CLOSING THE LEARNING GAP

RUSNANI BINTI SHARUDDINPENGETUA

SMK RAJA PEREMPUAN, IPOH

TEACHERS DO MORE THAN TEACH – THEY TOUCH LIVES

LEARNING GAP

PERBEZAAN ANTARA APA YANG KITA KETAHUI TENTANG

OTAK ( TEORI TENTANG OTAK ) DENGAN

PROSES PEMBELAJARAN DAN APA YANG BERLAKU DALAM BILIK

DARJAH

LEARNING GAP

• BAGAIMANA BERKESAN PUN SEORANG GURU – AKAN ADA LEARNING GAP

( PERBEZAAN ANTARA CARA OTAK DIGUNAKAN DALAM PROSES PEMBELAJARAN DAN CARA PELAJAR DIAJAR DALAM KELAS )

EXAMPLES

• KINESTHETIC LEARNING ( NATURAL AND HIGHLY EFFICIENT CONTEXTUAL MEMORY )

MELALUI AKTIVITI PEMBELAJARAN YANG HANYA MEMBACA, MENULIS DAN MENDENGAR

KENALPASTI DAN RAPATKAN JURANG PEMBELAJARAN ( THE LEARNING GAP )

KUALITI PROSES PEMBELAJARAN

IDENTIFYING AND CLOSINGTHE LEARNING GAP IS CENTRAL TO GENUINE

AND SUSTAINABLESCHOOL IMPROVEMENT

FOCUS FOR IMPROVEMENT PROGRAMME

I THE QUALITY OF TEACHING

HOLDS THE KEY TO IMPROVING LEARNING AND RAISING ATTAINMENT

OFSTED FINDINGS

THE QUALITY OF TEACHING BEING SIGNIFICANTLY HIGH CORRELATE WITH

GOOD AND VERY GOOD SCHOOLS

THIS RELATIONSHIP IS WIDELY RECOGNISED

PROFESSOR DAVID REYNOLDSTHE TEACHERS MAKE BETWEEN 3 OR 4 TIMES THE

DIFFERENCE TO ATTAINMENT THAN THE SCHOOL ITSELF

IT IS TEACHERS AND THE WAY THEY TEACH THAT IS THE MAJOR INFLUENCE

UPON HOW EFFECTIVELY CHILDREN LEARN

CLOSING THE LEARNING GAP

• ATTITUDE AND MENTALITY OF A RUNNER OR SPRINTER

ALWAYS SEEKING FOR THEIR PERSONAL BEST( ALWAYS SCOPE FOR IMPROVEMENT )

PENCAPAIAN MENINGKAT

CLOSING THE LEARNING GAP( ST – PS )

• LEBIH SPESIFIK DAN KENALPASTI DENGAN TEPAT ASPEK MANA PROSES PENGAJARAN YANG PERLU DIPERBAIKI ( MINOR ADJUSTMENT ) UNTUK MENDAPAT PENAMBAHBAIKAN DALAM PENCAPAIAN MATAPELAJARAN YANG SELARI DENGAN CARA PEMBELAJARAN PELAJAR

CLOSING THE LEARNING GAP

NEED PROVEN AND PRACTICAL STRATEGIES THAT WILL WORK IN

CLASSROOM

LESSON ARE FOR LEARNING

CHILDREN SHOULD LEAVE THE CLASSROOM AT THE END OF THE LESSON KNOWING,

UNDERSTANDING AND BEING ABLE TO DO MORE THAN WHEN THEY CAME IN.

IF WE ACHIEVE THAT, THEN WE ARE DOING OUR JOB

WHAT HAVE THEY LEARNED ?

LESSONS ARE FOR LEARNING

• DRPD PEMERHATIAN

PELAJAR BELAJAR SEDIIKITPELAJAR GAGAL BELAJARBERLAKU MASALAH CAD

LESSON FOR LEARNING

LEARNING INVOLVES MEMORY AND UNDERSTANDING

NOT PRODUCING COPIOUS NOTESNOT AS BEING OCCUPIED

WITH EXERCISES SUCCESSFULLYCOMPLETED

L = U + M

L = U + MUNDERSTANDING CAN PROMOTE MEMORY

UNDERSTANDING IS THE PRODUCT OF RECEIVING INFORMATION

EXPLORING ITMANIPULATING ITTHINK ABOUT IT

L = U + M( nurture & develop)

UNDERSTANDING AND MEMORYARE SEPARATE PROCESSES

PEOPLE WILL FORGET AS MUCH AS80 % OF THE INFORMATION

THAT THEY ENCOUNTER WITHIN 24 HOURS ( NATURAL PROCESSES )

BRAIN IS NOT DESIGNED TO ABSORB

KEEP LEARNING HIGH-PROFILE

TEACHERWHAT HAVE THEY LEARNED ?

HOW DO YOU KNOW ?HOW IS THIS ACTIVITY HELPING THEM LEARN ?

STUDENTSWHAT HAVE YOU LEARNED TODAY

JOURNAL REFLECTION : MAJOR LEARNING DATE : …………………………………… ……………………………………………. ……………………………………………. ……………………………………………. DATE : ………………………………….. …………………………………………… ……………………………………………

LEARNING IS DONE BY PEOPLE, NOT TO THEM,FOR

UNDERSTANDING IS THE PRODUCT OF DOING RATHER THAN RECEIVING

Asking questions is fundamental

to developing understanding

Asking questions without fear

of ambarassment is crucial to

protecting self esteem

MORE STRATEGIES WE EMPLOY WILL ENABLE CHILDREN TO SEEK CLARIFICATION WITHOUT

FEAR OF RIDICULE, THEMORE LIKELY IT IS THAT THEY WILL

LEARN EFFECTIVELY

KEYS TO EFFECTIVE LEARNING

STATESTYLE

STRUCTURE

STATEPEOPLE LEARN BEST WHEN THEY ARE

IN AN APPROPRIATE PHYSICAL AND MENTAL STATE.

LEARNING IS OPTIMISED WHENTHE BRAIN IS NOURISHED

ANDSTUDENTS ARE RELAXED, CONFIDENT AND

MOTIVATED

THE SELF BELIEF AND THE DESIRE OF THE STUDENT IS

UNDOUBTEDLY THE HARDESTTHING FOR A TEACHER TO

INFLUENCE

HOWEVER, A POSITIVE INFLUENCE ON THE

EMOTIONAL STATE OF THE LEARNER WILL HAVE THE GREATEST IMPACT UPON

LEARNING

MOTIVATION POLICY ?HEAD OF SELF ESTEEM ?

STYLEPEOPLE LEARN BEST IN DIFFERENT WAYS

FOR MAXIMUM PROGRESS, PEOPLE MUST HAVE FREQUENT

OPPORTUNITIES TO WORK IN THEIR PREFERRED LEARNING STYLE

STRUCTURE

MATURE SUCCESSFUL LEARNERS PROGRESS THROUGH DISCRETE PHASES OF

LEARNING QUITE NATURALLY.LESSONS SHOULD BE

STRUCTUREDTO REFLECT THESE STAGES, IN

ORDER TO GUIDE IMMATURE LEARNERS THROUGH THE

LEARNING PROCESS

IF A TEACHER’S JOB IS TO HELP STUDENTS LEARN, THEN THE

FIRST TASK OF THE TEACHER MUST BE TO ENSURE

THAT STUDENTS ARE IN AN APPROPRIATE

STATE TO LEARN

WE HAVE NO CONTROL OVER THE STATE IN WHICH

STUDENTS ARRIVE AT OUR LESSONWE HAVE TOTAL CONTROL

OVER OUR RESPONSES