Dokumen ini mengandungi borang-borang untuk membantu anda menghasilkan Digital Learning Object Kapasiti Pedagogi Pembelajaran Bermakna (DLO-KPPB). Penghasilan DLO-KPPB bermula dengan merungkai dan merangkai kurikulum anda berdasarkan prinsip dan elemen dari KPPB. Anda boleh rujuk kepada gambaran keseluruhan dan pilih dari 3 menu di bawah dan anda boleh gunakan hyperlink untuk membantu anda dalam mengisi borang sehingga membangunkan DLO-KPPB anda.
Merungkai dan Merangkai dalam
Kursus
Merangkai &
Merancang Interdisiplin (KmR)
Merancang &
Membangun DLO- KPPB
Sumber & Pemudah
Kecekapan
1. Merungkai dan Merangkai dalam Kursus (SCES3274 PRIMARY SCHOOL SCIENCE EDUCATION) (SCES3274 PENDIDIKAN SAINS SEKOLAH RENDAH)
STANDARD: HPK / CLO HPK/CLO1:
Justifying the changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science
HPK/CLO2:
Building digital resources based on current learning
HPK/CLO3:
Implementing macro teaching by applying appropriate approaches and strategies
HPK/CLO4:
Assessing current issues on education and implementation of Science assessement
Kemahiran Pengetahuan Kemahiran Pengetahuan Kemahiran Pengetahuan Kemahiran Pengetahuan Kemahiran Pengetahuan Justifying Changes in
the Science curriculum Philosophy of education Application in the teaching and learning of Science
Building Digital resources based on current learning
Implementing Applying
Macro teaching Approaches Strategies
Assessing Current issues on education Implementation of Science assessement
Mikro Makro Mikro Makro Mikro Makro Mikro Makro Mikro Makro
Science curriculum Natural science Changes in science curriculum Definition of National Education Philosophy Importance of science curriculum IBSE
Constructivism Constructionis m
Contextual Teaching Project Based Learning Socioscientific STEM
Evolving, important and diverse landscape
Learning development Desired learning Success criteria Unpacking the curriculum Understandin g through learning design Student learning model Design learning model Global 6c competency 3e model (engagement, enhancement,
Comprehensiv e learning framework
Lesson plan Needham 5 phase constructivism e Model 5E Cycle model 7E Cycle model Science resources Macro teaching Micro teaching Application of micro teaching skills in macro teaching Reflective thinking Characteristics of reflective thinking
Creativity in instruction
Assessment in primary school science curriculum Assessment of learning Assessment for learning Assessment as learning Implementation of assessment in science primary school Classroom assessment Alternative assessment Computer based assessment Computer criteria
Student achievement
Education Art in Education Home Based Learning approach Differentiated learning approach Experiment Demonstration Science Exhibition Problem Solving Discussion Simulation The use of external sources Discrepant events Story telling Games Role Play Simple Project Quiz Integration of music, art and movement
extension) Rigor framework (rigor, relevance, relationship) Colaborative inquiry cycle model Deep learning plan
assessment Web-based assessment Scientific skill assessment Contextual assessment Recording data for assessment Giving feedback Report of assessment Giving feedback Interpretation of assessment outcomes Interdisciplinary implementation of Classroom assessment Unpacking the curriculum Implementation of PDCL assessment Application of Global Competency Rubric 6C Importance of assessment report
The Big Idea (TBI)
IDEA UTAMA
Perkembangan Pembelajaran
Hasrat Pembelajaran
Kriteria Kejayaan
Hasrat Pembelajara
n
Kriteria Kejayaan
Hasrat Pembelajaran
Kriteria Kejayaan
Hasrat Pembelajaran
Kriteria Kejayaan
Hasrat Pembelajara
n
Kriteria Kejayaan I learn about
changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science
I can justifying the changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science
I learn about digital resources based on current learning
I can Builid digital resources based on current learning
I learn about approaches and strategies to apply in macro teaching
I can implement macro teaching by applying appropriate approaches and strategies
I learn about current issues on education and science assessment
I can assess current issues on education and implement Science assessement
1. Merangkai & Merancang Interdisiplin (KmR)
Peringkat 1: Hasil yang Diharapkan (Desired Result) Hasil Pembelajaran: SCES3274 Primary School Science Education
Kursus 1
1. HPK 1 Justifying the changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science (C5, PLO2, KKG4)
2. HPK 2 Building digital resources based on current learning (C6, A4, PLO2, PLO6, KKG8, KMD2)
3. HPK 3 Implementing macro teaching by applying appropriate approaches and strategies (C3, A2, PLO2, PLO5, KKG1, KMI4) 4. HPK 4 Assessing current issues on education and implementation of Science assessement (C5, A3, PLO2, PLO4, KKG5, KMK6) Kefahaman (The Big Idea/Idea Utama) – Gabung
Empowering Educators for meaningful learning
Essential Question (EQ) - Soalan Pencetus Idea - Gabung 1. How can you empower education?
2. To what degree can educators enhance current learning approaches?
Kursus 1 Kemahiran Pengetahua
n Kemahira
n Pengetahuan Kemahiran Pengetahua
n Kemahiran Pengetahuan Kemahiran Pengetahuan
Justify C5 PLO2 KKG4
Changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science
Build C6 A4 PLO2 PLO6 KKG8 KMD2
Digital resources based on current learning
Implement C3 A2 PLO2 PLO5 KKG1 KMI4
Macro teaching by applying appropriate approaches and strategies
Assess C5 A3 PLO2 PLO4 KKG5 KMK6
Current issues on education and implementation of Science assessement
Kursus 2 Kemahiran Pengetahua
n Kemahira
n Pengetahua
n Kemahiran Pengetahua
n Kemahiran Pengetahuan Kemahiran Pengetahuan
Tahap Prestasi (HPK/CLO): SCES3274 Primary School Science Education SCES3274 Pendidikan Sains Sekolah Rendah Kursus 1
1. HPK 1 Justifying the changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science (C5,
PLO2, KKG4)
2. HPK 2 Building digital resources based on current learning (C6, A4, PLO2, PLO6, KKG8, KMD2)
3. HPK 3 Implementing macro teaching by applying appropriate approaches and strategies (C3, A2, PLO2, PLO5, KKG1, KMI4) 4. HPK 4 Assessing current issues on education and implementation of Science assessement (C5, A3, PLO2, PLO4, KKG5, KMK6)
Peringkat 2: Bukti Pentaksiran (Assessment Evidence) Peringkat 3: Pelan Pembelajaran Evidens Lain (OE) contoh:
Berdasarkan MK
Kursus 1 Berdasarkan MK:
1. Digital Learning Product – 30%
PLO2 20%
PLO6 10%
2. Implementation of macro teaching – 20%
PLO2 10%
PLO5 10%
3. Presentation - 20%
PLO2 15%
PLO4 5%
Tugasan Pembelajaran (T) - Tugasan Kuliah dan Tutorial:
Pelajar diminta:
KURSUS 1 Tugasan 1 (CLO2)
Berdasarkan ciri-ciri pembelajaran terkini dalam aplikasi kapasiti pembelajaran bermakna (KPPB) mata pelajaran sains, hasilkan satu sumber pembelajaran digital yang boleh digunakan semasa pengajaran Sains di dalam bilik darjah. Contoh aplikasi yang boleh digunakan untuk menghasilkan sumber digital ialah Blog, Google Sites, animation power point (PPT), Interactive power point (PPT) dan pelbagai lagi.
Tugasan 2 (CLO3)
Berdasarkan perancangan dan pelaksanakan sains sekolah rendah, anda diminta melaksanakan satu pengajaran makro berdurasi 30 minit dengan mengaplikasi pendekatan dan strategi yang sesuai. Pelaksanaan tersebut perlu merangkumi:
a) Rancangan Pengajaran Harian b) Instrumen untuk pentaksiran
c) Bahan bantu mengajar (menggunakan sumber pembelajaran digital yang dihasilkan semasa tugasan 1)
Tugasan 3 (CLO4)
Hasilkan satu pembentangan dengan menilai isu semasa tentang pendidikan dan pelaksanaan pentaksiran sains.
Pembentangan anda boleh dilakukan dalam bentuk forum, debat, speech dan sebagainya. Tugasan ini perlu dimuat naik dalam sebarang bentuk aplikasi penstriman seperti Youtube.
Nota: Tugasan ini dijalankan secara berkumpulan
Aktiviti Pembelajaran (L):
W (What/Why) = Ke mana arah tujuan (Mencapai HP dan KK, TBI)
● Membincangkan isu semasa dalam pendidikan sains
● Membincangkan isu semasa berkaitan dengan pentaksiran dalam pendidikan sains H (Hook) = Menarik minat pelajar
● Menggalakkan penggunaan aplikasi digital: Google
Classroom, Google Site, Google Meet, Padlet E (Equip) = Membantu pelajar meneroka &
mengalami idea utama
● Mengaplikasi aplikasi digital seperti Google Scholar, Ebscohost untuk mencari maklumat R (Rethink) =
Menyediakan ruang dan peluang untuk pelajar berfikir semula dan menyemak
● Melaksanakan
pembentangan dan soal jawab
● Melaksanakan program wacana ilmu dengan
Elemen 6C dan KI:
C1 – Sahsiah (Character):
Main peranan seperti moderator, panel
C2 –
Kewarganegaraa n (Citizenship):
● wacana ilmu,e- forum
C3 – Kolaborasi (Collaboration):
● Temubual pakar rujuk/ guru berpengalaman C4 – Komunikasi (Communication):
● Temubual pakar rujuk/
berkumpulan/
simulasi C5 – Kreativiti (Creativity):
● simulasi/
pembelajaran luar bilik darjah C6 – Pemikiran Kritis (Critical Thinking):
● Sesi soal jawab
Model KPPB:
MPM:
Aspirasi Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi Persekitaran
Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement Extension
Kerangka 3R:
Rigor Relevance Relationship
Tips: Tanya Perplexity dengan
Aktiviti Kuliah dan Tutorial:
1.
rakan pembelajaran (JIP)
E (Evaluation) = Pelajar diberi peluang menilai kerja mereka dan implikasinya
● Melaksanakan
pembentangan dan soal jawab
T (Tailored) = Sesuai dengan kepelbagaian kebolehan atau latar belakang pelajar
● Melaksanakan aktiviti berkumpulan
● Pelajar menganjurkan aktiviti
O (Organized) = Melibatkan pelajar secara maksimum dan berkesan
● Melaksanakan Gallery Walk
RANCANG DLO ANDA BERDASARKAN KPPB
Reusable: Template DLO (Google Site)
“Replicable” dalam DLO:
( Gunakan pendekatan Hyperdocs)
Interactive: Gunakan Pendekatan Hyperdocs
MetaData:
(siapa?)
Catatan:
Pembelajaran Bermakna 1: Pembelajaran Bermakna 2:
1.
Pembelajaran Bermakna 3:
1.
Pembelajaran Bermakna 4:
1.
Pembelajaran Bermakna 5
1. :
Kompetensi Global 6C:
C1- Sahsiah (Character) C2 - Kewarganegaraan (Citizenship)
C3 - Kolaborasi (Collaboration) C4 - Komunikasi (Communication) C5 - Kreativiti (Creativity) C6- Pemikiran Kritis (Critical Thinking)
MPM:
Aspirasi
Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi
Persekitaran Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement
Extension
Kerangka 3R:
Rigor Relevance Relationship
Kompetensi Global 6C:
C1- Sahsiah (Character)
C2 - Kewarganegaraan (Citizenship) C3 - Kolaborasi (Collaboration) C4 - Komunikasi (Communication) C5 - Kreativiti (Creativity)
C6- Pemikiran Kritis (Critical Thinking)
MPM:
Aspirasi
Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi
Persekitaran Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement
Extension
Kerangka 3R:
Rigor Relevance Relationship
Kompetensi Global 6C:
C1- Sahsiah (Character) C2 - Kewarganegaraan (Citizenship)
C3 - Kolaborasi (Collaboration) C4 - Komunikasi (Communication) C5 - Kreativiti (Creativity) C6- Pemikiran Kritis (Critical Thinking) MPM:
Aspirasi
Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi
Persekitaran Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement
Extension
Kerangka 3R:
Rigor Relevance Relationship
Kompetensi Global 6C:
C1- Sahsiah (Character)
C2 - Kewarganegaraan (Citizenship)
C3 - Kolaborasi (Collaboration) C4 - Komunikasi (Communication) C5 - Kreativiti (Creativity)
C6- Pemikiran Kritis (Critical Thinking) MPM:
Aspirasi
Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi
Persekitaran Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement
Extension
Kerangka 3R:
Rigor Relevance Relationship
Kompetensi Global 6C:
C1- Sahsiah (Character) C2 -
Kewarganegaraa n (Citizenship) C3 - Kolaborasi (Collaboration) C4 - Komunikasi (Communication) C5 - Kreativiti (Creativity) C6- Pemikiran Kritis (Critical Thinking) MPM:
Aspirasi Belajar Cara Belajar Perhubungan
MRBP:
Amalan Pedagogi Persekitaran
Pembelajaran Pemanfaatan Digital Rakan Pembelajaran
Kerangka 3E:
Engagement (perplexity) Enhancement Extension
Kerangka 3R:
Rigor Relevance Relationship
