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Selamat hari malaysia.... Selamat bercuti.. Selamat berseronok bersama keluarga.

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Mengikut lovat 1998 telah mendifinasikan kurikulum sebagai rancangan pendidikan yang membendung segala ilmu pengetahuan kemahiran nilai dan norma kebudayaan serta kepercayaan yang hendak diwarisi kepada generasi seterusnya.
kurikulum adalah teras dunia pengajaran dan pembelajaran yang setiasa berubah mengikut peredaran masa sosio politik sesebuah negara. sampai ketahap ini dah berapa kalikah itu  kurikulum vokasional berubah?
Mengikut Kalender gregory abad ke 21 bermulqa dari 2001 hingga 2100 tm

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pelajar mahukan jawapan dari  pengajar dan kita bersedia membuat refleksi dan mengkonsepsikan kerana itu kita mesti mahir a croos specialist

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Proses Pembelajaran Abad ke 21 amat memerlukan perancangan yang tinggi dari sudut pedogigal .

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a good article to read

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Guided learning with technology

Guided Learning refers to learning which is complementary to Scheduled Learning, clearly defined ('Guided') and time-constrained within unit specifications, and which it is an expectation that students will complete. It is the responsibility of every member of the course team to work to provide students with guided, structured, monitored learning for a significant proportion of the hours remaining outside the hours designated as Scheduled Learning.

By establishing and maintaining a model of providing Guided Learning in structured packages, providing students with access to content before their session and then using the face-to-face session for learning activity leading into active, dialogic face-to-face sessions, students learn the importance of coming to classes pre-loaded with information, ideas – and questions. When classes are dynamic sessions where students are expected not just to listen and watch slides for more than a few moments, where they are valued contributors to constructive, collaborative learning, attendance and retention remain high. You can even consider using technology in the classroom to engage students and capture their ideas and issues with clickers and SMS texting.

This is why Blackboard units have been structured with a pre-defined set of core areas, of which the third is entitled 'Guided Learning.' Guided Learning packages with activities can be delivered in sequence (preferable for structured, progressive learning) or released after pre-set milestones have been successfully completed; this also provides ways to monitor that students are engaging with what you have provided. The nature of packages will differ according to need and functionality. A package offers ways of connecting together tools within Blackboard and there is no reason why you should not mix and match a range of tools to make your own combinations to create your own package(s) to suit the learning you want students to undertake.  blo\m�

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The limitations of using chalk and talk

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Psychologist and cognitive learning theorist Jerome Bruner (1967) first outlined the principles of discovery learning in a book about how people construct knowledge based on prior experiences.
Similar constructivist learning theories were developed by John Dewey, Jean Piaget, and Lev Vygotsky, all of whom suggested that discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through experience.

According to Nadira Saab, et al., discovery learning is a process of inductive inquiry where learners conducting experiments, a theory which closely resembles the scientific process.
1). Learners identify variables, collect data, and interpret data.
2). Learners generate hypotheses in order to better describe and understand relationships between concepts.
3). Learners interpret the data, reject hypotheses, and make conclusions about information.

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Discovery Learning was introduced by Jerome Bruner, and is a method of Inquiry-Based Instruction. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination and creativity, and search for new information to discover facts, correlations and new truths. Learning does not equal absorbing what was said or read, but actively seeking for answers and solutions.

The Discovery Learning Model integrates the following 5 principles:

Principle 1: Problem Solving.
Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and simplifying knowledge. This way, learners are the driving force behind learning, take an active role and establish broader applications for skills through activities that encourage risks, problem-solving and probing.

Principle 2: Learner Management.
Instructors should allow participants to work either alone or with others, and learn at their own pace. This flexibility makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary stress, and makes them feel they own learning.

Principle 3: Integrating and Connecting.
Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real world. Familiar scenarios become the basis of new information, encouraging learners to extend what they know and invent something new.

Principle 4: Information Analysis and Interpretation.
Discovery learning is process-oriented and not content-oriented, and is based on the assumption that learning is not a mere set of facts. Learners in fact learn to analyze and interpret the acquired information, rather than memorize the correct answer.

Principle 5: Failure and Feedback.
Learning doesn’t only occur when we find the right answers. It also occurs through failure. Discovery learning does not focus on finding the right end result, but the new things we discover in the process. And it’s the instructor’s responsibility to provide feedback, since without it learning is incomplete.

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Effective Instruction require teachers to understand essential concepts and skills, to identify the contributing factors affecting the desired outcome and to utilize a variety of methods to teach and reinforce the desired concepts and skills. It includes providing access to the general education curriculum for all students. Teaching for learner differences can best be accomplished by engaging in a process which has teachers using student and instructional assessment data to make sound instructional decisions to meet the needs of individual students.

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Apa itu Discovery Learning?

Suatu kaedah belajar yang memfokuskan kepada maklumat yang tersedia sama ada disediakan oleh pengajar atau pelajar memperolehinya  secara sendiri.

Tujuannya adalah untuk mempertingkatkan pengetahuan melalui pembelajaran kendiri.

Discovery Learning dapat memberi proses pengajaran lebih berkesan seperti;
1). Berketerampilan dalam ilmu berbentuk ilmiah
2). Kearah strategi penyelidikan kreatif
3). Berketerampilan dalam mengkaji sesuatu persoalan
4). Penglibatan aktif dalam pembelajaran

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Bagaimana kita mengetahui pengajaran yang disampaikan sangat berkesan?

Pelajar dapat mencapai objektif pembelajaran (Learning Objective) melalui:
1).  Kefahaman semasa menjawab soalan lisan
2).  Kefahaman semasa menjawab kertas tugasan
3).  Kefahaman semasa menjawab Kertas Ujian teori
4).  Kebolehan melakukan latihan amali
5).  Kebolehan melakukan ujian amali
6).  Kebolehan menerangkan secara lisan semasa kelas amali

7). Pelajar berkebolehan membuat sebarang projek amali berpandukan pengajaran
teori yang dipelajari.
8). Pelajar mudah belajar dengan ABM seperti Power point, poster, menggunakan aplikasi web seperti youtube dsbnya
9). Mahir menggunakan peralatan ICT
10). Menggunakan pengajar sebagai fasilitator
11). pelajar belajar secara cooperative dan collaborative.

Sila komen... Betul ke ni?

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Bagi memastikan keberkesanan proses pengajaran, guru haruslah memainkan peranan yang penting agar objektif pengajaran yang telah ditetapkan dapat dicapai pada akhir sesi pengajaran.

Menurut Brown, G. & Atkins, M (1988) pengajaran berkesan menuntut kepada tenaga pengajar untuk mengetahui dan mendalami sesuatu mata pelajaran yang diajar.

Ciri-ciri guru berkesan:
1). Mempunyai kepakaran dan kecekapan dalam subjek yang diajar
2). Mempelbagaikan kaedah mengajar
3). Berkebolehan memberi penerangan yang jelas untuk disampaikan.
4). Melibatkan interaksi dua atau pelbagai hala dengan pelajar.

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Pengajaran berkesan bermaksud seorang pengajar atau guru yang harus memiliki pengetahuan yang luas dan mendalam mengenai sesuatu ilmu pengetahuan serta mempunyai kemahiran atau teknik profesional yang tinggi  (Dunne, R. & Wragg, T., 1994).
Mereka berpendapat yang pengajaran berkesan menuntut guru untuk:
i).  memahami isi kandungan sesuatu mata pelajaran
ii). memiliki ilmu pengetahuan mengenai topik dan perkara yang hendak diajar
iii). perlu menyiapkan diri dengan kemahiran tertentu dari aspek pengurusan kelas, menyoal soalan, penerangan yang jelas dan pemantauan  proses pembelajaran.

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Effective instruction involves processes of active instruction (teach, guide practice, model), teamwork (prompt, reinforce), assessment (monitor, assess) and celebration (recognize, celebrate)

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Establish and able to communicate clear and achieved my teaching objectives

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Characteristics of Effective Instruction require teachers to understand essential concepts and skills; to identify the contributing factors affecting the desired outcome, and to utilize a variety of methods to teach and reinforce the desired concepts and skills. It includes providing access to the general education curriculum for all students.

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clear, correction, consistent, connected

Effective instruction is when my students are able to provide feedback and answers correctly to my questions at the end of my lesson. It shows that my instruction is effective :)

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i will know when my instruction is effective when my learning objectives achieved after the lesson is conducted

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The Four C's of effective instruction;
1. Clear
2. Consistent
3. Corrective
4. Connected

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Effective Instruction requires teachers to understand essential concepts and skills; to identify the contributing factors affecting the desired outcome, and to utilize a variety of methods to teach and reinforce the desired concepts and skills.

We would know that the instruction is effective when the objective/objectives of the lesson is/are achieved.

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Teaching is the systematic presentation of content assumed necessary for mastery within a general area of knowledge. Instruction is a general term that means providing knowledge in a systematic way. The characteristics of effective instruction can be represented in four groups:
1. Planning instruction
2. Managing instruction
3. Delivering instruction
4. Evaluating instruction
All teachers plan, manage, deliver, and evaluate their instruction, whether they are working with students who are gifted, students with disabilities, or students without special needs.

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effective instruction is delivering instructions. It involves teachers behaviour and practices which enhance the leraning process.

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Effective instruction is when students are able to answer my questions at end of my lesson correctly. It will proof that my lesson was effectively delivered.

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What is effective instruction?
How do you know your instruction is effective?

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Discover Learning encourages active engagement. It develops our creativity and problem solving skills.

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proses pembelajaran yang terjadi bila pelajar tidak disajikan dengan pelajaran dalam bentuk finalnya, tetapi diharapkan mengorganisasi sendiri. Sebagaimana pendapat Bruner, bahwa: “Discovery Learning can be defined as the learning that takes place when the student is not presented with subject matter in the final form, but rather is required to organize it him self” (Lefancois dalam Emetembun, 1986:103). Ide dasar Bruner ialah pendapat dari Piaget yang menyatakan bahwa anak harus berperan aktif dalam belajar di kelas.

Read more :  http://www.ekaikhsanudin.net/2014/12/pembelajaran-model-discovery-learning.html#ixzz464QzGg4k
Under Creative Commons License: Attribution
Follow us: @ekaikhsanudin on Twitter | blog.ekaikhsanudin on Facebook Discover

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Discovery learning ialah proses pembelajaran yang terjadi bila pelajar tidak disajikan dengan pelajaran dalam bentuk finalnya, tetapi diharapkan mengorganisasi sendiri. Sebagaimana pendapat Bruner, bahwa: “Discovery Learning can be defined as the learning that takes place when the student is not presented with subject matter in the final form, but rather is required to organize it him self” (Lefancois dalam Emetembun, 1986:103). Ide dasar Bruner ialah pendapat dari Piaget yang menyatakan bahwa anak harus berperan aktif dalam belajar di kelas.

Read more :  http://www.ekaikhsanudin.net/2014/12/pembelajaran-model-discovery-learning.html#ixzz464QzGg4k
Under Creative Commons License: Attribution
Follow us: @ekaikhsanudin on Twitter | blog.ekaikhsanudin on Facebook

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Students participate in hands- on and problem solving activities

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DISCOVERY LEARNING

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Discovery Learning Is

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Discovery learning ialah satu kaedah pembelajaran yg memerlukan pelajar belajar melalui pkajika kajian dan pengalaman kendiri. Ianya menjadikan guru sebagai pembantu kpd gurupelaja r utk belajar

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Discovery learning is through past experiences and existing knowledge.

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Discovery learning requires the learner to apply his previous experience and existing knowledge in order to learn/discover facts or knowledge and relationship to new knowledge to be learned.
Example: problem solving learning

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Test test test

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Discovery learning is a  process of inquiry-based instruction that encourages learners to build on knowledge.

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Adussssss

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hi

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Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.

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Discovery Learning is whe

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Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.

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Discovery learning is an inquiry based constructivist learning theory that takes place in problem solving situations where the learner draws on his or her past experience and existing knowledge to discover facts and relationship and new thruths to be learned.

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Discovery learning is when students get their freedom in exploring a topic by themselves. They learn through correct and wrong.

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Discovery learning is an inquiry-based learning and considered as constructivism approach learning. Knowledge develop through child's interest and curiosity. It focus on learning through experience.

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Discovery learning is a technique of inquiry-based learning. It is a constructivist based approach that encourages learners to build on prior knowledge through experience and search for new information based on their interests.

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What is discovery learning?

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what is discovery learning...

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Chalk and Talk is useful when explaining certain concept where we can use some colours and drawing or to stimulate something to make children imagine and apply it. This kind of approach will make them think and critically respond to teacher.

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Wan Mohammed Azmi. Mana videonya?

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ASSALAMUALAIKUM
THIS I SESSION PLAN VIDEO PLEASE REVIEW IT DR.

THANKS
WAN MOHAMMED AZMI

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Salfarina n others, may be you want to read this one about 'chalk n talk'.

https://www.facebook.com/norizan.ahmad.336/posts/10154046601324280

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I believe that 'Chalk and Talk' approach still works :) However, it should not be used throughout the lesson as students have short attention span. If done correctly, it could gaige students attention as well as creates the interest in them.

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From what I understand, Pure Discovery and Guided Discovery are both Self-Discovery Learning.

Pure Discovery is when learners have maximal freedom to explore and learn without the assistance or support from others.  For example, when a learner is required to discover new content through conducting an experiment (science lesson). The learner receives no assistance from the teacher.

Guided Discovery is when the teacher provides systematic guidance focused on the learning objectives. For example, in a science experiment where students are given hints or what to attend to but not given the rule or answer. It is a facilitated sort of Self-Discovery Learning.

Pure Discovery is a good way of discovering new ideas. However, students might be side-tracked from the objectives and be misguided. I would prefer Guided Discovery as it helps the students to be on the right track, while getting the experience of Discovery Learning.

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For me, both technique of learning theories are good. The problem is how the teacher implement them in their classroom? And also how the student now days can adapt the learning activities?

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Pure Discovery: The learning theory related
http://www.learning-theories.com/discovery-learning-bruner.html

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chalk and talk is an important learning approach which can make students engaged in learning

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pure discovery can be describe as self discovery? >.<

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What do you think of 'Chalk and Talk' approach?

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Pure and Guided Discovery:
•What can you say about this?

•Give some examples of pure discovery

•Give some examples of guided discovery