share anything with other students. In order to achieve this. harvey students think at the cognitive level of higher in the R & D process.2. skills.3. The five best features when building interactive communication through ICT are its mobility such as using smartphones. Multimedia use such as CD-ROMs can help to heighten the mastery of pupils in learning. Students are required to implement hands- on and minds-on and research activities. Higher Order Thinking Skills High Order Thinking Skills (HOTS) is the ability to apply knowledge.2. Current teaching approaches are based mostly on projects. decision-making. values. Project-based learning is focused on practical. 46 . EDUP 2033 PEDAGOGY • Teachers need to explain the complete implementation procedures • This process involves the collection of materials.5. Students can generate a critical and creative idea to form some problem-solving in a systematic and orderly. In the context of today's education. 2000). This method can provide an opportunity for students to apply concept. Make a summary based on the problem that has been solved. Problem solving skills is a necessity for managing the problems that arise. When students go through this process. The problem solving stages are as follows: 1. results and self-reflection • Projects should be appropriate for students and curriculum • The project is selected based on the skills.principles. Problem solving Every human being has its own problems in life. ACTIVITY 1 : Discuss the importance of project based learning in terms of individual differences. and theories that have been studied even in the mode of distance learning or online. Evaluate 6. experience. 4. knowledge. data. Make hypotheses or predictions 4. practical and effective. Find information with the given problem 3. problem solving is a process of teaching and learning based on experience and requires students to think actively. and ability of the student.2. processing of information and data. they can actively used their mind by stimulating critical thinking. Test the hypothesis 5. Identify the problem 2. The method of problem solving involves pupils working actively in small groups and solve a given problem carefully (Glen & Wilkie. information. Teachers need to efficiently combine the contents of current standard curriculum-based lessons with the lives of students in the school environment and their real- world environment. emotional and social potential of students. This approach helps students understand the contents of the lesson clearly and easily. system. customs and others. physical. EDUP 2033 PEDAGOGY 4. spiritual. Teachers are urged to carefully and creatively. practically involving hand-on and mind-on activities. According to Kamus Dewan (2007). which KSSR and lesson objectives that have been defined. • Various learning facilities should be provided such as comfortable classroom environment. • Use various sources • Active and critical students 4. The characteristics of contextual learning: • Learning is implemented in concrete ways.2.6.2. and understand the student background when select learning activities. Contextual Learning Contextual learning is a teaching process that they have learned to associate with everyday experience of students with real-life context of the environment is designed according to students. Creativity is interpreted as a process of thinking that produced the idea. and meets the requirements in an 47 . innovation is something new is introduced as a method. complete and organized laboratories and learning aids that are suitable for the students' existing experience • Learning activities greatly expand the intellectual.7 Creativity and Innovation The element of creativity and innovation is important to be applied in education to support the development of quality human capital. Creative abilities is one's ability to generate new ideas and collect data. • There is a cooperation between all parties • Emphasize the importance of problem solving • Support each other • Learn with no tedious atmosphere • Learn with fun • Integrated learning. Activities planned and transfered the content to students based on the current curriculum. Wikipedia defines innovation as an application to solve the problem to better meet the new requirements. problem solving. Work as a team to achieve goals and objectives. 10. ICT literacy 3. 9. easy and valuable. The ability to understand other people's feelings. Manager of stress. Ethics and good working discipline and high level. Teamwork. EDUP 2033 PEDAGOGY existing market. The ability to cope with and adapt to changes. 5. Management skills.Self discipline. So innovation is defined as the application of creativity to new production by the restructuring process by using existing elements. Help and manage of other people to perform. Communication and collaborative 2. Contribute creative ideas and artistic in problem solving.Ways of work its communication and cooperation. 6. The ability to communicate in different languages will provide benefits and advantages. Creativity. So the result is something unique. Aspects skills of 21st-century to be mastered: 1. Contextual Learning 4.3. Project-based learning 6.Responsibility. 3. Aspirations and accountability. Creativity and Innovation 7. 11. 7. ACTIVITY 2: Complete the following table No Characteristics of the Description Examples of activities in TnL Current Pedagogy AKTIVITI 2 1.Work ethic. 48 . 4. 8. resolve conflicts and problems. Control personal behavior and counseling. Multilingual. The ability to adapt.A new mindset that is creative. Empathy. 12. Higher order thinking skills (HOTS) 4. critical. 2. Ability to control stressful situations and identify the causes of stress. Exchange ideas and thoughts through writing and orally. Problem solving 5. decision making and learning. Ability using principles of economics and business. Understand the development of pupils and love the students. especially the content of the curriculum. EDUP 2033 PEDAGOGY 13. 4. Possess counseling skills 6. Among the aspects that should have such as: 2. 14. Students of the 21st century is literate student in terms of academic and information technology. Can generate ideas 9. Characteristics teacher of the 21st century 1. 19. 4. Dare to take risks 6. Not easily discouraged 49 . The ability to use and apply basic mathematical theory in daily life. It is important to maintain human relationship.4. ACTIVITY 3 Discuss how teachers can shape pupils who dare to try new things and be able to generate ideas. Ability to use logic and abstract thinking. Confident to communicate 5. The ability to use a computer in counseling services.Economics and management. The ability to use online communication as a communications tool in counseling. 17. Wisely questioning teachers and friends 4.Analytical skills.Mathematical skills. 16. In accordance with the policy and educational issues. 4. Understand the psychology of learning. 8. The ability to issue opinions and ideas. 18. An educator should be ethical to create prosperity and harmony in the country.Telecommunications. Skillfull in pedagogy while teaching and learning. The ability to adapt to other people's thinking.Grammar skills. Curiosity 8. Expert using the latest technology in teaching and learning. Students have the ability to create linkages 3. 2. The thirst for knowledge 7. Flexible 10.Computer skills. 15. 5.Thought. Characteristics student of the 21st century 1. Apply virtue values.5. 3. Teachers must master the subject. 7. 8. The classroom environment becomes conducive to the number of students being minimized and equipped with LCD projector. Critical skills 13. 5. Mastering literacy skills 14. A deep and clear understanding of the skills in teaching and learning to overcome everything. The main teaching media is computer and ICT because the teaching media is very helpful in the TnL process. Pupils play an important role and give priority to student's interest. 12. Summary Teaching and learning can form a quality in human that benefits humanity itself. 4. Integrity 4. Ability to listen and reflect. Students understand and obey the instructions in carrying out learning activities.6. Dare to try 15. society and the country. Self-learning is still functioning at various levels of learning. Collaborative learning was adopted as the most effective method in TnL. Learning strategies should be student-centered. and value the opinions of others. Therefore civilize human is not dependent on the advanced technology to be used exclusively. All members respect each other. Through this understanding formed a quality of the teaching and learning 21st century inspired by national education system. Pupils are responsible for their learning and are actively involved 9. EDUP 2033 PEDAGOGY 11. 2. REFLECTION To what extent the current pedagogical practices can make a world-class education for our country? 50 . Being able to make changes 16. 6. Active learning atmosphere with all students having discussions with friends in the group and in the classroom. Implications of current pedagogy in teaching and learning 1. communicate with confidence. 3. 10. 7. 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Perguruan (Pengajian Melayu Sekolah Jln College Rendah) 93200 KUCHING. Pertanian . EDUP 2033 PEDAGOGY PANEL OF MODULE WRITERS EDUP 2033 PEDAGOGY NAMA KELAYAKAN EN NOR AZNAN B HJ MAHMOOD Kelulusan: M. Pengalaman: Pensyarah Pedagogi Pendidikan Guru Bahasa Melayu 53 . UPM Pensyarah B.Sc Hons (Management) Forestry.Ed. Sc Biologi. UPM IPG Kampus Batu Lintang Dip Edu.Sc Hons (Science Human Development) UPM IPG Kampus Batu Lintang. (Kurikulum dan Pedagogi) UKM Pensyarah B. UIA Jln College Dip. UPM 93200 KUCHING Pengalaman: Pensyarah Sains dan Matematik Guru Sains dan Kemahiran Hidup HJH DYG PUTRI BINTI HJ AWG MAHBI Kelulusan: M. Dip. Pendidikan (Pengajian Melayu dan Jln Datin Halimah Geografi) UM 80350 JOHOR BAHRU. Hons (Pengajian Melayu dan Geografi) UM IPG Kampus Temenggong Ibrahim Dip.Ed. University of York. EDUP 2033 PEDAGOGY PANEL OF MODULE REVIEWER EDUP 2033 PEDAGOGY NAMA KELAYAKAN DR NOR HASLYNDA A RAHMAN Kelulusan: PhD in Education. UK Ketua Jabatan Bahasa M A English Language Studies. UKM Jln Maktab Durian Daun Pengalaman: 75400 Melaka Pensyarah Bahasa Inggeris Guru Bahasa Inggeris EN LEE CHAI EAM Kelulusan: M. Pengalaman: Pensyarah Ilmu Pendidikan 54 . UKM IPG Kampus Perempuan Melayu B Ed (Hons) TESL. (Bimbingan dan Kaunseling) UTM Pensyarah B. A.