pengenalan & isu plc dan ciri-ciri

7/29/2019 Pengenalan & Isu PLC Dan Ciri-Ciri

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KOMUNITI PEMBELAJARAN

PROFESIONAL (PROFESSIONALLEARNING COMMUNITY)

INSTITUT AMINUDDIN BAKIKEMENTERIAN PELAJARAN MALAYSIA


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Sila tulis di atas sekeping kertas respons andaterhadap soalan berikut :

Mengapa anda berada di dalam bilik iniselama 3 hari?

Apakah harapan anda selama di sini?


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PLC refers to school cultures which foster

learning among teachers within the school;cultures in which teaching is less private andmore transparent for feedback andimprovement.

(Fullan, 2007)


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PLC merujuk kepada budaya sekolah yang

menggalakkan pembelajaran dalam kalanganguru di sekolah; budaya di mana mengajar

bukan dianggap kerja masing-masing, tetapilebih transparen untuk mendapatkan

maklumbalas dan melaksanakanpenambahbaikan.

(Fullan, 2007)


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An on going- process in which educators workcollaboratively in recurring cycles of collective

inquiry and action research to achieve betterresults for the student they serve.

PLCs operate under the assumption that the key to

improved learning for students is continuous, jobembedded learning for educators.

DuFour, DuFour, Eaker and Many (2010)


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An ongoing process through which

teachers and administrators work

collaboratively to seek and share learningand to act on their learning, their goal

being to enhance their effectiveness as

professionals for students benefit (Hord,1997)


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A professional learning community ischaracterized by the collaborative work of

educators to continuously seek, share, andact on their learning in order to improvetheir practice for the purpose of improvedstudent outcomes (Astuto, 1993).


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Educators committed to working

collaboratively in ongoing processes of

collective inquiry and action research toachieve better results for the students

they serve

(DuFour, DuFour, Eaker, & Many, 2006).


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Keberkesanan secara usaha kolektif stafdengan menumpukan kepada :

1. Menggunakan kemahiran dan pengetahuanguru;2. Membina hubungan yang berkualiti;3. Mempunyai program yang sangat berfokus;4. Menggerakkan sumber-sumber sedia ada;5. Berkongsi kepimpinan.

(Fullan, 2007)


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5

Shows several overall benefits for

teachers: Reduction in teacher isolation,

increased commitment to schoolmission and goals, collective

responsibility for student success, lower

rates of absenteeism, and commitmentto making changes in practice (Hord, pp.

33-34).


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Decreased drop out rate

Lower absenteeism Larger academic gains

Smaller achievement gaps

(equitable learning)


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Teachers, like other professionals,

must possess and continue to build

their own specialized knowledge base.Teachers, like other professionals,

should be engaged in collegialprofessional learning communities thatare guided by goals for studentlearning and focused on ongoing

improvement.(Loucks-Horsley, Stiles, Mundry, Love & Hewson, 2010)


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Guru-guru tidak suka berkongsi amalan ataupraktis mereka dalam kelas dengan rakan

lain. Tidak cukup masa untuk berbincang

mengenai penambahbaikan. Takut orang lain tahu kelemahan mereka. Tidak berminat bekerja dalam kumpulan Susah mengubah cara kerja baru.


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Rick DuFour and Robert Eaker (1998,2002, 2004) suggest staff in effective

schools work together to answer threecritical questions:

(1) Exactly what is it we want all studentsto learn? (2) How do we know if they learned it? (3) What will we do if they dont learn?


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A program to be implemented A package of reforms to be adopted A step-by-step recipe for change A sure-fire system borrowed from another

school One more thing to add to an already

cluttered school agenda

A PLC IS A PROCESS THAT WILL CHANGE ASCHOOLS CULTURE!


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None of us knowwhat all of us

know!


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Dalam kumpulan, bincang perkara berikut :

Adakah budaya bekerja dalam kumpulanwujud di sekolah anda?Adakah perkongsian maklumat antara guru

sering berlaku di sekolah anda?Mengapa sukar untuk melaksanakan perkara

di atas?


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LIMA ELEMEN DALAM PLC

FOCUS ON LEARNING

COLLABORATIVECULTURE

COLLECTIVE INQUIRY INTO

RESEACRH BASED BESTPRACTICE

ACTIONS ORIENTATION PROFESSIONAL

LEARNING BY DOING

ALL MEMBERSMUTUALLY

ACCOUNTABLE FORTARGETED RESULTS


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KEFAHAMANDAN NILAI

YANG SAMA

INKUIRISECARA

KOLEKTIF

PASUKANKOLABORATIFYANG

BERKONGSIMATLAMATYANG SAMA

KOMITMENDALAM

TINDAKAN

KOMITMENUNTUK

PENAMBAHBAIKAN

BERTERUSAN

KESEDIAANUNTUK

DINILAI &BERASASKAN

KEPUTUSAN


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BERKONGSI VISIDAN NILAI

TANGGUNGJAWABKOLEKTIF KE ATAS

PEMBELAJARANMURID

FOKUS KEPADAPEMBELAJARAN

GURU DAN MURIDSECARA

KOLABORATIF

MEMBINAHUBUNGAN

DENGANINDIVIDU DAN

BERLAKUPEMBELAJARAN

PROFESIONALKOLEKTIF

INKUIRIREFLEKTIF

KETERBUKAAN DANPENYERTAAN DALAMMEMBINA JARINGAN

KERJASAMA

MEMBINAKEPERCAYAAN,

RASA HORMAT DANSOKONGAN


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TINDAKAN YANG PERLU UNTUKMEMBENTUK PLC

Memperuntuk masa untuk berjumpa danberbincang

Membentuk bilik atau ruang perbincangan

Memberi peluang berkomunikasi dan bertukarpendapat

Memotivasi staf dan menyokong PLC olehpemimpin

Memberi lebih autonomi untuk guru bertindak


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Bagaimana Membentuk Kumpulanyang Saling Belajar?

Langkah 1 :Membentukkumpulan belajar

Langkah 2 :Memfokuskanpembelajaran

murid yangberkesan

Langkah 3 :Memfokuskankeberhasilandan

pembudayaanPLC


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Penambahbaikan Sekolah

Komuniti Pembelajaran Profesional

DialogReflektif

Perkongsian

Praktis

Fokus

Kolektif

TerhadapPembelajaran

Murid

Kolaborasi

Perkongsian

Norma &

Nilai

STRATEGI PLC


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Komuniti Pembelajaran Profesional dapatdibudayakan dengan adanya kerjasama jitu

antara semua pemimpin (disemua peringkat)di sekolah.

Kesepaduan ciri PLC dapat merealisasikan

hasrat dan harapan untuk mencapaikecemerlangan anak didik kita.


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