Dr. mohamad nor bin mohamad taib new paradigm of teaching
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Transcript of Dr. mohamad nor bin mohamad taib new paradigm of teaching
A NEW PARADIGM OF TEACHER’S EDUCATION AND TEACHER’S QUALITY IN THE 21ST CENTURY :
A NEED TO BE ACQUIRED(PARADIGMA BARU DALAM PROGRAM LATIHAN DAN KUALITI GURU
ABAD KE 21: SATU KEMESTIAN UNTUK DIKUASAI)
IPGK RAJANG, SARAWAK
9 SEPT 2014
OLEH:
DR. MOHAMAD NOR BIN MOHAMAD TAIB
PENGARAH
PUSAT PENYELIDIKAN, PEMBANGUNAN
DAN INOVASI, IPGM
WHAT IS TRANSFORMATION:“Transformation is therefore viewed as a complex, multifaceted and integrated process of continuous institutional renewal in all aspects of its functionality (academic, administrative and support service), in an ongoing effort to represent excellence, through diversity, with the aim of achieving its vision and mission towards providing liberating education”
(Nelson Mandela Metropolitan University)
TEACHER AS A PARAMOUNT FACTOR:“The quality of an education system cannot exceed the quality of its teacher”
(Barber & Mourshed, 2007)
“If a teacher graduates today and teaches for 30 years, and their students live for 70 years, teacher education programs are actually preparing teachers for 22nd century learners” (Crag Kissock, Education Week, March 2014)
WHY TRANSFORMATION IS NEEDED:“If there is no transformation inside each of us, all the structural change in the world will have no impact on our institution”
(Peter Block in PJ Meyer & R Slechta, 2002)
“It is important to make teaching profession that is vibrant, self-sustaining, and rewarding, so that it will attract and retain the very best talent that Malaysia has to offer”
Malaysia Education Blueprint, 2013-2025
HIGH PROFILE MATKETING
“The quality of an education system cannot exceed the quality of its teachers” Barber & Mourshed (2007)
Traditional Site Bounded Paradigm For Teacher Education
New Triplization Paradigm for Teacher Education
Aims: To equip teachers with the necessary competence to deliver knowledge and skills to students
Aims: To develop teachers as triplized CMI and life-long learning teachers who will contribute to students’ and to schools’ triplized life-long self learning and development as CMI citizens and organizations
Curriculum: Focused on the content and delivery of subject knowledge
Curriculum: Focused on CMI ability, globalized, localized and individualized.
Pedagogy: delivering knowledge and skills to teachers, site bounded and separated teacher learning, absence of IT, limited opportunities for learning, and lacks of clear linkage with CMI development
Facilitating teachers’ life long self learning, multiple sources, globally and locally networked, IT environment, boundless, unlimited opportunities for learning and encouraging CMI development
Traditional quality assurance: how well learning & teaching are organized, the delivery of knowledge and skills, teaching can be improved, can arrive at a given standard.
How well learning is triplized, learning opportunities are maximized, self learning is facilitated. Teachers’ CMI are developed.
PARADIGM SHIFT IN TEACHER EDUCATION
TRIPLIZATION = INDIVIDUALIZED. LOCALIZED & GLOBALIZED
CMI = STUDENTS’ CONTEXTUALIZED MULTIPLE INTELLIGENCIES
TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM
Reproduced Teacher and Teaching:• Teacher is the center of education• Partially competent teacher• Standard teaching style• Teaching is to transfer knowledge• Teaching is a disciplinary,
delivering, training, and socializingprocess
• Achieving standards in examination• Teaching is a transfer and
application
Individualized Teacher and Teaching:• Teacher is a facilitator to support
students’ learning• Multiple intelligence teacher• Individualized teaching style• Teaching is to arouse curiosity• Teaching is a process to initiate,
facilitate, and sustain students’ self learning and self-actualization
• Sharing joy with students• Teaching is a lifelong learning
process
School Bounded Teacher and Teaching:• Teacher as the sole sources of
teaching and knowledge• Separated teaching• Site bounded teaching• Limited opportunities for teaching• Teacher with only school
experiences• As a school bounded and separated
teacher
Localized and Globalized Teacher and Teaching:• Multiple local and global sources of
teaching and knowledge• Networked teaching• World class teaching• Unlimited opportunities for teaching• Teachers with local and international
outlook• As a world class and networked teacher
PARADIGM SHIFT IN TEACHING
TRADITIONAL SITE BOUNDED PARADIGM NEW TRIPLIZATION PARADIGM
Reproduced Students and Learning:• Student is the follower of teacher• Standard programs• Absorbing knowledge from their
teacher• Receiving process• Focus on how to gain• External rewarding and punishment
avoiding
Individualized Student and Learning:• Student is the center of education• Individualized programs• Self learning with opportunities
guidance and facilitation• Self actualizing process• Focus on how to learn• Self rewarding and enjoyable
School Bounded Learning:
• Teacher based learning• Separated learning• Fixed period and within school• Limited opportunities• School bounded learning• Mainly school based experiences
Localized and Globalized Students and Learning:• Multiple local and global sources of
learning• Network learning• Lifelong and everywhere• Unlimited opportunities• World class learning• Local and international outlook
PARADIGM SHIFT IN LEARNING
OBJECTIVES OF TEACHER EDUCATION
BETTER UNDERSTANDING OF STUDENT
BUILDING CONFIDENCE
USING METHODOLOGY OF TEACHING
BUILDING FAVOURABLE ATTITUDE
FAMILIARIZING WITH THE LATEST IN EDUCATION
CREATING SOCIAL INSIGHT
MAKING FAMILIAR WITH SCHOOL ORGANIZATIOM
IMPROVING STANDARDS
TRAINING FOR DEMOCRACY SCHOOL OF BUSINESS & FINANCE, LONDON
PROSES (PENYELIDIKAN & INOVASI, KURIKULUM)
STRUKTUR (INSTITUSI, KEMUDAHAN)
SUMBER (PELATIH, PEMIMPIN, PENSYARAH)
NOVICE(EMERGING PRACTICE)
COURSE LEARNING
OUTCOMES
• Domain Kognitif
(Taksonomi Bloom)
• Domain Psikomotor
• Domain Afektif)
PROGRAMME LEARNING OUTCOMES
• Knowledge
• Practical Skills
• Thinking & Scientific Skills
• Communication Skills
• Social skills, teamwork & responsibility
• Values, ethics, moral & professionalism
• Information management & LL learning
• Managerial & entrepreneurial skills
• Leadership skills
PRESERVICE(INITIAL TRAINING)
INSERVICE(CONTINOUS PROFESSIONAL DEVELOPMENT)
ENTER PENSION
TRANSFORMASI HALATUJU IPGM (PPPM 2013-2025)
APPRENTISE(DEVELOPING
PRACTICE)
PROFESSIONAL(PROFICIENT
PRACTICE)
EXPERT(ADVANCE PRACTICE)
TRAINEE(CONTENT, THEORY & PRACTICE)
PREPARATION(MINDSET PRADIGM)
PENAMBAH
BAIKAN
PROGRAMME EDUCATION OBJECTIVES
• Offering knowledge & teaching skills at large
• Embracing life long learning
• Displaying high professionalism respected &
referred at glocal
• Generating research, creativity & problem solving
• Practicing leadership, communication, teamwork &
role model
• Championing MBMMBI & STEM
PEOPLOCLO
ASSUMPTIONS
OFTEACHING &
LEARNING
NOVICE:
EMERGING PRACTICE
APPRENTISE:
DEVELOPING
PRACTICE
PROFESSIONAL:
PROFICIENT
PRACTICE
EXPERT:
ADVANCE PRACTICE
Classroom
Organization &
Management
Teacher creates a
learning environment
for positive interaction
& active learning by
managing student
behaviour, space etc
Teacher establishes
interaction between
students and teachers
& responsibility for
classroom interactions
Teacher motivates
students during failure
& promotes self
motivation & self
discipline in students
Teacher provides
professional
development on
strategies where
students learn and
achieve
Planning Teacher produces
coherent, written,
instructional plans for
student based learning
and student relevant
Teacher integrates
content from various
disciplines & new
learning prior
experience & current
learning
Teacher motivates
students to assume
responsibility for
instructional tasks
Teacher produces
district level, coherent.
Written instructional
plans for adaptation
by teachers
Delivery of Instruction Teacher provides
individual,& group
instruction based on
the child development
research
Teacher monitors
instruction for student
engagement &
differentiates
instruction based on
assessment data
Teacher models,
coaches & facilitates
self directed learning
by engaging students
in posing problems
and solution
Teacher validates the
impact of instructional
strategies on student
achievement through
action research
Differentiation Teacher uses a range
of strategies,
technology to
customize instruction
based on student data
Teacher continuously
forms flexible groups
based on assessments
and adjusts instruction
to meet group needs
Teacher creates
multiple contexts &
multiple forms of
assessment to
individualize
instruction based on
student data
Teacher provides
professional
development on
differentiation
strategies
INSTRUCTION STANDARD OF PRACTICE
• Critical thinking
• Active learning
• Problem solving skills
• Communicating, making connections, creating
and expressing oneself in a variety of ways
• Contextualised knowledge
• Collaborative teamwork
• IT Savvy
• Learning to know
• Learning to do
• Learning to be
• Learning to live together
21ST CENTURY PEDAGOGY FEATURES
ENGAGING STUDENTS THROUGH COLLABORATIVE PROBLEMS AND DESIGN (SOCIAL) ENHANCING THEIR LEARNING WITH STIMULATING MULTIMEDIA APPLICATION
(COGNITIVE) EMPOWERING THEIR SKILLS WITH MULTIMEDIA AND WEB TOOLS, AND PROVIDING
THEM A PLATFORM TO THINK CRITICALLY AND CREATIVELY, STRENGTHEN THEIR SOCIAL INTERACTION PROCESSES, AND REFLECT ON THEIR LEARNING PROCESS AND GOALS (TECHNICAL)
ENJOYING THE PROCESS OF KNOWLEDGE CONSTRUCTION, COLLABORATIVE LEARNING, CRITICAL AND CREATIVE THINKING, AND CREATING OWNERSHIP IN THEIR LEARNING OUTCOMES (AFFECTIVE), AND INCORPORATE SOUND EDUCATIONAL LEARNING PEDAGOGIES THAT HAVE PROVEN TO BE INTEGRAL IN IMPROVING STUDENT ENGAGEMENT AND ENHANCING THEIR LEARNING PROCESS, THESE INCLUDE: CONSTRUCTIVE LEARNING; STUDENT-CENTRED LEARNING; COLLABORATIVE LEARNING; COOPERATIVE LEARNING, AUTHENTIC LEARNING; PROBLEM-SOLVING LEARNING; INTERACTIVE MULTIMEDIA LEARNING;
PROJECT-BASED LEARNING.
HOW TO BRING LIFE/FUN INTO THE CLASSROOM: Start with an interesting set-induction so that students will
immediately be transported from where they were to what
you are going to teach;
Avoid using the textbook all the time;
Tap the student’s sensory powers – sight, smell, hearing,
taste and touch to make yours lessons interesting;
Bring the students out of the classroom. A change in
physical surroundings does wonders;
Reward students for good work done. Give simple treats;
Encourage students even if they give wrong answers.
Never say ‘that wrong’ instead say ‘that’s not exactly very
accurate. Maybe you would like to explain it a little further?’
Treat every student as an individual. Work on his strengths
and help him with his weaknesses;
Conduct pair-work or group-work often. Most students
work well in groups;
Share some of your personal experiences. There’s
consolation to know that teachers are also humans and
were young once;
Do not be afraid to try new methods. If they do not work,
try others.
TO BECOME WORLD-CLASS, TEACHERS NEED TO:
Be prepared for the unpredictable
Develop a deep understanding of the classroom, especially
what effective teaching constitutes
Borrow concepts such as ideas from politics and business
and applying them to education (ex. BOS (DIRC), SP (SWOT &
SMART), PDCA, cost effectiveness, efficiency)
Have an intellectual mind and continuously develop it
Be prepared to be training providers and benchmarks for
other teachers
Challenge and question ideas for self-development
Bridge their pre-service training with the in-service training
they are receiving
Undergo comprehensive professional development
Autonomy to develop and implement school-based curriculum
besides core curriculum;
Committee in school management, parent-teacher association ,
alumni etc.
Collaboration between schools and agencies in co-curriculum
programs, especially in the areas of training and funding;
Niche areas and recognized by schools and community;
Qualified coaches to accelerate sports performance; and
Autonomy to conduct co-curriculum activities.
LEARNING OUTCOME DOMAIN
(LOD)
KNOWLEDGE
PRACTICAL SKILLS
SOCIAL SKILLS &
RESPONSIBILITIES
VALUES, ATTITIUDES &
PROFESIONALISME
CUMMUNICATION, LEADERSHIP &
TEAM SKILLS
PROBLEM SOLVING % SCIENTIFIC
SKILLS
INFORMATION MANAGEMENT
& LIFELONG LEARNING
SKILLS
MANAGERIAL & ENTREPRENEURIAL
SKILLS
APTITUDE
ABILITY
PRESERVERANCE
OPPORTUNITY
QUALITY
APPROPRIATENESS
INCENTIVE
TIME
TEACHING
LEARNING
TEACHING + LEARNING = LEARNING OUTCOME
4E LEARNING• CONSTRUCTIVE LEARNING; • STUDENT-CENTRED
LEARNING; • COLLABORATIVE
LEARNING; • COOPERATIVE LEARNING, • AUTHENTIC LEARNING; • PROBLEM-SOLVING
LEARNING; • INTERACTIVE MULTIMEDIA
LEARNING; • PROJECT-BASED
LEARNING.
LEARNING OUTCOME DOMAIN
(LOD)
PROBLEM SOLVING % SCIENTIFIC
SKILLS
INFORMATION MANAGEMENT
& LIFELONG LEARNING
SKILLS
KNOWLEDGE
PRACTICAL KILLS
SOCIAL SKILLS & RESPONSIBILITIES
VALUES, ATTITUDE & PROFESIONALISME
CUMMUNICATION, LEADERSHIP & TEAM SKILLS
MANAGERIAL & ENTREPRENEURIAL
SKILLS
APTITUDE
ABILITY
PRESERVERANCE
OPPORTUNITY
QUALITY
APPROPRIATENESS
INCENTIVE
TIME
TEACHING
LEARNING
TEACHING + LEARNING + 4E (ENGAGING, ENHANCING, EMPOWERING, ENJOYING) = ENCOURAGING LEARNING
OUTCOME
TECHNOLOGICAL PEDAGOGICAL & CONTENT KNOWLEDGE (TPACK)
Per
son
alis
atio
n o
f L
earn
ing
Teacher Directedness
High
Low High
Assessment
OF Learning
Assessment
FOR
Learning
Assessment
AS Learning
Assessment IN
Learning
Student at the centre of
learning
Student monitors, assesses,
reflects on learning
Student initiates
demonstrations of learning
(to self and others)
Teacher as coach and mentor
TEACHER: STUDENT RELATIONSHIP
Prof Tony Townsend, 2010
KemahiranTeknologiMaklumat, Komunikasi
& Media
• Literasi Maklumat
• Literasi Media
• Literasi Teknologi
Maklumat &
Komunikasi)
• Menggunakan
teknologi untuk
mengakses,
mengurus,
mengintegrasi dan
menilai maklumat,
menjana maklumat
baru dan
berkomunikasi
dengan orang lain
• Kebolehsuaian &
fleksibel
• Mempunyai inisiatif dan
terarah kendiri
• Kemahiran sosial dan
antara budaya
• Produktiviti &
akauntabiliti & adaptasi
• Tanggungjawab dan
kepimpinan
• Berkebolehan dalam
pelbagai bidang
• Membuat refleksi dan
penambahbaikan
• Kreativiti, Inovasi & Semangat meneroka
• Pemikiran Kritis dan Penyelesaian
Masalah
• Komunikasi & Kolaborasi
• Menganalisis & mengkonsepsi
• Belajar sepanjang hayat
Kemahiran belajar& Inovasi
Kemahiranhidup & kerjaya
• Kesedaran global
• Literasi kewangan, ekonomi, perdagangan
dan kuesahawanan
• Literasi sivik
• Kesedaran alam sekitar
• Kesedaran kesihatan & kesejahteraan
Mata pelajaranteras dan tema
Abad ke-21
PROFESSIONAL DOMAIN
KNOWLEDGE & UNDERSTANDING
Pedagogical Content Knowledge (PCK) e.g Knowledge of children and their learning, and Subject knowledge
Knowledge of the curriculum Knowledge of the teacher’s role Cultivating reflective thinking, analytical thinking, creative
thinking, high order thinking, future thinking, multiple intelligencies
SKILLS Subject application Classroom methodology Class management Assessment and recording ICT Savvy Fundamentals e.g lesson planning, questioning & feedback,
differentiated instruction, strategies for effective peer work and inquiry approaches
Mentoring & consultation Initiate students into the knowledge and practice
SCHOOL DOMAINADMINISTRATION Problem analysis
Judgment Organizational ability and decisiveness Cooperation and Collaboration
TEACHING DOMAININTERPERSONAL Leadership
Sensitivity Integrity Resilience and adaptability
COMMUNICATION Oral communication Written communication Basic communication in 3rd language
MODEL CRASP
• Lebih kritikal terhadap isu
• Menilai keberkesanan program
• Memperbaiki proses P&P
• Mendorong perubahan kreatif &
inovatif
• Sediakan input untuk dasar/polisi
• Perkukuhkan justifikasi sesuatu program
• Meningkatkan keyakinan
dan imej diri
• Kenalpasti antara polisi & amalan; retorik & amalan
• Anjur perbincangan isu pendidikan
• Tingkatkan skil mengutip data, analisis,
penilaian, pemantauan pencapaian pelajar
• Dapatan kajian sebagai sumber rujukan INSET
• Sertai forum/seminar
• Jadikan IPGK sebagai organisasi
pembelajaran
PROFESIONALISME
CRITICAL ATTITUDE
REFLECTIVE PRACTITIONERACCOUNTABILITY
SELF-EVALUATION
PENSYARAH IPG SEBAGAI PENYELIDIK, KREATIF DAN INOVATIF