ALAT PEMIKIRAN
DALAM
Apa dia?
Mengapa ia perlu?
Bagaimana cara
menggunakannya
?
Alat pemikiran merupakan
instrumen yang boleh
membantu kita menggunakan
minda kita secara sistematik
dan berkesan.
Guru perlukan ilmu
pengetahuan tentang alat
pemikiran bagi mengatur
strategi terbaik untuk
menjalakankan p&p yang
berkesan.
Alat Pemikiran/Thinking Tools
Taxanomy Bloom
Thinking maps
6 thinking hats
Thinkers keys
Mind maps
Multiple intelligences
Venn diagram
SWOT
Cort1
PMI (plus,minus,
interesting chart)
Scamper
Question matrix
KWHL
T-chart
Y-chart
Graphic organisers
Lotus diagram
Flow chart
Bone diagram
Fishbone diagram
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.
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
I THINK
•
8 Peta
pemikiran
•
8 Proses
minda
circle map (peta bulatan) bubble map (peta buih) double bubble map (peta buih berganda) Flow map (peta alir) Brace map (peta dakap) Tree map (peta pokok)
Multi flow map (peta pelbagai
alir)
Bridge map (peta tit
i)
8 KUNCI KEMAHIRAN/PROSES
PEMIKIRAN:
Sumbang saran / mendefinisi
Menerangkan
membanding beza
membuat pengelasan
Hubungan seluruh-bahagian
Urutan
Sebab dan akibat
Mendefinisi mengikut konteks
PETA BULATAN
Membantu aktiviti
sumbang
saran
dan menyenaraikan
semua yang diketahui tentang
perkara atau idea tertentu
supaya perkara tersebut boleh
Peta Bulatan
Circle Map
Adapted from “Thinking Maps® - Tools for Learning” © 1995
mendefinisi mengikut konteks
Peta Bulatan
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Topik utama Konsep yang
anda tahu Sempadan
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
Menerangkan
PETA BUIH:
Membantu
menerangkan
sesuatu perkara
atau
idea
dengan menyenaraikan kata
adjektif
supaya boleh
menerang dan memahami
sesuatu dengan lebih baik.
PETA BUIH
BUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Untuk menerangkan (adjektif)
Peta Buih
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Konsep utama Adjektif 1 Adjektif 4 Adjektif 2 Adjektif 3 Adjektif 5 Adjektif 6
Peta Buih
Untuk menerangkan, guna adjektif
Adapted from “Thinking Maps® - Tools for Learning” © 1995
jujur rajin Amanah baik hati ikhlas budi bahasa Krishnan
PETA BUIH BERGANDA:
Membantu menyenaraikan
persamaan dan perbezaan
antara dua perkara atau idea
supaya dapat membezakan
kedua-duanya dengan
membanding & membeza
PETA BUIH BERGANDA
DOUBLE BUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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
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
Membuat Pengelasan
PETA POKOK:
Membantu
menyusun
maklumat
supaya berada
dalam
kumpulan yang berbeza
agar boleh memahami
maklumat tersebut dalam
gambaran besar secara
menyeluruh.
Membuat Pengelasan
PETA POKOK
Adapted from “Thinking Maps® - Tools for Learning” © 1995
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 & Jiran Penaakulan Perlakuan
Hubungan Seluruh- bahagian
PETA DAKAP:
Membantu
memecahkan
sesuatu kepada
ciri-ciri
selanjutnya supaya dapat
memahami cara sesuatu
benda berfungsi.
PETA DAKAP
BRACE MAP
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/benarPETA ALIR:
Membantu
menyenaraikan
langkah-langkah
yang terlibat
dalam sesuatu proses supaya
dapat memahami apa yang
perlu dilakukan untuk
mencapai sesuatu
.
PETA ALIR
FLOW MAP
URUTAN
PETA ALIR
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Langkah 1 Langkah 2 Langkah 3
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
Sebab dan Akibat
PETA PELBAGAI ALIR:
Membantu melakarkan
sebab dan akibat
sesuatu
peristiwa agar boleh
memahami
akibat
tindakan-tindakan
yang diambil dan
PETA PELBAGAI ALIR
MULTI FLOW MAP
Sebab dan akibat
PETA PELBAGAI ALIR
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Masalah/ isu
Sebab 2
Sebab 1 Akibat 1
suka bantu keluarga Rajin belajar Suka tolong kawan Hock Seng Disayangi rakan-rakan Cemerlang dalam pelajaran Disayangi keluarga SEBAB AKIBAT
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
PETA TITI
BRIDGE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Sama
seperti
Analogi
PETA TITI
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Sama seperti
tokong kuil gereja vihara
Taoist as Hindu as Kristian as Buddhist
THINKING TOOL
PMI
(Plus, Minus,
Interesting/
Tambah, Tolak,
Menarik)
LATIHAN
MENGHADIRI
KURSUS JU DI
PARK AVENUE
HOTEL, SG.PETANI
19/10/2014 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
19/10/2014 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
19/10/2014 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
THINKING TOOL
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
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"
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.
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
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?
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?
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?
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?
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?
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?
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
THINKING TOOL
BLOOM-REVISED
VERSION
F O U N D A T I O N H I G H E R O R D E R T H I N K I N G T H I N K I N G Bloom’s Taxonomy Bloom’s Taxonomy
Taxonomy = Klasifikasi
mengkelaskan aras pemikiran
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
Mencipta
Menilai
Menganalisis
mengaplikasi
Memahami
Mengetahui
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
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 #
Mengetahui
Murid dapat mengingati &
menyatakan apa yang telah
dipelajari
– Describing
– Finding
– Identifying
– Listing
– Retrieving
– Naming
– Locating
– Recognizing
“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...?
Memahami
Murid dapat menginterpretasi maksud /apa
yang telah dipelajari
– Classifying
– Comparing
– Exemplifying
– Explaining
– Inferring
– Interpreting
– Paraphrasing
– Summarizing
“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…
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?
“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…
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?
“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...?
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)
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
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?
“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?
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)
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
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?
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?
“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...
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...?
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)
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
LATIHAN
DILEMA HEIZ- GUBAH
SOALAN BERDASARKAN
VERSI BARU BLOOM
"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)