Friday, 12 April 2019
Friday, 1 February 2019
PAT: MUHAMMAD MU’AZ BIN BAKTHIAR CHEN (COLLABORATIVE LEARNING)
COLLABORATIVE LEARNING
MUHAMMAD MU’AZ
BIN BAKTHIAR CHEN
SEKOLAH: SK
MELAYU PUSAT
KELAS: 5 DINAMIK
1. Introduction
The term collaborative learning is a
way of teaching which has a very broad definition. In this article,
collaborative learning refers to the language learning process which needs
pupils to cooperate in group or whole class activity to achieve the targeted
outcomes of the lesson. Cooperative learning could be use as a method to
enhance pupils’ interest to study English language. Besides that, it is
important to understand that collaborative learning is not solely focusing on
group work. Instead, it can be done in a large classroom or other proper medium
of interactions which involve large number of participants.
2. Issues
In my classroom, some of the pupils
were reluctant to involve actively in the activities during English lesson.
This situation usually occurred during group work activity because some of the
pupils had low self-confident to involve themselves during the lesson. Due to
this situation, I was not able to manage good and effective learning process.
Besides that, for the good or
advance learners, they tended to take control of the group task because they
wanted to finish the task as soon as possible. However, this situation leaded
to imbalance involvement among the group members. For example, in a group with
an advance pupil, he or she usually tried to complete the task on his or her
own while other members acted as passive learners.
The big gap between advance and weak
learners could decrease pupils’ motivation to take part in group and whole
class activities. The advance learners will feel bored and the weak learners
will feel hopeless because the task given is not appropriate for their level.
Hence, some teachers may choose to divide pupils according to their abilities
and provide them task with different level of difficulties. This is a good and
effective move to overcome this problem. However, teacher may also use other
approach such as by using collaborative learning strategy.
3. Steps to
overcome the problems
To overcome the problems as
mentioned previously, I tried to use collaborative learning with other
techniques to ensure the effectiveness of the learning process during the
lesson.
3.1 Group
In preparing group activity, I chose
to pick groups with mixed ability. By making this decision, I hope that the
advance learners able to help the average and weak learners in their respective
groups. In order to ensure the successfulness of this planning, each group
members were given specific roles such as presenter, writer, time keeper and
group leader. The group members were given freedom to choose their own roles.
Besides that, I prefer my pupils to stay in the same group for a few lessons to
create better understanding among them. Picture 1 and 2 show that the pupils
were given their specific roles in completing the task given.
ARTIKEL PENUH DALAM PAUTAN BERIKUT:
https://docs.google.com/document/d/1szLyrdYdx8rUMN7YY1VwoLsAh67llw7JZSMaI3V3aRk/edit?usp=sharing
Thursday, 31 January 2019
PAT: KIRANJIT SINGH A/L GURCHARAN SINGH (MENINGKATKAN KEBERKESANAN MENJAWAB SOALAN KBAT SEJARAH DENGAN KAD PES)
Oleh;
KIRANJIT SINGH A/L GURCHARAN SINGH
SMK MEDAMIT, LIMBANG
SARAWAK.
ABSTRAK
Sejarah
ialah satu mata pelajaran teras dalam kurikulum sekolah menengah di Malaysia
dan menjadi mata pelajaran wajib lulus dalam peperiksaan SPM sejak tahun 2013. Bermula
dari tahun 2013 mata pelajarn sejarah terutamanya dalam kertas 2 dan kertas 3
menggunakan soalan-soalan KBAT. Soalan KBAT TERBUKA ini membawa markah yang
banyak dan bilangannya telah bertambah sejak tahun 2013 hingga sekarang. Kumpulan
pelajar daripada kelas 5B sering menghadapi masalah dalam memahami dan menjawab
soalan-soalan KBAT TERBUKA ini. Majoriti pelajar dalam kelompok ini tidak dapat
menjawab soalan ini dengan berkesan .Bahkan ada yang tidak mendapat sebarang markah
daripada soalan-soalan ini yang sekaligus menyumbang kepada kegagalan mendapat markah
yang baik dalam peperiksaan. Oleh itu “KAD PES” telah dicipta bagi membolehkan
para pelajar memahami serta dapat menjawab soalan-soalan KBAT TERBUKA dan baik
dan mendapat markah yang tinggi. KAD PES ini telah membawa perubahan kepada kelompak
pelajar yang menghadapi masalah ini. Setelah pendekatan ini digunakan kelompok pelajar
yang menghadapi masalah menjawab soalan ini telah berjaya memahami bagaimanacara
mengolah jawapan bagi soalan sebegini. Keadaan ini sekaligus telah meningkatkan
keyakinan dalam diri mereka untuk menjawab soalan dalam ujian dan latihan yang
diberikan.
https://docs.google.com/document/d/1OV9rhtguGKdDxXMPSAskdBfVt_PhDq_DlAEhhIAAnKw/edit?usp=sharing
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