Alat pemikiran pendidikan moral
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Semelhante a Alat pemikiran pendidikan moral
Semelhante a Alat pemikiran pendidikan moral (20)
Alat pemikiran pendidikan moral
- 4. Apa dia? Mengapa ia perlu? Bagaimana cara menggunakannya? Apa itu Alat pemikiran?…
- 5. Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan berkesan. Thinking Tools…
- 6. Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p yang berkesan. Alat Pemikiran…
- 7. Alat Pemikiran/Thinking Tools Taxanomy Bloom Thinking maps 6 thinking hats Thinkers keys Mind maps Multiple intelligences Venn diagram SWOT Cort1 PMI (plus,minus, interestin Scamper Question matrix KWHL T-chart Y-chart Graphic organisers Lotus diagram Flow chart Bone diagram Fishbone diagram
- 8. I THINK
- 9. 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.
- 10. PETA MINDA I THINK Peta 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.
- 11. I THINK • 8 Peta pemikiran • 8 Proses minda
- 14. 8 KUNCI KEMAHIRAN/PROSES PEMIKIRAN: Sumbang saran / mendefinisi Menerangkan membanding beza membuat pengelasan Hubungan seluruh-bahagian Urutan Sebab dan akibat Analogi (hubungan yang sama)
- 15. Mendefinisi mengikut konteks PETA BULATAN Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.
- 16. Peta Bulatan Circle Map Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 17. mendefinisi mengikut konteks Peta Bulatan Adapted from “Thinking Maps® - Tools for Learning” © 1995 Topik utama Konsep yang anda tahu Sempadan Proses sumbang saran
- 18. mendefinisi mengikut konteks Peta Bulatan Adapted from “Thinking Maps® - Tools for Learning” © 1995 14 Nilai Universa l Kepercayaan kepada Tuhan hormat bertanggungjawab Hemah tinggi Kasih sayang Keadilan Kederhanaan Kerjasama Berterima kasih Kejujuran Kerajinan Keberanian Baik hati Toleransi Dokumen Standard P Moral
- 19. Menerangkan PETA BUIH: Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.
- 20. PETA BUIH BUBBLE MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 21. Untuk menerangkan (adjektif) Peta Buih Adapted from “Thinking Maps® - Tools for Learning” © 1995 Konsep utamaAdjektif 1 Adjektif 4 Adjektif 2 Adjektif 3 Adjektif 5 Adjektif 6
- 22. Peta Buih Untuk menerangkan, guna adjektif Adapted from “Thinking Maps® - Tools for Learning” © 1995 jujur rajin Amanah baik hati ikhlas budi bahasa Krishnan
- 23. PETA BUIH BERGANDA: Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza Membanding beza
- 24. PETA BUIH BERGANDA DOUBLE BUBBLE MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 25. Untuk banding beza PETA BUIH BERGANDA Adapted from “Thinking Maps® - Tools for Learning” © 1995 konsep 1 konsep 2 sama beza sama beza beza beza beza beza sama
- 27. Untuk banding beza PETA BUIH BERGANDA Adapted from “Thinking Maps® - Tools for Learning” © 1995 BPK THAN VELU India UPM Thn Baru Cina Buddha Cina Deepavali Hindu SAINS SOSIAL
- 28. Membuat Pengelasan PETA POKOK: Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.
- 29. Membuat Pengelasan PETA POKOK Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 30. Membuat Pengelasan PETA POKOK Adapted from “Thinking Maps® - Tools for Learning” © 1995 Reading Skills: Main Ideas & Details; Taxonomy Pendidikan Moral Fokus Tema Nilai Kognitif Psikomotor Diri Saya Saya & JiranPenaakulan Perlakuan
- 31. Hubungan Seluruh- bahagian PETA DAKAP: Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.
- 32. PETA DAKAP BRACE MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 33. Hubungan seluruh & bahagian PETA DAKAP Adapted from “Thinking Maps® - Tools for Learning” © 1995 Fokus PM Sek Ren Perasaan Penaakulan Tindakan tanggungjawab akauntabiliti Perlakuan mental menaakul perlakuan baik/jahat salah/benar
- 35. PETA ALIR: Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu. Urutan
- 36. PETA ALIR FLOW MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 37. URUTAN PETA ALIR Adapted from “Thinking Maps® - Tools for Learning” © 1995 Langkah 1 Langkah 2 Langkah 3 Langkah 1a Langkah 1b Langkah 2a Langkah 2b Langkah 3a Langkah 3b
- 38. Urutan PETA ALIR Adapted from “Thinking Maps® - Tools for Learning” © 1995 Membersihkan bilik darjah Pengajaran & Pembelajaran Aktiviti ko-kurikulum Sapu lantai Buang sampah Pendidikan Moral Pendidikan Islam Kelab & persatuan Unit Ber- uniform
- 39. 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.
- 40. PETA PELBAGAI ALIR MULTI FLOW MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995
- 41. Sebab dan akibat PETA PELBAGAI ALIR Adapted from “Thinking Maps® - Tools for Learning” © 1995 Masalah/ isu Sebab 2 Sebab 1 Akibat 1 Akibat 2
- 42. suka bantu keluarga Rajin belajar Suka tolong kawan Hock Seng Disayangi rakan-rakan Cemerlang dalam pelajaran Disayangi keluarga SEBAB AKIBAT
- 43. 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).
- 44. PETA TITI BRIDGE MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995 Sama seperti
- 45. Analogi PETA TITI Adapted from “Thinking Maps® - Tools for Learning” © 1995 Sama seperti
- 46. tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist Faktor Penghubungan: tempat ibadat dengan penganutnya
- 48. THINKING TOOL PMI (Plus, Minus, Interesting/ Tambah, Tolak, Menarik)
- 51. LATIHAN MENGHADIRI KURSUS JU DI HOLIDAY VILLA BEACH RESORT, CHERATING ???
- 52. 5/9/2014 52 TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve) MINUS (-ve) Interesting Tambah ilmu Makan percuma Ramai kawan baru Tingggal di hotel Membeli belah Tekanan/pening Berat badan bertambah Kerja di sekolah tertangguh Jauh dari keluarga Duit habis Terdahulu mendapat maklumat tentang KSSR Menikmati pelbagai jenis makanan Berkongsi idea dari pelbagai negeri Kepuasan Dapat berjumpa dgn Penulis buku Menambah ilmu Berkongsi ilmu Penceramah yang peramah Makanan tak sedap Tak ada wi-fi Mabuk lift Lift jammed Letih Jadual padat Tak dapat mandi di kolam Ramai kawan Ada kolam renang Berdekatan dgn pusat membeli belah Pemandangan yg cantik
- 53. 5/9/2014 53 TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve) MINUS (-ve) Interesting Dapat tambah pengetahuan baru Tambah kenalan Pengalaman baru sbg JU Kongsi idea dan pngalaman Pertambahan tugasan Gangguan pdp Matlamat MMI terjejas Tugasan sekolah tertunggak Wifi berbayar Peluang melancong Seronok bersama kawan Penceramah yg hebat Makanan yang sedap Banyak pengalamn Kawan baru Kongsi idea Dapat maklumat awal Jauh dari keluarga Keluar kos Pdp tertangguh Tambah tanggungjawab Dapat rasai tempat baru Dapat beli belah Dapat duduk hotel Makanan percuma
- 54. 5/9/2014 54 TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve) MINUS (-ve) Interesting Dapat memahami bidaya pelbagai bangsa Mendapat motivasi dan latihan sebagai JU Bilik hotel kurang selesa bilik perbincangan tidak kondusif Tekanan Kursus sampai malam Hujan tak henti-henti, tak boleh shopping Masa terlalu suntuk Di tengah pusat Bandar Eratkan perpaduan Bercukup rehat Benda baru kenalan dgn pakar bidang Ketahui pedagogi terkini HOTS OverTime Merapatkan hubungan sesama peserta tanpa mengira kaum Interaksi yang berkesan antara kawan-kawan Budaya 1 malaysia diwujudkan Penceramah yang berkaliber dan peramah
- 55. THINKING TOOL 6 THINKING HATS
- 56. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group Six hats Six colors Six types of thinking The hats are directions, not descriptions of thinkers Each thinker should be able to use all of the hats
- 57. The Six Thinking Hats® Tool Kit Blue Hat Thinking- Process Thinking about thinking What thinking is needed? Organizing the thinking Planning for action White Hat Thinking- Facts Information and data Neutral and objective What do I know? What do I need to find out? How will I get the information I need? Green Hat Thinking - Creativity Ideas, alternative, possibilities Provocation - "PO" Solutions to black hat problems
- 58. Yellow Hat Thinking- Benefits Positives, plus points Logical reasons are given. Why an idea is useful Black Hat Thinking - Cautions Difficulties, weaknesses, dangers Logical reasons are given. Spotting the risks Red Hat Thinking - Feelings Intuition, hunches, gut instinct My feelings right now. Feelings can change. No reasons are given.
- 59. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group Ways to Use the Hats Individually (i.e., thinking alone) In conversation In meetings Reports and presentations
- 60. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group white hat What information is available? What information do we need? How are we going to get the missing information?
- 61. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group red hat What are my feelings right now? What does my intuition tell me? What is my gut reaction?
- 62. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group black hat What are some possible problems? What difficulties could we encounter? What are points for caution? What are the risks?
- 63. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group yellow hat What are the benefits? What are the positives? What are the values? Can this be made to work?
- 64. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group green hat What creative ideas do we have? What are the alternatives? How can we overcome the black hat difficulties?
- 65. six thinking hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group blue 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?
- 67. WHITE HAT RED HAT YELLOW HAT BLUE HAT BLACK HAT GREEN HAT Identify the fact and details of a topic Looks at a topic from the point of view of emotions and feelings Focuses on the positive aspects of a topic Focuses on reflection, metacognition (thinking about thinking that is required) and the need to understand the big picture Examines the problems associated with a topic Requires creativeness, imagination and lateral thinking about a topic THINKING HATS
- 70. Taxonomy = Klasifikasi mengkelaskan aras pemikiran 6 aras pemikiran kognitif
- 71. Mengapa Taksonomi Bloom perlu? • Merangka dan mengkaji objektif pembelajaran • Membina kurikulum • Mengenali kemahiran mudah dan kemahiran sukar • Menyepadukan objektif pembelajaran dengan teknik penilaian secara efektif
- 73. Mencipta Murid dapat mencipta produk baru @ idea baru Thomas A.Edison Menilai Murid dapat mencari rasional @ justifikasi ke atas sesuatu pandangan/pegangan atau keputusan. Hakim Menganalisis Murid dapat membanding bezakan bahagian-bahagian yang berlainan Bahagian kereta Mengaplikasi Murid dapat menggunakan pengetahuannya. Menggunakan manual pengguna Memahami Murid dapat menerangkan idea@konsep Kamus Mengetahui Murid dapat mengingati sesuatu informasi Ensaiklopedia
- 74. Questioning . . . • Higher level questions require complex application, analysis, evaluation or creation skills • Higher level questions – Encourage students to think more deeply and critically – Facilitate problem solving – Encourage discussions – Stimulate students to seek information on their own University of Illinois (2006)Handout #
- 75. Mengetahui Murid dapat mengingati & menyatakan apa yang telah dipelajari –Describing –Finding –Identifying –Listing –Retrieving –Naming –Locating –Recognizing Can students recall information?
- 76. “Remembering” stems What happened after...? How many...? What is...? Who was it that...? Name ... Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, 2000)
- 77. Memahami Murid dapat menginterpretasi maksud /apa yang telah dipelajari –Classifying –Comparing –Exemplifying –Explaining –Inferring –Interpreting –Paraphrasing –Summarizing Can students explain ideas or concepts?
- 78. “Understanding” stems Explain why… Write in your own words… How would you explain…? Write a brief outline... What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify… Illustrate… (Pohl, 2000)
- 79. Mengaplikasi Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan daripada yang dipelajari. –Implementing –Carrying out –Using –Executing Can students use the information in another familiar situation? c =
- 80. “Applying” stems Explain another instance where… Group by characteristics such as… Which factors would you change if…? What questions would you ask of…? From the information given, develop a set of instructions about… (Pohl, 2000)
- 81. Menganalisis Murid dapat menghuraikan/ menganalisis maklumat yang dipelajari untuk memahaminya dengan lebih detail. –Attributing –Comparing –Deconstructing –Finding –Integrating –Organizing –Outlining –Structuring Can students break information into parts to explore understandings and relationships?
- 82. “Analyzing” stems Which 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)
- 83. Analyzing Verbs Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Discriminate Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize Products Questionnaire Database Abstract Report Graph Spreadsheet Checklist Chart Outline Comparison Graphic organizer (Tarlinton, 2003)
- 84. Analyzing Project Ideas Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information and analyze the results Make a flow chart to show the critical stages of an event or story plot Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Conduct an investigation to produce information to support a point of view Review a work of art in terms of form, color and texture Create a Decision Making Matrix to help you decide which breakfast cereal to purchase (Tarlinton, 2003)
- 85. 85
- 86. Menilai Murid dapat membuat keputusan berdasarkan kritikan/ penilaian/rekfleksi yang mendalam –Checking –Critiquing –Detecting –Experimenting –Hypothesising –Judging –Monitoring –Testing Can students justify a decision or a course of action?
- 87. “Evaluating” stems Judge 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)
- 88. Evaluating Verbs Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject Products Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech (Tarlinton, 2003)
- 89. Evaluating Project Ideas Persuasive presentation for a new school rule/suggesting changes needed Prepare and conduct a debate Prepare a list of criteria to judge Presentation about five rules you see as important and convinces others of their importance Write a half-yearly report evaluating personal progress Evaluate the character’s actions in the story (Tarlinton, 2003)
- 90. Evaluating Questions Is there a better solution to...? Judge the value of... What do you think about...? Can you 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, Learning to Think, Thinking to Learn, p. 14)
- 91. Mencipta Murid mencipta idea baru atau maklumat dengan menggunakan apa yang telah dipelajari –Constructing –Designing –Devising –Inventing -Making –Planning –Producing Can students generate new products, ideas, or ways of viewing things?
- 93. “Creating” stems Design a...to... Devise a possible solution to… If 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)
- 94. Creating Questions Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
- 95. Creating Verbs Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Imagine Generate Products Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech (Tarlinton, 2003)
- 96. Creating Project Ideas 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 foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product (Tarlinton, 2003)
- 97. The New Bloom’s
- 98. LATIHAN DILEMA HEIZ- GUBAH SOALAN BERDASARKAN VERSI BARU BLOOM
- 99. "Di Eropah, seorang wanita sedang menghadapi maut kerana sakit tenat. Para doktor mengesahkan bahawa hanya terdapat satu ubat sahaja yang dapat menyembuhkan penyakitnya itu. Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam wang yang secukupnya untuk membeli ubat berkenaan. Beliau berjumpa dengan semua orang yang dikenalinya untuk meminjam wang. Tetapi, beliau hanya dapat setengah daripada jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki yang membuat ubat itu dan mengatakan bahawa isterinya sedang sakit tenat lalu meminta supaya ubat itu dijual dengan harga murah sedikit ataupun membenarkannya membayar harga ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya telah membuat ubat ini dan saya akan mendapatkan wang daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al., 1983, hlm 81)
- 100. HEINZ • Isteri sakit tenat • Ubat mahal • 10 kali ganda kos asal • Heinz tak mampu • Pinjam duit tapi xcukup duit • Rayu pada sipenjual • Sipenjual tidak berganjak • Heinz terdesak • Pecah masuk kedai • Curi ubat untuk mengubati isterinya
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