kitar pembelajaran 5e
TRANSCRIPT
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Kitar Pembelajaran5 Es
OlehEnchum binti Ibrahim
Jabatan Sains
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Constructivism
Adalah proses di mana murid memperolehi dan membina pengetahuan sendiri secara individu dan juga bersama
Berkaitan : Piaget (konstruktivisme kendiri) dan Vygotsky (konstruktivisme sosial)
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Pembelajaran daripada Perspektif Konstruktivisme
Pembelajaran dilihat sebagai suatu proses di mana murid membina makna secara aktif daripada pengalaman yang dilaluinya dan bersangkutan dengan pengetahuan sedia ada serta dalam konteks sosial.
Peranan guru adalah menyediakan satu situasi yang mencabar murid.
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Kitar Pembelajaran
Dapatan kajian mencadangkan guru memperingkatkan pengajarannya kepada beberapa siri pengajaran atau fasa pembelajaran
Pemeringkatan ini dinamakan Kitar pembelajaran
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Lesson Design Menu
Appetizer
(Exploration)
Main Course
(Concept Development)
Dessert
(Concept Application)
Focus and ReviewStatement of Objective
Teacher Input Presentation
Guided Practice
Independent PracticeClosure
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Exploration Phase
Purpose Activate prior knowledge Draw students into the lesson Focus students’ attention on task with
clear purpose
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Activating prior knowledge Goal is to establish a connection
between what they know and the new information (advanced organizers, anticipatory set, external mediators)
External Mediator Class discussion Provocative objects Graphic outlines of material
to be covered
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Discussion Sequence
Existing knowledge Thought association Rapid recognition Quick lesson review Open discussion
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Graphic Organizers Bubble trees Prediction charts K-W-L Venn Diagrams Cycles Thinking Maps (see
Course Packet p. 95)
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Establishing a Clear Purpose Children ask: “Why is this
important?” Knowing what is expected is
important Must be linked to prior knowledge and
lessons Generally comes last during
introductory sequence Focuses student attention
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The Development Phase This is the main learning experience This is III. Teacher Input or
Presentation Key Questions:
What basic concepts or skills are to be taught? What learning materials should be used? How can the teacher help students construct key
concepts and skills? What strategies can be used to ensure that
students understand and master the skill?
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Teaching the Concept
1 Provide Information Explain the concept Define the concept Provide examples of the concept Model
2 Check for understanding Pose key questions Ask students to explain concept/definition
in their own words Encourage students to generate their own
examples
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Concepts and Examples Community
Wilmington Washington, DC Tokyo
Mountain Mt. Everest Mt. Fuji Grandfather
Mountain
Island Hawaii Cuba Wrightsville Beach
Justice Taking turns Writing down rules Applying rules
equally to everyone
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Factstorming Process of finding relevant details
associated with a concept
Fact
Fact
Fact
Fact
Fact
Fact
Concept
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Task Analysis Skills are mental or physical
operations having a specific set of actions that are developed through practice
Task analysis: process of identifying component parts of skills and sequencing the steps
Modeling of skills is highly effective and efficient
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Materials for Instruction
Bruner’s three level of learning Enactive Iconic Symbolic Select materials that
represent a balance of these three levels
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Assisting students as they construct key concepts
Use of language-based strategies General instructional conversations Small group instructional conversations Graphic organizers
Conceptual Sequential Cyclical Hierarchical
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Questioning Strategies Two types of questions: Purposes?
Closed Open-ended
Art of Questioning (Dewey) p. 297 Framing questions and “Wait time”
Ask question Pause 3 – 5 seconds Call on someone to respond Pause 3 – 5 more seconds to give think time
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Concept/Skill Application Phase Opportunity to apply and practice
new skill or concept through special projects or independent activities
Two parts: Guided Practice Independent Practice or Functional
Application Should result in constructing deeper
meaning
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Guided Practice
Many kinds of practice for new learning
Use of concept mapping/graphic organizers Conceptual Sequential Cyclical Hierarchical
Thinking Maps
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Independent Practice
Independent Activities – (different activity from Guided Practice!)
Focus on creativity and choice Provide for extension, application,
relevance, and usefulness
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Closure
Involves summarizing, sharing, reviewing, extending the concept
May provide transition to new lesson or learning