PROGRAM I THINK

Pn. Than Chew KeokUnit Pendidikan MoralBahagian Pembangunan KurikulumKementerian Pelajaran Malaysia

Kandungan:Definisi peta mindaFungsi peta minda8 jenis peta minda8 jenis proses pemikiranFungsi setiap peta mindaContoh peta mindaAktiviti kumpulan

I Think

Apa itu program I Think? bertujuan mempertingkatkan & membudayakan kemahiran berfikir dalam kalangan murid menghasilkan murid berinovatif melalui modul yang akan dibangunkan oleh pihak AIM seperti penggunaan alat berfikir

APA ITU I THINK?Lapan peta pemikiran (Proses pemikiran) adalah alat berfikir visual yang memudahkan murid-murid dalam memahami konsep, menganalisis masalah dan mencari penyelesaian.

PETA MINDA I THINKPeta minda mengandungi 8 proses pemikiran, setiap satu diwakili oleh satu alat pembelajaran visual-verbal dan kedua-duanya bergabung sebagai satu set alatan yang menunjukkan hubungan.

PETA PEMIKIRANDigunakan merentasi pelbagai mata pelajaran dan pelbagai tahap, proses pemikiran ini akan menjadi satu cara lazim untuk murid, guru dan ibu bapa supaya menyelesaikan masalah dan menghasilkan idea baru bersama-sama.

PETA PEMIKIRANMelalui penggunaan berterusan, peta pemikiran akan menjadi kebiasaan kepada murid untuk berfikir secara kritis dan kreatif.

PETA PEMIKIRANPembelajaran sepanjang hayat dapat diterapkan dengan alat pemikiran ini, murid akan dilengkapi dengan kemahiran yang tepat bagi menghadapi cabaran abad ke-21.

Otak manusia mampu menyerap/mengingati 36000 imej setiap satu minit (Hyerle, 2008)

APA ITU IMEJ GRAFIK? kotak, garisan, anak panah, simbol dll

Pengasas:

David Hyerle (tahun 1988)

Siapa dia:

ahli akademik asal dari Amerika membuat kajian tentang cara pemikiran boleh disampaikan dalam bentuk visual

Kegunaan: Peta minda boleh digunakan pada semua subjek merentas kurikulum

I THINK

8 Thinking process

8 Peta pemikiran

8 Thinking maps

8 Proses minda

8 KUNCI KEMAHIRAN/PROSES PEMIKIRAN:Sumbang saran / mendefinisi mengikut konteks Menerangkan membanding beza membuat pengelasan Hubungan seluruh-bahagian Urutan Sebab dan akibat Analogi (hubungan yang sama)

Mendefinisi mengikut konteksPETA BULATAN

Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.

Peta BulatanCircle Map

Adapted from Thinking Maps - Tools for Learning 1995

mendefinisi mengikut konteksPeta Bulatan

Adapted from Thinking Maps - Tools for Learning 1995Topik utama

mendefinisi mengikut konteksPeta Bulatan

Adapted from Thinking Maps - Tools for Learning 199514 Nilai Universal

Menerangkan PETA BUIH:

Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.

PETA BUIHBUBBLE MAPAdapted from Thinking Maps - Tools for Learning 1995

Untuk menerangkan (adjektif)Peta BuihAdapted from Thinking Maps - Tools for Learning 1995 KonseputamaAdjektif1 Adjektif4 Adjektif2 Adjektif3 Adjektif5 Adjektif6

Peta BuihUntuk menerangkan, guna adjektifAdapted from Thinking Maps - Tools for Learning 1995

jujur

rajin

Amanah baik hati

ikhlas budi bahasa

Krishnan

PETA BUIH BERGANDA:

Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza

Membanding beza

PETA BUIH BERGANDADOUBLE BUBBLE MAPAdapted from Thinking Maps - Tools for Learning 1995

Untuk banding bezaPETA BUIH BERGANDAAdapted from Thinking Maps - Tools for Learning 1995 konsep 1 konsep 2 sama beza sama beza beza bezabeza beza sama

Untuk banding bezaPETA BUIH BERGANDA

Adapted from Thinking Maps - Tools for Learning 1995

BPK THAN

VELU IndiaUPMThn BaruCinaBuddha CinaDeepavali Hindu SAINS SOSIAL

Membuat Pengelasan PETA POKOK: Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.

PETA POKOK TREE MAPAdapted from Thinking Maps - Tools for Learning 1995

Membuat PengelasanPETA POKOKAdapted from Thinking Maps - Tools for Learning 1995

Membuat PengelasanPETA POKOKAdapted from Thinking Maps - Tools for Learning 1995Reading Skills: Main Ideas & Details; TaxonomyPendidikan Moral

Hubungan Seluruh- bahagian PETA DAKAP:

Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.

PETA DAKAPBRACE MAPAdapted from Thinking Maps - Tools for Learning 1995

Hubungan seluruh & bahagianPETA DAKAPAdapted from Thinking Maps - Tools for Learning 1995Fokus PM Sek RenPerasaan PenaakulanTindakantanggungjawabakauntabilitiPerlakuanmental menaakulperlakuan baik/jahatsalah/benar

PETA ALIR:

Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu.

Urutan

PETA ALIRFLOW MAPAdapted from Thinking Maps - Tools for Learning 1995

URUTANPETA ALIRAdapted from Thinking Maps - Tools for Learning 1995

UrutanPETA ALIR

Adapted from Thinking Maps - Tools for Learning 1995

Sebab dan Akibat PETA PELBAGAI ALIR:

Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakan-tindakan yang diambil dan cara untuk mengubahnya.

PETA PELBAGAI ALIRMULTI FLOW MAPAdapted from Thinking Maps - Tools for Learning 1995

Sebab dan akibatPETA PELBAGAI ALIRAdapted from Thinking Maps - Tools for Learning 1995Masalah/isuSebab 2Sebab 1Akibat 1Akibat 2

suka bantu keluargaRajin belajarSuka tolong kawanHock SengDisayangi rakan-rakanCemerlang dalam pelajaranDisayangikeluarga SEBAB AKIBAT

Analogi (hubungan yang sama, mencari faktor penghubungan) PETA TITI: Membantu menyenaraikan beberapa pasangan butiran yang berkaitan antara satu sama lain supaya dapat memahami perkara-perkara di dunia yang mempunyai hubungan yang serupa (analogi).

PETA TITIBRIDGE MAPAdapted from Thinking Maps - Tools for Learning 1995Sama seperti

AnalogiPETA TITIAdapted from Thinking Maps - Tools for Learning 1995 Sama seperti

tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist

Faktor Penghubungan: tempat ibadat dengan penganutnya

LATIHAN &BENGKEL KERJA

Lakarkan 8 peta minda yang telah dipelajari.

Namakan proses pemikiran bagi setiap Peta minda tersebut.

Bengkel Kerja dalam kumpulan

THINKING MAPSFor Meaningful, Integrated Learning

Thinking Maps give all students and teachers a common language for meaningful learning. The consistency and flexibility of each of the Thinking Maps promotes student-centered and cooperative learning, concept development, reflective thinking, creativity, clarity of communication, and continuous cognitive development.

Effective and Efficient Use ofTHINKING MAPS

Thinking Maps are most effective when used together as tools in response to the purpose of the learning objective, outcome, or performance task. This supports learners as they interactively and efficiently construct knowledge, much like carpenters working together using a common set of tools to build a new structure.

Five Key Characteristics aboutThinking Maps as a Language for LearningConsistent GraphicsA specific map for each cognitive skillConsistency facilitates cognitive development for an individual over their lifetimeFlexibility of FormsTeachers and students have control over constructing different configurations using each graphic organizerDevelopmental UseBecause the Maps are based on fundamental, human, cognitive processes, these tools may be used by pre-K students through adults for life-long learning

Five Key Characteristics aboutThinking Maps as a Language for LearningIntegrated and Interdisciplinary UseThinking Maps enable students to transfer (apply) thinking skills within and across disciplinesReflectiveness, Metacognition, AssessmentMaps constructed by learners provide an in-the-moment display of evolving understandingMultiple Maps constructed by learners facilitate self-assessment of retention of information and conceptual understandingThe frame is a meta-tool, a conscious cue for learners as they focus on how they have constructed knowledge

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig GroupWays to Use the HatsIndividually (i.e., thinking alone) In conversation In meetings Reports and presentations

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig GroupSix hatsSix colorsSix types of thinkingThe hats are directions, not descriptions of thinkersEach thinker should be able to use all of the hats

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupwhite hat What information is available? What information do we need? How are we going to get the missing information?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupred hat What are my feelings right now? What does my intuition tell me? What is my gut reaction?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupblack hat What are some possible problems? What difficulties could we encounter? What are points for caution? What are the risks?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupyellow hat What are the benefits? What are the positives? What are the values? Can this be made to work?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupgreen hatWhat creative ideas do we have?What are the alternatives?How can we overcome the black hat difficulties?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupblue hat Where should we start? What is the agenda? What are the objectives? Which hats should we use? How can we summarize? What should we do next?

Edward de Bono:With creativity, there still lingers the unfortunate and dangerous notion that creativity is just about being liberated and freed-up - and then the creative thoughts will flow. This old-fashioned notion has done more damage to creativity than anything else.

Taxonomy = Classification

Classification of thinking Six cognitive levels of complexity

Why use Blooms taxonomy?Write and revise learning objectivesPlan curriculumIdentifies simple to most difficult skillsEffectively align objectives to assessment techniques and standards

Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learnFacilitate questioning (oral language = important role within framework)

EvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingUnderstandingRememberingOriginalRevisedNounVerb

CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering

RememberingThe learner is able to recall, restate and remember learned information

DescribingFindingIdentifyingListing

RetrievingNamingLocatingRecognizing

Can students recall information?

Understanding Student grasps meaning of information by interpreting and translating what has been learnedClassifyingComparingExemplifyingExplainingInferringInterpretingParaphrasingSummarizingCan students explain ideas or concepts?

Applying Student makes use of information in a context different from the one in which it was learnedImplementingCarrying outUsingExecutingCan students use the information in another familiar situation?c=

Analyzing Student breaks learned information intoits parts to best understand that informationAttributing ComparingDeconstructingFindingIntegrating OrganizingOutliningStructuring

Can students break information into parts to explore understandings and relationships?

EvaluatingStudent makes decisions based on in-depth reflection, criticism and assessmentCheckingCritiquingDetecting ExperimentingHypothesisingJudgingMonitoringTesting

Can students justify a decision or a course of action?

CreatingStudent creates new ideas and information using what previously has been learnedConstructingDesigningDevisingInventing

Making PlanningProducing

Can students generate new products, ideas, or ways of viewing things?

Questioning . . .Higher level questions require complex application, analysis, evaluation or creation skillsHigher level questionsEncourage students to think more deeply and criticallyFacilitate problem solvingEncourage discussionsStimulate students to seek information on their own

University of Illinois (2006)Handout #

Remembering stemsWhat happened after...?How many...?What is...?Who was it that...?Name ...Find the definition ofDescribe what happened afterWho spoke to...?Which is true or false...?

(Pohl, 2000)

Understanding stemsExplain whyWrite in your own wordsHow would you explain?Write a brief outline...What do you think could have happened next...?Who do you think...?What was the main idea...?ClarifyIllustrate(Pohl, 2000)

Applying stemsExplain another instance whereGroup by characteristics such asWhich factors would you change if?What questions would you ask of?From the information given, develop a set of instructions about

(Pohl, 2000)

Analyzing stemsWhich events could not have happened?If. ..happened, what might the ending have been?How is...similar to...?What do you see as other possible outcomes?Why did...changes occur?Explain what must have happened when...What are some or the problems of...?Distinguish between...What were some of the motives behind..?What was the turning point?What was the problem with...?

(Pohl, 2000)

Evaluating stemsJudge the value of... What do you think about...?Defend your position about...Do you think...is a good or bad thing?How would you have handled...?What changes to would you recommend?Do you believe...? How would you feel if...?How effective are...?What are the consequences...?What influence will....have on our lives?What are the pros and cons of....?Why is....of value? What are the alternatives?Who will gain & who will loose?

(Pohl, 2000)

Creating stemsDesign a...to...Devise a possible solution toIf you had access to all resources, how would you deal with...?Devise your own way to...What would happen if ...?How many ways can you...?Create new and unusual uses for...Develop a proposal which would... (Pohl, 2000)

SummaryBlooms revised taxonomySystematic process of thinking & learningAssists assessment efforts with easy-to-use formatVisual representation of alignment between goals & objectives with standards, activities, & outcomesHelps form challenging questions to help students gain knowledge & critical thinking skillsAssists in development of goals, objectives, & lesson plans

Graphic Organiser

Graphic Organiser Question Matrix

Topic/Issue/Problem

Event

Situation

Choice

Person

Reason

Means

What

Where / When

Which

Who

Why

How

Present

is?

are?

do?

does?

Past

was?

do?

did?

Possibility

can?

could?

should?

Probability

would?

Prediction

will?

Probability

might?

Graphic Organiser Primary Example VCAA 2008

Graphic Organiser Template - VCAA 2008

Question stems to be laminated, cut up and placed in a bag/container for the student Q Matrix lucky dip.What is ?What can ?When/Where is?When/Where can?Which is ?Which can ?Who is ?Who can ?Why is?Why can ?How is ?How can ?

What did ?What would?When/Where did?When/Where would?Which did ?Which would ?Who did ?Who would ?Why did ?Why would ?

How did ?How would ?What can ?What will ?When/Where can?When/Where will?Which can ?Which will ?Who can ?Who will ?Why can ?Why will ?

How can ?How will ?What might ?Who might ?When/Where might?Why might ?Which might ?How might ?

Questions

Sekian

TERIMA KASIHXIE XIENANDRI

Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Double bubble synonymous to a Venn diagram

*Double bubble synonymous to a Venn diagram

*Double bubble synonymous to a Venn diagram

*Tree Map for classifying *Tree Map for classifying *Tree Map for classifying *Brace Map 0 a tree map on its side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts*Brace Map 0 a tree map on its side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Multi-flow cause ad effect OR stimulus response mechanisms *Multi-flow cause ad effect OR stimulus response mechanisms *Bridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplastInvolves higher order thinkingVery useful for explaining complex concepts*Bridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplastInvolves higher order thinkingVery useful for explaining complex concepts**Get butcher paper, and fold it into e boxesStart from left to right to create maps as you present themWorking in groups . . *Get butcher paper, and fold it into e boxesStart from left to right to create maps as you present themWorking in groups . . *Get butcher paper, and fold it into e boxesStart from left to right to create maps as you present themWorking in groups . . *Get butcher paper, and fold it into e boxesStart from left to right to create maps as you present themWorking in groups . . **Taxonomy of Cognitive Objectives1950s- developed by Benjamin BloomMeans of expressing qualitatively different kinds of thinkingAdapted for classroom use as a planning toolContinues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking1990s- Lorin Anderson (former student of Bloom) revisited the taxonomyAs a result, a number of changes were made

**Remembering = Rote memorizationClassifying cognitive thinking into different levels, each building on the previous level, from the most simple to the most abstract

ORIGINAL = 8 years

REVISED = 6 years

Application (noun) to knowledge (verb)*LEVELS OR PRE-REQUISITES

SUGGESTED THAT A STUDENT CANNOT EFFECTIVELY OR OUGHT NOT TRY TO ADDRESS HIGHER LEVELS UNTIL THOSE BELOW THEM HAVE BEEN COVERED

EACH LEVEL IS SUBSUMED BY THE HIGHER LEVEL

LEVELS OF LEARNING CREATE AN EXPECTED CEILING FOR A GIVEN PROGRAM OR CURRICULUM

PROGRESSIVE CONTEXTUALIZATION

LOWER LEVELS PERHAPS JUST ENOUGH FOR A TECHNICIANS LEVEL OF COMPETENCE AND NOT BEYOND (FOR A MORE ADVANCED POSITION)*Make a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about.What characters were in the story?Make a chart showingMake an acrostic poem aboutRecite a poem you have learned.

*Write in your own wordsCut out, or draw pictures to illustrate a particular event in the story.Report to the classIllustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a coloring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.

*Construct a model to demonstrate how it looks or worksPractice a play and perform it for the classMake a diorama to illustrate an eventWrite a diary entryMake a scrapbook about the area of study.Prepare invitations for a characters birthday partyMake a topographic mapTake and display a collection of photographs on a particular topic.Make up a puzzle or a game about the topic.Write an explanation about this topic for others.Dress a doll in national costume.Make a clay modelPaint a mural using the same materials.Continue the story

*Use a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather information.Survey classmates to find out what they think about a particular topic. Analyse the results.Make a flow chart to show the critical stages.Classify the actions of the characters in the bookCreate a sociogram from the narrativeConstruct a graph to illustrate selected information.Make a family tree showing relationships.Devise a roleplay about the study area.Write a biography of a person studied.Prepare a report about the area of study.Conduct an investigation to produce information to support a view.Review a work of art in terms of form, color and texture.Draw a graphComplete a Decision Making Matrix to help you decide which breakfast cereal to purchase

*Write a letter to the editorPrepare and conduct a debatePrepare a list of criteria to judgeWrite a persuasive speech arguing for/againstMake a booklet about five rules you see as important. Convince others.Form a panel to discuss viewpoints on.Write a letter to. ..advising on changes needed.Write a half-yearly report.Prepare a case to present your view about...Complete a PMI onEvaluate the characters actions in the story

*Use the . . . strategy to invent a new type of sports shoe.Invent a machine to do a specific task.Design a robot to do your homework.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play, puppet show, role play, song or pantomime about..Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foodsDesign a CD, book or magazine cover for...Sell an ideaDevise a way to...Make up a new language and use it in an exampleWrite a jingle to advertise a new product.(Adapted from Dalton, 1986)********GOLDILOCKS STORY