FRIDAY 28 APRIL 2017
Assalamualaikum everyone 🙂
today i want syare what i learn in class instructional technology. im feel happy because i got new knowledge from Dr Shukri Nordin.
Thats topics our learning today :
- Becoming a 21st Century Teacher
- Malaysian Education Blueprint
- Learning Theories
- Assure Model
i’m will explain our topics today. insyaAllah !! Enjoy guys hehe
- Becoming a 21st Century TeacherCommunication, Collaboration, Creativity, and Critical thinking – or “the four C’s.” These are the four components of the much talked-about 21st century learning and innovation skills, a movement and framework that illustrates the skills and knowledge needed for students to succeed in school, work, and life.The ability for students to collaborate, work on authentic problems, and engage with the community is believed to be what will separate those who are prepared for increasingly complex life and work environments, and those who are not.Tyler Tarver, Miner Academy Principal & Learning Bird lesson contributor acknowledges that “ the job landscape is changing” and that “students are attending school every day to train for jobs that could very well not exist yet,” making the need for these 21st century skills to be all the more important.Teachers know about these skills and believe them to be important. They also understand the teaching methods that are required to promote them and believe them to be effective, yet research shows they are not using them. A recent study showed that most instructional time is composed of seat work and whole-class instruction led by the teacher. Even when class sizes are reduced, teachers do not change their teaching strategies to use more student-centric methods.Part of the 21st century skills movement’s plan is the call for greater integration with technology. Not only is mastering technology and computing devices an important 21st century skill, but technology also gives teachers the opportunity to enhance their lessons, making them more engaging and effective. An online tool like Learning Bird provides teachers with a diverse library of digital content for differentiating instruction in the classroom. They can also view and be inspired by other teachers’ lessons, adding to their professional development and opening up opportunities for classroom innovation. Such a tool will also promote the self-directed study skills that are so key to student success.
Tyler Tarver also explains “The thing we must remind ourselves is that people are the same, learning is similar and the general purpose of school is the same as it was 10, 20, or even 50 years ago. The only thing that’s changed are the tools we use to allow students to learn.”
Integrating technology and encouraging development of the 21st century skills can be an overwhelming task for teachers, particularly those who have been doing it for a long time and now need to adjust their teaching practices. It’s also difficult for educators to understand what they should actually be doing in their classrooms. At Learning Bird we understand teachers, and we understand technology, so we have come up with our top nine practices for a 21st century teacher. What should they be doing? What should their classrooms look like?
2. Malaysian Education Blueprint
In October 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education Blueprint. The decision was made in the context of raising international education standards, the Government’s aspiration of better preparing Malaysia’s children for the needs of the 21st century, and increased public and parental expectations of education policy. Over the course of 15 months (October 2011 to December 2012), the Ministry drew on many sources of input, from education experts at UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents, students, and other members of the public from every state in Malaysia. The result is a Malaysia Education Blueprint that evaluates the performance of current Malaysia’s education system with considerations of historical starting points against international benchmarks. The Blueprint also offers a vision of the education system and student aspirations that Malaysia both needs and deserves, and suggests 11 strategic and operational shifts that would be required to achieve that vision.
- Leadership skills:
In our increasingly inter-connected world, being able to lead and work effectively with others is critical. The education system will help every student reach his or her full potential by creating formal and informal opportunities for students to work in teams, and to take on leadership roles. In the context of the education system, leadership encompasses four dimensions: entrepreneurship, resilience, emotional intelligence, and strong communication skills.
- Bilingual Proficiency:
Every child will be, at minimum, operationally proficient in bahasa Malaysia as the national language and language of unity, and in English as the international language of communication. This means that upon leaving school, the student should be able to work in both a bahasa Malaysia and English language environment. The Ministry will also encourage all students to learn an additional language.
- Ethics and Spirituality:
The education system will inculcate strong ethics and spirituality in every child to prepare them to rise to the challenges they will inevitably face in adult life,
- National identity:
An unshakeable sense of national identity, tied to the principles of the Rukun Negara, is necessary for Malaysia’s success and future. Every child will proudly identify as Malaysian, irrespective of ethnicity, religion or socio-economic status. Achieving this patriotism requires that every child understands the country’s history, and shares common aspirations for the future. Establishing a true national identity also requires a strong sense of inclusiveness. This can be achieved through not only learning to understand and accept diversity, but to embrace it.
- Thinking skills:
Every child will learn how to continue acquiring knowledge throughout their lives (instilling a love for inquiry and lifelong learning), to be able to connect different pieces of knowledge, and to create new knowledge.
OBJECTIVES OF THE BLUEPRINT
The Blueprint has been designed to meet the challenges of the 21st century, building on the foundations of the previous seminal reports and policies, and focusing on ways to develop and further pave the way for the education system’s continuous growth and improvement. To that end, the Blueprint is based around three specific objectives:
1. Understanding the current performance and challenges of the Malaysian school system, with a focus on improving access to education, raising standards (quality), closing achievement gaps (equity), promoting unity amongst students and maximising system efficiency;
2. Establishing a clear vision and aspirations for the education system and individual students over the next 13 years through to 2025;
3. Outlining a comprehensive transformation programme for the system, including key changes to the Ministry which will allow it to meet new demands and rising expectations, and to ignite and support overall civil service transformation.
THE BLUEPRINT DEVELOPMENT APPROACH
The approach to this Blueprint was bold and ground-breaking. Multiple perspectives were gathered from various experts and international agencies to evaluate and assess Malaysia’s education system performance (Exhibit 1-2). This includes the World Bank, UNESCO, and the OECD. The Ministry also consulted related policy documents produced by other agencies, including the National Higher Education Strategic Plan 2007-2020 and the Blueprint on the Enculturation of Lifelong Learning for Malaysia 2011-2020. Finally, the Ministry engaged with the rakyat on a scale never seen before.
This Blueprint is the outcome of in-depth analyses, interviews, focus groups, surveys and research conducted with the support of Malaysian and international experts, Ministry officials, teachers, principals, and parents all across Malaysia. In addition, through the National Dialogue conducted between April and July of 2012, almost 12,000 members of the public and different stakeholder groups were engaged for their input and suggestions (Exhibit 1-2).
3 LEARNING THEORIES
4 ASSURE MODEL
click this if you want know detail about Assure Model ———–>>>>>> step it
lastly you can see the result after student answer the questions and that can see how many student answer correct or inccorrect
Engage ALL students in critical thinking
Give all students the chance to participate and engage in learning without feeling self-conscious.
“The kids love it. I thought of it as a good data-collection tool, but my high school kids think it’s a game.”
– Susan Clark Russo, Math teacher
- what Kahoot??
A Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players”, creating a social, fun and game-like learning environment.
- what is Kahoot game ??
Kahoot! is a tool for using technology to administer quizzes, discussions or surveys. It is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone, tablet or computer.
- How do you make a game pin on Kahoot it?
Starting a game of Kahoot! is simple! Watch this instructional video, which explains how a game is played in the classroom. Your game-pin is unique to time you play a game, and is displayed on the ‘lobby’ screen at the front of the room (the screen that displays each player’s name when they join a game).
- What is Kahoot app?
Kahoot is the perfect tool to create discussions, quizzes or surveys related to specific topics either for an assessment or for feedback. Game-based pedagogy makes it more engaging and easy to use.
SABTU 29 APRIL 2017
1 BABY BOOMER
2 DIGITAL IMMIGRANTS VS DIGITAL NATIVE
3 LEARNING STYLE
All Students Are Created Equally (and Differently.)
The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words: everyone’s different. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.
One of the most accepted understandings of learning styles is that student learning styles fall into three “categories:” Visual Learners, Auditory Learners and Kinesthetic Learners. These learning styles are found within educational theorist Neil Fleming’s VARK model of Student Learning. VARK is an acronym that refers to the four types of learning styles: Visual, Auditory, Reading/Writing Preference, and Kinesthetic. (The VARK model is also referred to as the VAK model, eliminating Reading/Writing as a category of preferential learning.) The VARK model acknowledges that students have different approaches to how they process information, referred to as “preferred learning modes.” The main ideas of VARK are outlined in Learning Styles Again: VARKing up the right tree! (Fleming & Baume, 2006)
- Students’ preferred learning modes have significant influence on their behavior and learning.
- Students’ preferred learning modes should be matched with appropriate learning strategies.
- Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation and metacognition.
Identifying your students as visual, auditory, reading/writing or kinesthetic learners, and aligning your overall curriculum with these learning styles, will prove to be beneficial for your entire classroom. Allowing students to access information in terms they are comfortable with will increase their academic confidence.
By understanding what kind of learner you and/or your students are, you can now gain a better perspective on how to implement these learning styles into your lesson plans and study techniques.
go to the link for check your learning what ??
Referred to as SWOT (“Study Without Tears”), Flemings provides advice on how students can use their learning modalities and skills to their advantage when studying for an upcoming test or assignment.
Visual SWOT Strategies
- Utilize graphic organizers such as charts, graphs and diagrams.
- Redraw your pages from memory.
- Replace important words with symbols or initials.
- Highlight important key terms in corresponding colors.
Aural SWOT Strategies
- Record your summarized notes and listen to them on tape.
- Talk it out. Have a discussion with others to expand upon your understanding of a topic.
- Reread your notes and/or assignment out loud.
- Explain your notes to your peers/fellow “aural” learners.
Read/Write SWOT Strategies
- Write, write and rewrite your words and notes.
- Reword main ideas and principles to gain a deeper understanding.
- Organize diagrams, charts, and graphic organizers into statements.
Kinesthetic SWOT Strategies
- Use real life examples, applications and case studies in your summary to help with abstract concepts.
- Redo lab experiments or projects.
- Utilize pictures and photographs that illustrate your idea.
4. ABCD: THE FOUR PARTS OF A LEARNING OBJECTIVE
[This is the fourth in a series of posts about learning objectives. We’ve now compiled all the posts into a singledownloadable guide to writing learning objectives if you want to check that out.]
A simple way to make sure you’re building a useful learning objective is to use the ABCD method. Each letter in ABCD stands for a different part of your learning objective. These different parts answer four questions about your objective: who, what, how, and how well.
We’ll spell it all out for you below. Then you can use this information to create better learning activities as part of your workforce training program (or similar learning program).
The Four Parts of an ABCD Learning Objective Are:
A for ACTOR:
Every learning objective should state something that the learner should do. Sometimes, your objective may refer to the “actor” in general terms such as “the learner” or “you.” Other times, you may identify the actor by his or her job role, such as “the customer service representative” or “the press operator.” Regardless, remember that each learning objective states something that the actor must be able to do after the training. This is the “WHO?” of your objective.
Note: In courses with multiple learning objectives, it’s fine to begin a list of objectives with something like “the learner must:” written only one time. In other cases, you can leave the actor implicit and not state this directly, but be certain to keep the actor in mind when writing the objective.
B for BEHAVIOR:
Every learning objective should state something that the learner must do—a behavior of some sort. This may be something as simple as stating a definition or it may be something more “physical,” such as performing an action. But it must be some form of observable behavior, not something unobservable like “know,” “understand,” or “appreciate.” This is the “WHAT?” of your objective.
Note: People sometimes refer to this as the “observable verb” step because behaviors must be stated as a verb that you can observe: define, state, build, construct, change, etc. Future posts in this series will give lists of verbs to use in learning objectives.
C for CONDITIONS:
Many times, your learner will have to perform the learning objective’s behavior within a set of given conditions. For example, you might say “given a list of words, circle the ones that are part of a given machine,” or “given a wrench, tighten this bolt,” or “given a schematic diagram, correctly identify the machines in a work area.” This is the “HOW?” of your objective.
Note: There may be times when a condition is not necessary, but always check to see if it’s appropriate to add one.
D for DEGREE:
This part of the learning objective explains the criteria for performing the task well enough. Examples here include “in less than ten minutes,” or “with 90% accuracy,” or “90 times an hour.” This is the “HOW WELL?” of your objective.
Note: There may be times when a degree is not necessary, but always check to see if it’s appropriate to add one.
5 GROUP TASK
Resources to support the SAMR Model
SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students.
I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom’s) as well as design tasks that have a significant impact on student outcomes (SAMR). My thoughts about the the model are further down this page.
The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.
While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions. As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.
In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. “Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is “when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website”.