professional learning community - ipbl.edu.my walk.pdf · questioning techniques will allow ......
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Memahami konsep Learning Walks sebagai salah satu kaedah PLC
Merancang sesi LW
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berasal daripada amalan pengurusan eksekutif Hewlett-Packard
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I would like to learn the
art of questioning. I have a
super good class this year and it’s
my first time teaching a good class.
I need to learn the art of
questioning because good
questioning techniques will allow
students to think critically and
rationally. This will be helpful when
students need to elaborate on
ideas for composition writing…as
everyone know students these
days hardly read to have much
extended ideas or knowledge .
Fidelia Sipaun, SMK Sri Nangka, Tuaran
Teachers requests
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My interest is to find an
approach to make my lesson interesting. I
noticed a teach in my school use game cards in the teaching of the novel ‘The Curse’. This is an absolutely delightful visual impact that will help my students connect the characters to the incidences . It will help them tremendously in answering the 15 mark question.
Aminuddin Lastar, SM La Salle, Kota Kinabalu
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Bagi saya suasana bilik darjahyang kondusif amat penting
untuk menjalankan pembelajaran danpengajaran yang berkesan. Saya telahbelajar satu cara yang merangsangkandaripada guru sekolah rendah . Papankenyataan dibilik darjah di hiasi denganbahan-bahan yang menarik dan warna-warna yang lembut. Apabila sayamencontohi cara ini disekolah saya, kesannya kehadiran pelajarmendorongkan dan saya berasa amatselesa mengajar di dalam bilik darjahyang selesa.
Claris Hee, SM St. Michael, Kota Kinabalu
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Michael Toh
• When facing problems, almost 100% of our beginning teachers fall back to the strategies they observed from their own teachers
~ Michael Toh, Pensyarah Jabatan Bahasa
• Observation is a powerful tool for beginning teachers
~ John Taylor, Trainee Fellow
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Berjalan di sekeliling sekolah untuk : memerhatikan pengajaran/aktiviti guru lain dengan protokol dan fokus yang spesifik ...
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TUJUAN PEMERHATIAN LEARNING WALKS
Mengumpulkan bahan bukti aksipengajaran pembelajaran (learning in action).
Membuat perbincanganberdasarkan bahan bukti pemerhatian.
Belajar daripada amalan-amalanpengajaran dan pembelajaran yang berkesan yang boleh dipraktikkanuntuk diri sendiri dan guru lain.
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LANGKAH I• Penetapan Fokus Untuk Pemerhatian
LANGKAH II
• Pengumpulan Bahan Bukti MelaluiPemerhatian Kelas-kelas
LANGKAH III
• Perkongsian Dapatan DenganSemua Guru Di Sekolah
LANGKAH I
LANGKAH II
LANGKAH III
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PERTAMA(Sebelum)
KEDUA(Semasa)
KETIGA(Selepas)
1. MembentukkumpulanLearning Walksyang terdiri daripada3-4 guru.
2. Berkumpul untukmembincangkan fokusyang akan diperhatikan.
3. Menetapkan tarikhdan waktu untuk sesiLearning Walks.(Tool Kit 1)
3 peringkat pelaksanaan :
1. Perbincangan PraPemerhatian ( Pre-Walkdiscussion)
2. Lawatan bilik darjah(Classroom visit)
3. Perbincangan Pasca-Pemerhatian(Post- Walk Discussion) –Refleksi
(Tool Kit 2)
Dapatan sesi Learning Walkdikongsi bersama semuaguru dalam jangka masaseminggu selepas sesi
pemerhatian.
( Tool Kit 3)
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MULA
PerbincanganPrapemerhatian
(15 min)
Kelas 1
(10 min)
Perbincangan Koridor 1
(5 min)
Kelas 2
(10 min)
Perbincangan Koridor 2
(5 min)
Kelas 3
(10 min)
Perbincangan Koridor 3
(5 min)
AKHIR
Perbincangan Pascapemerhatian &
Refleksi
(15 min)
Perkongsianbersama semua
guru(masa seminggu)
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Petikan daripadalearningleadershipstudy.org/LLS/Learning_Walk.html
Learning Walks is “to observe and ‘steal’ practices and methods that work”
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Terima Kasih
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Following slides For hyperlink
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Fokus mestilah boleh diperhatikan dalam bilik darjah. (observable focus)
Fokus mestilah dinyatakan dengan jelas. (clearly articulated)
Fokus mestilah berhubung dengan peningkatanprofesionalisme. (linked to profesional learning)
Fokus mestilah mempunyai kepentingan berkaitdengan sekolah. (linked to school priorities)
boleh melibatkan pelbagai mata pelajaran.
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Pengumpulan bahan bukti adalah berdasarkan fokus danboleh melibatkan aspek-aspek berikut:
Persekitaran fizikal
Sampel aktiviti pelajar
Perbincangan pelajar
Organisasi bilik darjah e.g. papan kenyataan
Arahan guru di dalam bilik darjah dan fokus yang eksplisit(Classroom instruction and explicit focus)
Penggunaan bahan sumber
Bahan pembelajaran (Learning tools)
Penggunaan teknologi
Amalan penilaian (Assessment practices)
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PERANAN AHLI KUMPULAN SESI LEARNING WALK
LEAD WALKER
Memastikan penglibatan semuaahli dalam perbincangan pra danpasca pemerhatian LW
Memastikan ahli memahamifokus pemerhatian LW
Memastikan semuaperbincangan adalahberlandaskan bukti yang didapati semasa pemerhatian LW
Memastikan dapatan LW dikongsi bersama semua stafdalam masa seminggu
WALKING TEAM
• Memahami fokus sesi LW
• Mematuhi protokol LW
• Menepati masa LW
• Membuat perbincanganberlandaskan bukti danmengelakan kritikan dan penilaianperibadi
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Each participant is given a Learning Walk Data Collection Chart
Discussion on the chart Protocol is discussed What we do and not do during a walk Possible scenarios are examined Discussion of “Look Fors”
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PROTOKOL LEARNING WALKS
Semua peserta LW mesti hadir untukperbincangan Pra-Pemerhatian.
Pelajar dimaklumkan lebih awal tentangkehadiran pelawat ke dalam bilik darjah.
Peserta LW mesti patuh kepada fokus yang telahdipersetujui.
Peserta LW mesti elakkan daripada memberikomen bersifat ‘judgemental’.
Peserta LW tidak boleh menggangupembelajaran dalam bilik darjah.
Peserta LW tidak boleh bercakap sesama sendirisemasa didalam bilik darjah.
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Ask each walker: Are you missing data?
Did you see any Ah-Ahs?
Ideas, strategies, and/or techniques that were used effectively.
Are you ready to move on?
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At the end of the classroom visits, all walkers convene for a debriefing session. They share the observations collected and identify any patterns which may have emerged. Wonderings may then be formulated based on the evidence. Conclusions are not formed. All evidence and wonderings are collated by the Lead Walker