laporan aktiviti pki smk sultan ibrahim kulai

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berubah?

hayati tah? Dunia boleh jika anda sudah berubah.

Kurikulum sekolah di Brunei

Bagaiman Kurikulum Sekolah disusun?

 

a. Ciri-Ciri Kurikulum:

  • Berasaskan bidang-bidang dan hasil-hasil pembelajaran
  • Merangkumi 8 bidang pembelajaran:

    • Bahasa
    • Matematik
    • Sains
    • Sains Sosial & Kemanusian
    • Kesenian & Kebudayaan
    • Teknologi
    • Pendidikan Agama Islam dan Melayu Islam Beraja
    • Pendidikan Jasmani & Kesihatan

  • Pelbagai kombinasi mata pelajaran daripada 8 bidang pembelajaran
  • Kurikulum yang sama (common curriculum) yang bermula dari peringkat rendah (Tahun 1 hingga Tahun 6) hingga peringkat menengah (Tahun 7 hingga Tahun 8)
  • Menekankan kemahiran-kemahiran asas (essential skills):

    • Kemahiran berkomunikasi (celik huruf : membaca dan menulis, mendengar, dan bercakap)

    • Kemahiran mengira
    • Kemahiran Sains dan ICT
    • Kemahiran penyelesaian masalah (berfikir dan kreativiti)
    • Kemahiran bekerja dan belajar
    • Kemahiran pengurusan diri dan berdaya saing (keusahawanan)
    • Kemahiran berinteraksi/perhubungan sosial
    • Kemahiran fizikal
    • Kemahiran estetika
    • Lain-lain kemahiran abad ke-21 dalam Digital Age Literacy

  • Penyerapan nilai-nilai teras dan sikap:

    • Keyakinan dan harga diri
    • Menghargai dan memahami perasaan orang lain
    • Berdikari
    • Toleransi dan hormat menghormati
    • Penyayang, prihatin dan sensitif
    • Integriti
    • Cintakan negara
    • Bertakwa
    • Berdaya Saing (Competitive)
    • Siapsiaga
b. Peringkat Persekolahan dan Perkembangan Pelajar

Apa yang dicapai di setiap peringkat persekolahan?

 

 


Apakah mata-mata pelajaran yang ditawarkan dalam SPN21?

c. Mata-mata pelajaran yang ditawarkan dari Tahun 1 hingga Tahun 10/11

  1. Tahun 1 hingga Tahun 3

  2. Semua pelajar DIWAJIBKAN mempelajari semua mata pelajaran teras dan semua mata pelajaran wajib seperti yang tersenarai di bawah ini:

     

    A. MATA PELAJARAN TERAS B. MATA PELAJARAN WAJIB
    Bahasa Melayu Pengetahuan Ugama Islam
    English Language Pendidikan Jasmani
    Mathematics Kokurikulum
    Science Seni Kreatif dan Teknologi
    • Modul 1: ICT
    • Modul 2 : Lukisan dan Reka Bentuk
    • Modul 3 : Muzik dan Drama

  3. Tahun 4 hingga Tahun 6

  4. Semua pelajar DIWAJIBKAN mempelajari semua mata pelajaran teras dan mata pelajaran wajib seperti yang tersenarai di bawah ini:

    A. MATA PELAJARAN TERAS B. MATA PELAJARAN WAJIB
    Bahasa Melayu Pengetahuan Ugama Islam
    English Language Pendidikan Jasmani
    Mathematics Kokurikulum
    Science Social Studies
    Seni Kreatif dan Teknologi
    • Modul 1: ICT
    • Modul 2 : Lukisan dan Reka Bentuk
    • Modul 3 : Muzik dan Drama
    • Melayu Islam Beraja

  5. Tahun 7 hingga Tahun 8

  6. Semua pelajar DIWAJIBKAN mempelajari semua mata pelajaran teras dan mata pelajaran wajib di samping salah satu mata pelajaran elektif seperti yang tersenarai di bawah ini:

    A. MATA PELAJARAN TERAS B. MATA PELAJARAN WAJIB C. MATA PELAJARAN ELEKTIF
    Bahasa Melayu Pengetahuan Ugama Islam Bahasa Arab
    English Language Melayu Islam Beraja French
    Mathematics Pendidikan Jasmani Mandarin
    Science Kokurikulum  
    Social Studies
    Business and Technology
    • Modul 1 : Science and Technology (D&T, Home Economics, Agriculture)
    • Modul 2 : ICT
    • Modul 3 : Commercial Studies
    • Modul 4 : Music & Art

  7. Tahun 9 hingga Tahun 10/Tahun 9 hingga Tahun 11

  8. (Program Pendidikan Menengah General)
    Semua pelajar DIWAJIBKAN mempelajari 4 mata pelajaran teras, 3 mata pelajaran wajib dan sekurang-kurangnya 2 daripada mata pelajaran elektif seperti yang tersenarai di bawah ini:

    A. MATA PELAJARAN TERAS JENIS PENILAIAN
    Bahasa Melayu BC GCE PERINGKAT ‘O’
    English Language
    Mathematics
    Science*
    Physics / Chemistry / Biology / Combined Science
    B. MATA PELAJARAN WAJIB JENIS PENILAIAN
    Melayu Islam Beraja PENILAIAN KENDALIAN SEKOLAH (SBA)
    Pendidikan Jasmani
    Kokurikulum
    C. MATA PELAJARAN ELEKTIF JENIS PENILAIAN
    Kesusasteraan Melayu BC GCE PERINGKAT ‘O’
    English Literature
    Bahasa Arab
    French
    Mandarin
    Additional Mathematics
    Physics
    Chemistry
    Biology
    Pengetahuan Ugama Islam
    Geography
    History
    Economics
    Principles of Accounts
    Art & Craft
    Music
    Design and Technology
    Computer Studies / ICT
    Food and Nutrition

    * Pilih sekurang-kurangnya satu daripada mata pelajaran Science

  9. Tahun 9 hingga Tahun 11

  10. (Program Pendidikan Menengah Applied)
    Semua pelajar DIWAJIBKAN mempelajari 4 mata pelajaran teras, 4 mata pelajaran wajib dan sekurang-kurangnya 2 atau lebih daripada mata pelajaran elektif seperti yang tersenarai di bawah ini:

    A. MATA PELAJARAN TERAS JENIS PENILAIAN
    Bahasa Melayu BC GCE PERINGKAT ‘O’
    English as A Second Language (E2L) IGCSE
    Mathematics (0580) IGCSE
    Combined Science BC GCE PERINGKAT 'O'
    B. MATA PELAJARAN WAJIB JENIS PENILAIAN
    Pengetahuan Ugama Islam PENILAIAN KENDALIAN SEKOLAH (SBA)
    Melayu Islam Beraja
    Pendidikan Jasmani
    Kokurikulum
    C. MATA PELAJARAN ELEKTIF JENIS PENILAIAN
    Geography BC GCE Peringkat 'O’
    Travel and Tourism IGCSE
    Commercial Studies BC GCE Peringkat 'O’
    Development Studies (0453) IGCSE
    Commerce BC GCE Peringkat 'O’
    Accounting IGCSE
    Food & Nutrition IGCSE
    Business Studies IGCSE
    Art and Design IGCSE
    Art (6010) BC GCE Peringkat 'O’
    Drama IGCSE
    Music IGCSE
    Design and Technology IGCSE
    Computer Studies BC GCE Peringkat 'O’
    Information Technology IGCSE
       
    Fashion and Fabrics BC GCE Peringkat 'O’
    Agriculture BC GCE Peringkat 'O’
    Physical Education IGCSE

 


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struktur sistem pendidikan di Brunei

1. Struktur Sistem Pendidikan
Struktur Sistem Pendidikan

 

 

*Tekan di sini untuk mendapatkan satu imej yang lebih besar
Apakah perbezaan sistem pendidikan sekarang dengan SPN21?

a. Perbezaan Di Segi Gelaran Kelas/Darjah Dan Penilaian/Peperiksaan Awam

 

 

*Tekan di sini untuk mendapatkan satu imej yang lebih besar
b. Perbezaan Di Segi Tempoh Persekolahan

 

 

*Tekan di sini untuk mendapatkan satu imej yang lebih besar

 

Dalam sistem sekarang, semua pelajar mengikuti Program Pendidikan Menengah 5 tahun (3 tahun di menengah bawah dan 2 tahun menengah atas) sebelum menduduki peperiksaan BC GCE Peringkat ’O’

Dalam SPN21
  • pelajar-pelajar akan mengikuti Program Pendidikan Menengah 4 tahun atau Program Pendidikan Menengah 5 tahun di peringkat menengah sebelum menduduki peperiksaan BC GCE Peringkat 'O' atau kelulusan yang sebanding
  • semua pelajar akan mengikuti kurikulum yang sama selama dua tahun (Tahun 7 dan Tahun 8)
  • selepas Tahun 8, pelajar-pelajar akan disalurkan ke program berikut:

    • Program Pendidikan Menengah General (Tahun 9 hingga 10 atau Tahun 9 hingga 11)
    • Program Pendidikan Menengah Applied (Tahun 9 hingga 11)


Lain-lain program yang disediakan untuk pelajar-pelajar dalam SPN 21 ialah:

  • Program Pendidikan Khusus
    Program ini adalah bagi pelajar yang berbakat/berkecerdasan tinggi dalam bidang akademik tertentu seperti sains dan matematik atau berkebolehan dalam muzik dan seni atau berkebolehan dalam bidang sukan

  • Program Pendidikan Berkeperluan Khas

    Program ini adalah bagi pelajar yang:
    • kurang penglihatan dan pendengaran
    • mempunyai tantangan mental
    • mempunyai tantangan fizikal
    • mempunyai kesukaran pembelajaran yang spesifik

 

Bolehkah pelajar yang terpilih mengikuti Program Pendidikan Menengah 4 Tahun bertukar mengikuti Program Pendidikan Menengah 5 Tahun dan sebaliknya?
  • Pelajar yang terpilih mengikuti Program Pendidikan Menengah 4 tahun boleh bertukar untuk mengikuti Program Pendidikan Menengah 5 tahun atau sebaliknya tetapi tertakluk kepada pencapaian pelajar dan syarat yang dikenakan
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pendidikan khas di singapura

Special Education in Singapore

Introduction

The education of children with disabilities is provided in special education (SPED) schools. As at January 2009, there are 20 SPED schools run by Voluntary Welfare Organisations (VWOs) receiving funding from the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes catering to distinct disability groups of children who are unable to benefit from mainstream schooling.

Special education is also available at other privately run schools and foreign system schools.

Aims

SPED schools provide customised educational programmes and training for different disability groups. The programmes are aimed at developing the potential of pupils and helping them to be independent, self-supporting and contributing members of society. Individualised Educational Plans (IEPs) are drawn up for all pupils. Besides receiving classroom instructions conducted by their teachers, pupils also receive help and training from paramedical professionals such as psychologists, speech therapists, occupational therapists, physiotherapists and social workers.

The general mission of SPED schools is to provide the best possible education and training to children with special needs so as to enable them to function optimally and integrate well into society.

Special Education: Education Path

Education Landscape
Educational Pathways for Children with Special Needs
Printable Version (393kb .pdf)

Pupils who are able, sit for the Primary School Leaving Examination (PSLE). If successful, they leave SPED schools to continue their education in mainstream secondary schools. These pupils attend regular classes and follow the curriculum of mainstream schools. Special resource teachers are deployed to designated mainstream secondary schools to assist these pupils.

Hearing Impaired (HI) pupils who communicate using sign language, can opt to attend one of 2 designated secondary schools:

  • Balestier Hill Secondary School
  • Boon Lay Secondary School

Visually Handicapped (VH) pupils from the Singapore School for the Visually Handicapped (SSVH) who pass the PSLE can choose to attend one of the designated schools for the visually handicapped as listed below:

  • Ahmad Ibrahim Secondary School
  • Bedok South Secondary School
  • Clementi Woods Secondary School
  • Dunearn Secondary School

The above schools have additional support including resource teachers to help visually handicapped pupils cope with the curriculum.

Pupils who are unable to continue their education in secondary schools will proceed to one of the training centres or workshops run by VWOs. Such training equips them with the necessary skills for employment. Those who are able are placed in open employment whilst those who require more supervision attend production sheltered workshops or work activity centres.

List of Special Education Schools

As at January 2009, there are 20 SPED schools run by Voluntary Welfare Organisations (VWOs). The SPED schools run different programmes catering to distinct disability groups of children.

School    Address    Contact Information    Disability Groups   
AWWA School 11 Lorong Napiri
Singapore 547532
Tel: (65) 6511 5280
Fax: (65) 6511 5281
Multiple Disabilities; Autism
Canossian School No.1 Sallim Road
Singapore 387621
Tel: (65) 6749 8971
Fax: (65) 6749 8976
Hearing Impairment; Autism
Chaoyang School 18 Ang Mo Kio Ave 9
Singapore 569767
Tel: (65) 6456 6922
Fax: (65) 6456 2030
Intellectual Disability; Autism
Delta Senior School 20 Delta Avenue
Singapore 169832
Tel: (65) 6276 3818
Fax: (65) 6276 5608
Intellectual Disability
Eden School 101 Yuan Ching Road
Singapore 618653
Tel: (65) 6265 7400
Fax: (65) 6265 9400
Autism
Fernvale Gardens School 7 Fernvale Road
Singapore 797635
Tel: (65) 6481 6697
Fax: (65) 6483 2631
Intellectual Disability; Autism
Grace Orchard School 35 Boon Lay Avenue
Singapore 649962
Tel: (65) 6264 4600
Fax: (65) 6264 4655
Intellectual Disability; Autism
Katong School 900 New Upper Changi Road
Singapore 467354
Tel: (65) 6445 8027
Fax: (65) 6445 6313
Intellectual Disability
Lee Kong Chian Gardens School 802 Margaret Drive
Singapore 149311
Tel: (65) 6473 8332
Fax: (65) 6473 4776
Intellectual Disability; Autism
Metta School 30 Simei St 1
Singapore 529949
Tel: (65) 6788 5800
Fax: (65) 6788 5507
Intellectual Disability; Autism
Pathlight School 5 Ang Mo Kio Ave 10
Singapore 569739
Tel: (65) 6459 9951
Fax: (65) 6459 3397
Autism
Rainbow Centre - Margaret Drive School 501 Margaret Drive
Singapore 149306
Tel: (65) 6472 7077
Fax: (65) 6475 9739
Multiple Disabilities; Autism
Rainbow Centre - Yishun Park School 15 Yishun Street 61
Singapore 768548
Tel: (65) 6482 2592
Fax: (65) 6482 2593
Multiple Disabilities; Autism
Singapore School for the Deaf 227 Mountbatten Road
Singapore 397998
Tel: (65) 6345 6765
Fax: (65) 6345 9095
Hearing Impairment; Autism
Lighthouse School 51 Toa Payoh Rise
Singapore 298106
Tel: (65) 6250 3755
Fax: (65) 6250 5348
Visual Impairment; Autism
Spastic Children’s Association School Cerebral Palsy Centre,
65 Pasir Ris Drive 1
Singapore 519529
Tel: (65) 6585 5639
Fax: (65) 6585 5635
Physical Disability
St Andrew’s Autism School 15 Guillemard Crescent, Singapore 399910
Tel: (65) 6345 2377
Fax: (65) 6447 0717
Autism
Tanglin School 143 Alexandra Road
Singapore 159924
Tel: (65) 6475 1511
Fax: (65) 6472 0408
Intellectual Disability
Towner Gardens School 1B Lengkong Lima
Singapore 417557
Tel: (65) 6446 2612
Fax: (65) 6243 7498
Intellectual Disability; Autism
Woodlands Gardens School 30 Woodlands Ring Road #01-01
Singapore 737883
Tel: (65) 6468 0566
Fax: (65) 6468 2142
Intellectual Disability; Autism

Privately-run Special Education Schools

Foreign System Schools that provide Special Education

  • Dover Court Preparatory School

    Teaching in Special Education Schools

    If you are interested to teach in a Special Education (SPED) school, you may contact the school directly. SPED teachers are employees of the SPED schools.

    NIE offers the Diploma in Special Education (DISE). It is a one year full time programme and is offered only for teachers already teaching in SPED schools. The SPED schools take care of course expenses, and work out the corresponding service conditions. The school will advise regarding application procedures and dates.


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kemahiran abad ke-21 di brunei

Apa Dia SPN21?

SPN 21 adalah singkatan nama bagi Sistem Pendidikan Negara Abad ke-21 yang telah diluluskan oleh Kementerian Pendidikan. Sistem ini membawa beberapa perubahan besar dalam pendidikan di negara ini.

Bila SPN21 Dilaksanakan?

Secara berperingkat-peringkat:

  • Peringkat peralihan (interim/transition stage) dilaksanakan pada tahun 2008 bagi pelajar Tahun 7 (kumpulan pelajar yang lulus PSR 2007)
  • Di peringkat rendah akan dilaksanakan pada tahun 2009 iaitu bagi pelajar Tahun 1 dan Tahun 4
  • Pelaksanaan SPN 21 sepenuhnya di peringkat rendah pada tahun 2011
Kenapa Sistem Pendidikan perlu berubah?

Tujuan SPN 21 adalah untuk:

  • Memenuhi keperluan-keperluan dan cabaran-cabaran perkembangan pembangunan ekonomi dan sosial abad ke-21
  • Merealisasikan Visi dan Misi Kementerian Pendidikan
  • Menyediakan kemahiran-kemahiran abad ke-21
  • Memenuhi tema-tema strategik sepertimana digariskan dalam Pelan Strategik Kementerian Pendidikan (2007-2011)

 

Rasional perubahan adalah berasaskan kepada:

  • Wawasan Brunei 2035

    Menjelang 2035, kita berhasrat menjadikan Negara Brunei Darussalam dikenali di seluruh dunia dengan:
    • Rakyat yang berpendidikan, berkemahiran tinggi dan berjaya
    • Kehidupan rakyat yang berkualiti tinggi
    • Ekonomi yang dinamik dan berdaya tahan

  • Lapan (8) Hala Tuju Dasar dalam Strategi Pendidikan, Wawasan Brunei 2035
  • Melaksanakan misi pendidikan dengan lebih sempurna iaitu ’untuk memberikan pendidikan yang menyeluruh bagi mencapai potensi yang penuh bagi semua’
  • Rujukan kepada sistem-sistem pendidikan dan kurikulum luar negara
  • Mempertingkatkan pencapaian pelajar terutama dalam 3 mata pelajaran teras iaitu English Language, Mathematics dan Science
  • Meningkatkan peratus kemasukan pelajar ke peringkat pendidikan tinggi dari 14% hingga mencapai 30%
  • Menanai dan meningkatkan penguasaan pelajar dalam Bahasa Melayu
  • Penyelidik-penyelidik tempatan dan yang didatangkan khusus dari luar negeri telah mengenalpasti ruangruang khas yang memerlukan perubahan dalam Sistem Pendidikan Negara
Apakah faedah SPN 21?

 

  • Penekanan terhadap pembangunan sahsiah (character building)
  • Tiada penahanan dari Tahun 1 hingga Tahun 10/11 (kecuali dalam kes pelajar yang mempunyai kedatangan kurang dari 85%)
  • Pelbagai saluran pendidikan disediakan hingga ke peringkat pengajian tinggi
  • Pelbagai pilihan program pendidikan mengikut kecenderungan, keperluan dan kebolehan pelajar
  • Peluang mengikuti Program Pendidikan Menengah 4 tahun atau Program Pendidikan Menengah 5 tahun sebelum menduduki peperiksaan Brunei-Cambridge General Certifi cate of Education (BC GCE) peringkat ’O’
  • Kurikulum yang berterusan dan berkesinambungan (continuous and seamless) dari Tahun 7 hingga Tahun 10/11
  • Peluang untuk memperolehi kemahiran asas teknikal dan vokasional dan perdagangan yang berguna dalam pelbagai kerjaya mahupun perusahaan sendiri
  • Peluang untuk mengikuti pendidikan teknikal dan vokasional di peringkat pengajian tinggi
  • Menyediakan pendidikan untuk pelajar berkeperluan khas
  • Program Pendidikan Khusus bagi pelajar yang berkecerdasan tinggi dan berbakat
  • Peluang untuk memperolehi kemahiran yang boleh digunapakai dalam pasaran kerja di peringkat global (marketable skills)
  • Meningkatkan pencapaian pelajar
  • Meningkatkan piawaian nasional dengan menanda aras (benchmarking) dengan piawaian antarabangsa
  • Meningkatkan tahap keberkesanan pengajaran dan pembelajaran

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masrery learning

Mastery learning


Anxiety Arousal Flow Control Relaxation Boredom Apathy Worry Enlarge image

Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.

Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together. Mastery learning includes many elements of successful tutoring and the independent functionality seen in high-end students. In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path.

Teachers evaluate students with criterion-referenced tests rather than norm-referenced tests.

Mastery learning has nothing to do with content, merely on the process of mastering it, and is based on Benjamin Bloom's Learning for Mastery model, with refinements made by Block. Mastery learning may be implemented as teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials. It may involve direct teacher instruction, cooperation with classmates, or independent learning. It requires well-defined learning objectives organized into smaller, sequentially organized units. Individualized instruction, has some elements in common with mastery learning, although it dispenses with group activities, in favor of allowing more able or more motivated students to progress ahead of others and maximizing teacher interaction with those students who need the most assistance.

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Conservation (psychology)

Conservation refers to an ability in logical thinking according to the psychologist Jean Piaget who developed four stages in cognitive development. During the third stage, the Concrete operational stage, the child of age 7-11 masters this ability, to logically determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size.

Conservation tasks test a child’s ability to see that some properties are conserved or invariant after an object undergoes physical transformation. Conservation itself is defined as the ability to keep in mind what stays the same and what changes in an object after it has changed aesthetically. One who can conserve is able to reverse the transformation mentally and understand compensation.

Piaget’s most famous task (there are many others e.g. conservation of substance, weight, number etc) involved showing a child two beakers, both of which were identical and which contained the same amount of liquid. The child was asked whether the two beakers had the same amount of liquid in both. Then liquid from one of the glasses was poured into a taller, thinner glass. The child was then asked whether there was still the same amount of liquid in both glasses. A child who cannot conserve would answer "No, there is more in the tall thin glass".

He furthered the conclusion to suggest that this confusion was born from a pre-operational child’s inability to understand the notion of reversibility; the ability to see the reversal of a physical transformation as well as the transformation itself. These ideas were used to create the ‘Principle of Invariance’.

The ages at which children are able to complete conservation tasks has been questioned by subsequent research. Research has suggested that asking the same question twice leads young children to change their answer as they assume that they are being asked again because they got it wrong first time around [1]. The importance of context was also emphasised by researchers who altered the task so that a 'naughty teddy' changed the array rather than an experimenter themselves. This seemed to give children a clear reason for the second question being asked, and reduced the age at which children passed the tests [2].


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Newman's prompts

Newman's prompts

Finding out why students make mistakes

The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.

1.       Please read the question to me. If you don't know a word, leave it out.

2.       Tell me what the question is asking you to do.

3.       Tell me how you are going to find the answer.

4.       Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.

5.       Now, write down your answer to the question.

These five questions can be used to determine why students make mistakes with written mathematics questions.

A student wishing to solve a written mathematics problem typically has to work through five basic steps:

1.Reading the problem

Reading

2. Comprehending what is read

Comprehension

3. Carrying out a transformation from the words of the problem to the selection of an appropriate mathematical strategy

Transformation

4. Applying the process skills demanded by the selected strategy

Process skills

5. Encoding the answer in an acceptable written form

Encoding

The five questions the teacher asks clearly link to the five processes involved in solving a written mathematics problem.

If when reworking a question using the Newman analysis the student is able to correctly answer the question, the original error is classified as a careless error.

Research using Newman's error analysis has shown that over 50% of errors occur before students get to use their process skills. Yet many attempts at remediation in mathematics have in the past over-emphasised the revision of standard algorithms and basic facts.

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George Pólya - mathematics model

George Pólya (December 13, 1887 – September 7, 1985, in Hungarian Pólya György) was a Hungarian mathematician.
Pólya's four principles

First principle: Understand the problem

This seems so obvious that it is often not even mentioned, yet students are often stymied in their efforts to solve problems simply because they don't understand it fully, or even in part. Pólya taught teachers to ask students questions such as:

  • Do you understand all the words used in stating the problem?

  • What are you asked to find or show?

  • Can you restate the problem in your own words?

  • Can you think of a picture or a diagram that might help you understand the problem?

  • Is there enough information to enable you to find a solution?

  • Do you need to ask a question to get the answer?

Second principle: Devise a plan

Pólya mentions (1957) that there are many reasonable ways to solve problems. The skill at choosing an appropriate strategy is best learned by solving many problems. You will find choosing a strategy increasingly easy. A partial list of strategies is included:

  • Guess and check

  • Make an orderly list

  • Eliminate possibilities

  • Use symmetry

  • Consider special cases

  • Use direct reasoning

  • Solve an equation

Also suggested:

  • Look for a pattern

  • Draw a picture

  • Solve a simpler problem

  • Use a model

  • Work backward

  • Use a formula

  • Be creative

  • Use your head/noggen

Third principle: Carry out the plan

This step is usually easier than devising the plan. In general (1957), all you need is care and patience, given that you have the necessary skills. Persist with the plan that you have chosen. If it continues not to work discard it and choose another. Don't be misled, this is how mathematics is done, even by professionals.

Fourth principle: Review/extend

Pólya mentions (1957) that much can be gained by taking the time to reflect and look back at what you have done, what worked and what didn't. Doing this will enable you to predict what strategy to use to solve future problems, if these relate to the original problem.


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negara-negara akak21

Pada tahun 2005 Perdana Menteri Inggris memperbaharui komitmen Inggris internationalising pendidikan melalui kedua 'Perdana Menteri's Initiative' (PMI2). Untai utama dari inisiatif ini adalah memperkuat kerjasama strategis di tingkat kebijakan dan institusi di kawasan Asia Timur.

Pada tingkat kebijakan ini meliputi dialog mengenai:

  • peranan pendidikan dalam pengembangan tenaga kerja untuk abad ke-21 (pendidikan internasional dan kelayakan kerja)
  • bagaimana memperkuat Trans-Nasional Pendidikan pengiriman antara Inggris dan mitra Asia Timur dalam rangka memenuhi tantangan global meningkatkan mobilitas mahasiswa
  • kolaborasi untuk membangun pendidikan kelas dunia sistem dan institusi.
Pada tingkat institusional Inggris ingin sekali menjelajahi cara-cara untuk memperkuat kolaborasi untuk mendukung pendidikan nasional, ekonomi dan aspirasi sosial.

Ini menawarkan kesempatan unik pendidik dan kebijakan bagi para pemimpin untuk terlibat dalam diskusi seputar agenda bersama. Mereka juga menawarkan kesempatan yang tak tertandingi untuk usaha patungan, kemitraan strategis dan aliansi internasional.  Setiap dialog akan fokus pada bidang tertentu dan kepentingan bersama, meskipun mereka terkait, juga akan dirancang untuk berdiri sendiri. Masing-masing akan diikuti dengan sebuah rencana aksi disepakati bersama termasuk penelitian atau kolaborasi lainnya yang sesuai. The indikatif rencana adalah sebagai berikut :

Date/NoTanggal / No Lokasi   Tema
6 & 7 Februari 07 Vietnam – Hanoi Vietnam - Hanoi

Menteri Negara untuk Lifelong Learning, lebih lanjut dan Pendidikan Tinggi

Pendidikan dan employability
27 & 28 Mac 07 Kuala Lumpur Trans-Nasional Pendidikan
TBC Seoul  Pendidikan Tinggi dan Penelitian Link
TBC Jakarta   Industri kreatif dan HE / VET
Feb 08 Feb 08 Bangkok  Tren Baru dalam Mobilitas Siswa
Mac 08 Japan  Gedung Universitas Kelas Dunia

  Tujuan simposium

Tujuan dari seluruh rangkaian adalah sebagai berikut:

  1. PMI 2 Partnerships : untuk berkomunikasi untaian kunci dan kesempatan untuk memperkuat hubungan antara Inggris dan mitra internasional melalui dialog strategis dalam bidang-bidang prioritas bersama.
  2. Knowledge sharing: untuk menciptakan forum dan dialog kebijakan strategis untuk meningkatkan saling pengertian dan kemungkinan prioritas daerah kerjasama
  3. Towards a common agenda : untuk mengidentifikasi agenda bersama, mungkin bidang-bidang kerjasama dan saling menguntungkan untuk mengembangkan proyek-proyek kolaborasi

Dalam ini, tujuan-tujuan spesifik untuk Dialog 1 adalah untuk:

  1. kebijakan dan praktek menginformasikan perkembangan di Inggris dan negara-negara di Asia Timur melalui berbagi masalah-masalah utama dalam pendidikan dan kelayakan kerja antara pendidik dan kebijakan senior pemimpin
  2. memberikan kesempatan untuk mengidentifikasi dan membangun kerjasama masa depan dan bekerja di daerah ini antara daerah dan Inggris
  3. mengembangkan jaringan informal para pembuat kebijakan senior dan influencer dalam pendidikan internasional dan kerja.

Tema

Kebijakan driver dan pemain kunci

A. Mengembangkan tenaga kerja untuk abad ke-21, termasuk:

  • Kebutuhan keterampilan tingkat tinggi dalam angkatan kerja
  • Pelan pendidikan di up-Skilling tenaga kerja
  • Pelan industri di up-Skilling tenaga kerja
  • Pendidikan dan industri sebagai mitra dalam proses
  • Mengubah kebijakan pendidikan, sistem dan tingkat kelembagaan
  • Mengembangkan pembelajaran berbasis kerja dalam kurikulum

Pendekatan praktis

B. Mengembangkan relevan dan sesuai kesempatan belajar, termasuk:

  • Kerja yang fleksibel memberikan solusi pembelajaran berbasis
  • Pengusaha dan penyedia bekerja sama untuk menjawab tantangan ini
  • Melibatkan pengusaha dalam mengembangkan kesempatan belajar
  • orang yang bekerja untuk karir baru dan belajar sepanjang hayat

Mengaktifkan kerangka

  C. Kebijakan & kualifikasi kerangka kerja & sistem:

  • apa yang dapat dilakukan di tingkat kebijakan untuk mengaktifkan masalah yang rumit ini
  • pengakuan dan akreditasi isu

Perwakilan akan terdiri dari:


  • wakil-wakil daerah dari Brunei, Jepun, Malaysia, Filipina, Singapura, Thailand, dan Vietnam.
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model AKAK21

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Before 21st-century skills, teach basics

THE CHARGE of the 21st Century Skills Task Force that just delivered its recommendations to the Board of Elementary and Secondary Education seems so reasonable at first glance: Review the curriculum frameworks and MCAS tests. "Evolve" them to include skills students will need to succeed in a rapidly changing world.

 

According to the Partnership for 21st Century Skills, a national advocacy group, the skills include creativity, media savvy, cultural competence, problem solving, and improved teamwork.

 

What those skills have in common is that being proficient at each requires knowledge of the liberal arts. Recognizing the central role of the liberal arts has been a key to the success of education reform since its enactment in 1993.

 

Noted educator E.D. Hirsch lauded the Massachusetts model earlier this year in a Washington Post opinion piece. "Consider the eighth-grade NAEP [National Assessment of Educational Progress] results from Massachusetts, which are a stunning exception to the nationwide pattern of stagnation and decline," he wrote. "That is because Massachusetts decided . . . students (and teachers) should learn explicit, substantive things about history, science, and literature, and that students should be tested on such knowledge."

 

Reform-minded Chancellor Michelle Rhee just adopted MCAS and the Commonwealth's curriculum frameworks as models for Washington, D.C. Our frameworks have been praised by groups ranging from teachers unions to education think tanks. Last year, the US Department of Education hailed the standards MCAS uses to measure proficiency.

 

A review of the task force recommendations shows just how far removed they are from the reforms Hirsch touted, which use clearly articulated goals and objective assessments to promote excellence and accountability. Instead, the task force proposes revamping MCAS and using the US history test to try out project-based assessments that require students to demonstrate skills like "global awareness" and would crowd out more central topics like the Constitution or causes of the Civil War.

 

The track record of these so-called complementary assessments is poor, because they are costly and cumbersome. Introducing subjectivity would have a corrosive effect on the Commonwealth's efforts to ensure that all students, regardless of where they live, have access to academic content that is the foundation for economic success.

 

One reason why two-thirds of students in Massachusetts' urban areas don't achieve proficiency is the failure of many cities to align their curricula with the state's MCAS frameworks. We can't ask students to exhibit hard-to-measure 21st-century skills if they haven't mastered the English, math, science, and history upon which the skills are based.

 

Subjectivity is also expensive. A 2003 General Accounting Office study found that it cost 60 cents per test to score North Carolina's multiple-choice assessment, while scoring multi-faceted college work and readiness assessments would run about $40 each.

 

Scoring MCAS cost $7 per test, suggesting that Massachusetts has achieved an appropriate balance that includes written answers that measure reading, writing, and problem solving. The correlation between MCAS scores and college performance is further proof of the assessments' quality.

 

The task force report claims that, "Massachusetts can learn from the experience of West Virginia" when it comes to integrating 21st-century skills into the curriculum. In 2005, Massachusetts became the only state to place first in every category on the NAEP test, known as the nation's report card. The next time the test was administered, the Commonwealth's students did it again. West Virginia is below the national average in all four subjects the tests measure.

 

A draft from the task force's subcommittee on assessments and accountability literally cut and pasted sections from a report by MassPartners - the teachers unions, school committees, and superintendents that have fought education reform for 15 years. The final report calls on them to define how to integrate 21st-century skills in our schools.

 

The 21st Century Skills Task Force report declares that, "Doing this right will require a shift in our curricular priorities." It would indeed require a shift from an unwavering focus on enduring academic content and raising student achievement to one that favors jargon and the politically connected.

 

Our progress has been great, but we are in no position to get complacent. Watering down academic standards would take us beyond complacency and effectively close the book on education reform in Massachusetts.

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