POST-GRADUATE DIPLOMA IN EDUCATION (DPLI)

SECONDARY SCHOOL

LEARNING MODULE

EDUP 2033

PEDAGOGY

Institut Pendidikan Guru Malaysia

Kementerian Pendidikan Malaysia
Aras 1, Enterprise Building 3,
Blok 2200, Persiaran Apec,
Cyber 6, 63000 Cyberjaya

November 2015
 EDUP 2033 PEDAGOGY

THIS MODULE IS TO BE STRICTLY USED AS A TEACHING AND LEARNING

RESOURCE FOR THE POST GRADUATE DIPLOMA IN EDUCATION (DPLI)
PROGRAMME OFFERED BY INSTITUT PENDIDIKAN GURU MALAYSIA,
KEMENTERIAN PENDIDIKAN MALAYSIA.

November 2015
(Updated September 2017)
Institut Pendidikan Guru Malaysia
Kementerian Pendidikan Malaysia

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NATIONAL PHILOSOPHY OF EDUCATION

"Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonic, based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high level of personal well-
being as well as being able to contribute to the harmony and betterment of
the family, the society and the nation at large."

Philosophy of Teacher Education

A teacher of noble disposition having progressive and scientific worldview

who is ready to uphold the national aspiration, cherish cultural heritage,
ensure individual development and preserve a united, democratic,
progressive and disciplined society.

November 2015

(Updated September 2017)

All rights reserved. Except for the purpose of education without commercial
interests, no one is allowed to produce or reproduce any parts of the
articles, illustrations and content of the module in any form and by any
means, whether electronic, mechanical, rcorded or otherwise without prior
written permission from the Rector of Institute of Teacher Education,
Ministry of Education Malaysia.

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CONTENT PAGE
K
A
N
D
Copy Right Notice A i
National Education Philosophy N ii
D
Teacher Education Philosophy U ii
N
G
Contents A iii
N
Learners Guide iv

ICONS vi

vii
Allocation of Topic According To Units

TOPIC
UNIT 1 - Process of Learning 1
UNIT 2 - Models of Teaching 21

UNIT 3 - Micro Teaching and Writing Reflection 36

43
UNIT 4 Current Pedagogy
51
Reference
53
Panel of Module Writers
54
Panel of Module Reviewer

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LEARNERS GUIDE

INTRODUCTION
This module has been prepared to assist you in organising your own learning so that
you may learn more effectively and resourcefully. You may be returning to study
after many years from formal education or you may possibly be unfamiliar with a self-
directed learning mode. This module gives you the opportunity to manage your own
learning and to manage the way in which you use your resources and time
effectively.

SELF-DIRECTED LEARNING
Self-directed learning requires that you make decisions about your own learning.
You must recognise your own pattern and style of learning. It might be useful if you
were to set your own personal study goals and standard of achievement. In this way
you will be able to proceed through the course quite systematically. Asking for help
when you need it, ought to be viewed as creating new opportunities for learning
rather than as a sign of weakness.

AIM OF THE COURSE

This module is prepared for students who register for the Post Graduate Diploma in
Education (DPLI) programme offered by Institut Pendidikan Guru Malaysia (IPGM),
Kementerian Pendidikan Malaysia.

STUDENT LEARNING TIME (SLT)

Based on the standards set by IPGM, KPM and the Malaysian Qualifications Agency
(MQA), each IPG student is required to complete a total of 40 hours of learning time
for every 1 credit hour. As for the DPLI (SM) programme which is conducted as a
part-time mode course or Kursus Dalam Cuti (KDC), 60% of the total hours of
learning is to be completed on full-time mode through face-to-face interaction while
40% of the total hours of learning is to be completed through self-directed learning
using this module.

ARRANGEMENT OF TOPICS IN THE MODULE

This module is written according to Topics. A topic usually covers a certain number
of sub- topics. How long you take to go through a topic clearly depends on your own

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learning style and your personal study goals. There are tasks set within a topic to
help you recall what you have learnt or to make you think about what you have read.
Some of these tasks will have answers and/or suggested answers. For tasks that do
not provide answers you might find it helpful to discuss them with someone like a
colleague, a classmate or a tutor.

ASSESSMENT AND EVALUATION

Assignments that have to be handed in must be handed in according to schedule
given. This will be a means for you (and your Tutor) to know how much progress you
have made in your course. You should bear in mind that the process of learning that
you go through is as important as any assignment you submit or any task that you
have completed. So, instead of racing through the tasks and the reading, do take
time to reflect on them and learn through the process. There is an end of course
examination that you will be required to sit for. The date and time will be made
known to you towards the end of the course.

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ICONS

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TOPIC DISTRIBUTION

Name of Course : PEDAGOGY

Code : EDUP2033

The contents of module divided to unit. Table below described the distribution of topics for
learning through module and face to face interaction.

TOTAL OF
TOPIC LEARNING MODULE FACE TO CATATAN
TIME (18 Hour) FACE
(45 Hour) (27 Hour)
1. Concepts of teaching and learning
Meaning of teaching and
Read before
learning 2 2 Face to Face
Principles of teaching and Intereaction
learning
2. Learning Process
Learning readiness
Perception and conceptualization
Read before
Remembering and forgetting 5 Unit 1 1
Face to Face
Transfer of learning 4
Intereaction
Implications in teaching and
learning

3. Learning Theories
Behaviourist Learning Theory
Cognitive Learning Theory
Constructivist Learning Theory
5 5
Social Learning Theory
Humanistic Learning Theory
Implications in teaching and
learning.

4. Models of Teaching

Information Processing Model

Behavioural Model
Social Model 5 1 Read before
Personal Model
Unit 2
Face to Face
Implication in teaching and
4
Intereaction
learning

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5. Concept of Pedagogy, Approaches,

Strategy and Methods of Teaching

Concept of pedagogy
Teaching approaches
- Inductive approach
- Deductive approach
- Eclectic approach
- Integrated approach
- Thematic approach
10 10

Teaching strategies
- Teacher centered strategy
- Student centered strategy
- Material based strategy
- Task based strategy
-
Teaching methods and techniques
- discussion
- gamification
- demonstration
- simulation
- role play
- problem solving
- techniques of using media in
the classroom
- flipped classroom
- blended learning
- project based learning
- problem based learning
- inquiry based education

6. Micro Teaching and Reflective

Writing
Concept andiImportance of micro
teaching
Planning and writing of daily
teaching lesson plan 10 Unit 3 4
Basic skills of micro teaching 6
Implementation of micro teaching
Reflective Writing and teaching
improvement

7. Current Pedagogy

Framework of pedagogical skills

-Learning and innovation skills Read before
-Information, media and
UNIT 4 Face to Face
technology skills
-Living and career skills 4 4 Intereaction

Characteristics of current
pedagogy

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- Communication and
collaboration
- Information, Communication
and Technology (ICT) literacy
- Higher order thinking skills
- Problem solving
- Project based learning

- Creativity and innovation

- Contextual learning
- Implications of current pedagogy
in teaching and learning.
8. Culturally Relevant Pedagogy
Mainstream Pedagogy
Combined Class Pedagogy
Indigenious Pedagogy 4 4
-
Pedagogy for special needs
children
Implications of culturally relevant
pedagogy in teaching and
learning

Notes : Face To Face Intraction get your information from lecturer.

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UNIT 1 LEARNING PROCESS

LEARNING OUTCOMES

At the end of this topic, you will be expected to:

1. Analyze process of learning readiness.
2. Compare and contrast concept of perception and conceptualization.
3. Explain the memory and forgetting in learning process.
4. Explain how learning transfer can be done.
5. Elaborate implication learning process toward teaching and learning.

SYNOPSIS

Process of learning involves learning readiness, conceptualization and perception,

memory and forgetting, learning transfer and implication process of learning toward
teaching and learning.

1.1 Introduction

In the process of learning, humans use sensory organs to gain information through the
selection of stimuli in their environment. It is then processed to make the experience or
knowledge to be practiced in a match situation. This process is considered a behavior
change.

1.2 LEARNING READINESS

1.2.1 Concepts of Learning Readiness

Learning readiness refer to internal situations of an individual who is ready and

capable to learn and acquire a certain new experience in learning.. Three psychologists its
Thorndike, Piaget dan Burner have given their opinion about learning readiness in their
respective learning theory. Thorndike give his opinion following theory of learning on
behavioural sect. Meanwhile Piaget and Bruner give their opinion based on theory of
learning on cognitive sect. Edward Lee Thorndike (1874-1949) suggested Readiness Law
which are summarised briefly as follows:

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Readiness level Feeling

a) Individuals willing to do anything and can make it. Satisfied

b) Individuals willing to do anything and can not make it. Sad

c) Individuals are not ready and are forced to make. Angry

While Piaget and Bruner give their opinions based on cognitive learning theory. Jean
William Fritz Piaget (1896-1980) relates the readiness of learning with the cognitive
developmental stage of the child, namely:

a) Sensory - Motor (0-2 years)

b) Pre-operational (2-6 years)

c) Concrete operational (7-12 years)

d) Formal operational (after 12 years)

Jerome Seymour Bruner (1915 - 2016) argues that learning readiness refers to anything that
can be effectively communicated to children at any stage of its development stage.

1.2.2 Types of Learning Readiness

1. Cognitive Readiness

Cognitive readiness refers to an individuals mental readiness to carry out activity

examples thinking, reasoning,analyzing, synthesizing (to create concept) and evaluating
(sloving problem). Cognitive readiness of students nowadays will determine the
effectiveness of a new learning process.

A student has cognitive readiness to learn something new when a student is willing
and able to carry out educational activities and receive benefits. In other words, his
knowledge achievements are worth with the effort and training needed. For example, Year
One students are said to have attained cognitive abilities / ability for Year Two learning when
performing the following tasks:

a) can say out A to Z.

b) Can count numbers from 1 to 50.

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According to the concept proposed by Piaget in Cognitive Development Theory, a

person's intellectual development is directly proportional to increase in age. Primary school
pupils are only willing to learn concrete operations (low cognitive readiness). Upon entering
high school, they began to be willing and ready to learn a complex operation (high cognitive
readiness). The characteristics of students with high and low cognitive readiness can be
listed as follows:

Low Cognitive Readiness High Cognitive Readiness

Can see only one aspect in an object / idea. Can see some aspects in an object.

Egocentric; can not accept the views of Knowledge structure began to be formal.
others.

Understand the abstract concept.

Formulate hypotheses when solving

problems.

2. Affective Readiness

Affective readiness refers to the attitude of awareness, desire, passion,

perseverance, feelings and interests of a person to perform the learning activities. Affective
readiness can also be associated with intrinsic motivation. Intrinsic motivation is internal
stimulus that exists when a student feels that the basic needs (eg, feeling safe, loved) and
desires (interests) are met. If the intrinsic motivation of students is high, then the students
will be ready to learn (readiness is high affective) and students get the most benefit from the
learning process. Otherwise, if low intrinsic motivation, the affective readiness is also low.
This will cause the learning to be ineffective even if the student has done the same learning
activities. The relevance of affective readiness with learning effects is as follows:

Affective readiness Learning

Active and aggressive High

Passive and weak Low

The above is in conformity with the opinion expressed by Stanford (1971) that
learning is influenced by the attitude, and not by how many times a student revision of
lessons.

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3. Psychomotor Readiness

Psychomotor refers to physical action. Psychomotor readiness also means someone

who has the potential and physical maturity that involve muscle, bone and movement control
and coordination of the whole body. A person who has psychomotor readiness willing to do
physical action in a new learning process. Psychomotor readiness is high when the body
reaches maturity in accordance with the required physical training. Psychomotor readiness
level of children is different depending on his physical development.

Psychomotor readiness in children can be seen in activities that require coordination

of muscle movements such as:

a) Tying shoelaces

b) Write

c) Drawing

d) Hold the pencil

e) Call out sounds and more

Psychomotor high readiness will determine the perfect coordination of muscle

movements and can meet basic human needs. Psychomotor readiness is important for
students in subjects such as Arts Education, Physical Education, Life Skills and play musical
instruments.

1.2.3 Factors Influencing Learning Readiness

Various factors that can influence learning readiness include maturity, attitudes and
interests, growth rate differences, gender differences, individual differences and
experiences.

(1) Maturity

Intellectual, emotional, physical and social maturity are closely related to the
readiness of students to learn. Do you realize that those who demonstrate high intellectual
ability, better control of feelings, exhibiting overall physical health and socializing in groups
without problems are those who show maturity in different aspects, thus affecting learning
readiness.

(2) Attitude and Interest

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Attitudes and interests play an important role in engaging learning readiness.

Students who demonstrate positive attitudes and interests are ready to learn and will
perform better. On the contrary, those who are not willing to learn, will be reluctant to focus
on learning.

(3) Difference of Development Rate

Although individuals through the same stages of development, ie from infants to

children, adolescents and adults, the pace of physical, mental, social and emotional
development varies from person to person. Each individual has its own unique
developmental pattern. Therefore, pupils of the same group will not exhibit the same abilities
during their activities.

(4) Gender Differences

Men and women have differences in biological development and physical growth. In
the development of adolescents, women show a faster pace of development than men. This
can be seen clearly that women are taller and more mature than men from the fourth to the
lower secondary level. The difference in attitude and interest among the sexes will affect the
readiness of learning. Men are more likely to take science and mathematics while women
will take on home science. The difference in cultural value to the sex that will affect the
readiness of learning. For example, women are expected to be polite, while men are
expected to be active and aggressive.

(5) Individual Differences

Each individual demonstrates the difference in abilities in different fields. For

example, a student can excel in Mathematics and Science but is weak in Language and
Music. There are also some students performing well in academic performance but weak in
physical activity. In other words, teachers are not encouraged to label their pupils as 'stupid'
or wise according to their performance achievement in a single student.

(6) Experience

Past experiences form the basis for new experiences. Therefore, teachers are
encouraged to take into account their past experiences when planning their teaching
materials. Teaching materials need to be based on existing knowledge of new knowledge.

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1.2.4 Steps to help learning readiness of the student.

Different learning readiness of a students require different treatment from the

teacher. There are a few steps made by the teacher to ensure that every student can really
willing to learn. The goal is that the students get comfortable and more fun to learn. Among
the steps are teachers should select appropriate contents for different classes. The activities
must also be different. For high achievement students, exercise must be more challenging to
be given to reinforce their skills. As for weak students, the teacher must give more
instruction or teach repeatedly so that students can go through the activities and goals of the
same subject can be achieved.

Teachers can use a variety of teaching-learning resources such as charts, pictures,

concrete objects, audio and video clips to meet the needs of different students' learning .
Various activities can also help learning readiness students. Teachers also must diversify its
activities as a group. Teachers can allow students to choose their own partners so that they
can felt comfortable in learning.

1.3 Perception

1.3.1 Definition and Concepts of Perception

According Kamus Dewan (1998), observation is defined as oversight or scrutiny.

Specifically, the observation is meant by the word perception, that picture or image in your
heart or mind (about something), the view (through the senses), or a response. Perception
involves the use of past experience in collecting and interpreting stimuli recorded by senses.
It combines both aspects of the outside world (stimulus information) as well as the inner
world (prior knowledge information) (Matlin, 1994). Best (1999) states that the observation
process is a process that uses sensible input and converts it to more abstract codes. These
codes are formed in the nervous system where physical energy is stored.

According to Secular and Blake (1994), observations include continuing sequence

translation of events from the physical world beyond the receiver to the pattern of activity
found in the recipient's nervous system, then end with its experience and response to the
event. Therefore, in order to understand the observation process, one should know the
components contained in the sequence of related events and how the components interact.
According to Slavin (1997) observation is an interpretation that gives meaning to sensory
stimuli received by the person. Specifically, perception is a picture or shadow in the heart or
mind (about something), view (through senses), or responses. Perception is a process in

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which the brain receives information from senses, restructuring information and giving
meaning to it.

Assessment
+ Concept
Stimulus Past experience

Hear
See

Touch Smell
Taste

Perception is a process in which the brain receives information from the senses,
reorganize the information and give meaning to it. From here, it is clear that for us to make
perception not only pay attention to a stimulus, but we must give meaning to the stimuli that
arrive on our senses (Ee Ah Meng, 1997).

Perception is a process which our brain receives information from our senses (such
as eye sensory , hearing senses, the sense of taste, the sense of smell and the sense of
touch), reorganize it and give meaning to it. Normally, the information received is based on
relevant experience, interpret and formed the picture, image, meaning or concept of that
stimulus. For example, if a motorcycle pass by, one hears the sound (hearing senses), and
she had seen the objects (motorcycle) the sound (in the past), then the picture 'motorcycle'
quickly imagined. However, an individual who does not have this kind of experience will not
be able to give meaning to these sounds.

1.3.2 Organization of Perception

This means that the stimulus is perceived is always prepared and well organized in
the form of a simple, beautiful and symmetrical. So, the organization of perception involve
the mental process that organize information, interpret and form the concept based on past
experience. However, the determination the meaning of information depends on the
perception of the individual. Individuals will choose a meaningful stimulus for him and next
organize information sensory so they interpret the stimulus

In our daily life, most of the stimulus that we receive not consist of one by one, but
not separated. Gestalt psychologists also argued that humans tend to perceive things as a
whole rather than the parts.

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1.3.3 Theory Of Perception Formation

Psychologists try to use Gestalt Theory and Law of Pragnanz to describe the
formation of human perception. The word gestalt comes from the German which means the
shape, pattern or configuration that is perceived. According to Gestalt theory (shape, pattern
or configuration), humans have a cognitive structure which the brain will organize information
in memory in the learning process. Gestalt theory stated that there are two important aspects
its figure and ground in human perception. Figure and ground can be changed position
depending on one of the main aspects.

Example: The illustration below contains the figure and ground.

Figure 2: Sample illustration containing gestalt and background.

When we pay attention to the figure (the white part), the perception that is a vase of
flowers while if attention is focused on the ground (black part) then we will see the two faces
of man. This is dependent on the selection of observers about the figure and ground.
According Ridzuan Hussin (2009) important for Gestalt theory is how students process the
information to determine what they learned. This theory also emphasizes on the thoughts,
beliefs, attitudes and values.

Gestalt psychologists put forward six principles of perception (perception) is known as the
Law of Pragnanz as follows:

(a) Proximity (b) Figure and ground

(c) Similarity (d) Symmetry

(e) Continuity ( f) Closure

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Activitiy1

Based on Pragnanz's Law, provide appropriate examples regarding the

principles of observation.

1.4 Conceptualization

1.4.1 Concepts of Conceptualization

Hilgard, Atkinson and Atkinson (1979) has described conceptualization as a common

characteristic of a group of objects or ideas. With this, the conceptualization is a process of
concept formation. Bruner (1973) uses the word categorization as the formation of the
concept such as creating a category to differentiate things or objects that varied according to
the same characteristics of each individual. For example, animals are classified by specific
characteristic such as the type of animal that is divided into mammals, reptiles and
amphibians. Categorization allows us to identify, understand, learn, or remember them more
easily.

Conceptualization is a process which the formation of the concept that learning

depends on the perception of students toward a stimulus and make the accurate response
to a concept to be delivered. However, in the process making the accurate response,
students often interrupted if a lot of stimulus around the surrounding.

1.4.2 Factors Influencing the formation of conceptualization or concept

a. Experience

The experience will help individual to create a concept. Without past experience the can be
related, students cannot form accurate concept.

b. Imagination

Imagination is the mental ability of a person to imagine something even if no object or

person in front of him. Highly imaginative also accelerate the establishment of an individual
conceptualization.

c. Intelligence

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Refers to a person's mental ability to see the relevance and use affiliations in the problem
solving process. High intelligence of an individual can accelerate it to make generalizations
and forming conceptualization.

d. Language proficiency

The formation of concepts require a good sentences and vocabulary. Misleading language
may cause the pupils forming a wrong conceptualization.

e. Examples

The examples given should be sufficient when teachers convey concept. This is because
students need to know better all the characteristics of concept to form a concept.

1.4.3 Summary

According Razhiyah (2006), every child who has a learning disability have different
problems and require different approaches. However, every child can be teach, and they
deserve a proper guidance. So, the teacher must think, plan teaching-learning strategies in
accordance with the student abilities. With the concentration of pupils toward lessons
delivered by teachers can be generated. As teachers, it is our responsibility to ensure factors
that increase the perception and conceptualization pupils can be realized.

1.5 Memory

Memory is a mental process that keeps things they have learned and then releases it
back in response to the situation required, such as solving problems or further teaching and
learning activities. According to Fein (1978), he interprets memory as the processing of
information received in the brain, stores and releases it. In addition, Verno (1980) argue
memory is to store the means information to be an experience in the future. In conclusion,
memory is the human ability to receive, process and store it in the brain, then release it
when needed.

1.5.1 Memory Process

According to Gagne's theory, stimulus received from the external environment in the
nervous system through human senses. This information will be in stores short-term memory
store, then sent to long-term memory store and further to the reaction by the nervous
system. In the short-term memory store, the information received will be encoded
significantly in order to more easily remembered, namely in the form of mental images or
simple language symbols based on the type of information received. The information will be

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stored encrypted within 15-30 seconds and then sent to the long-term memory store to be
stored in a few minutes or forever. According to Gagne, information stored in long-term
memory storage is important for people to related them with new experiences, in order to
facilitate new learning process occurs.

1.5.2 Types of memory

Memory can be classified into three categories, namely sensory memory, short term
memory and long term memory. Firstly, sensory memory, which is known as memory
sensory because it serves as a recording senses. This sensory memory process time is very
short, usually occur a few seconds. This is due to the stimulus received by the sensory
organs will not stay long, but sent directly to short-term memory immediately.

The second type of memory is short-term memory. This memory function receives
information from memory sensory to be processed temporarily only, ie in 15-30 seconds. It
uses a short period to observe useful information, coding them in a system that is easy to
remember, and then sends it to long-term memory store. The information is not given
attention, usually considered less important or less useful would disappear in the process of
forgetting.

The third type of memory is long-term memory. It works to receive and process the
information that was encoded from short-term memory to be stored in a longer time, maybe
in a few minutes to many years. The information received will be reprocessed and
transferred to a system that is easier and more systematic as in the file system that is
divided by type and category so that easily stored and removed.

There are four types of long term memory:

a) sematic memory;

b) episodic memories;

c) procedural memory; and

d) premiere memory.

There are four types of long-term memory semantic memory, episodic memory,
procedural memory and the premiere memory. First, semantic memory is the memory where
information is controlled by the fact in the life times of human from interaction with the
environment. It covers all the facts and experienced by someone. For example, information
related to school, work, reading, watching movies and from other experiences.

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Second, episodic memory, where it refers to all information that has been related
from past experience such as the date, the place, the year connection with a special event,
whether sweet or bitter experience that can not be forgotten by the individual. For example,
the involvement of a person in an accident, 21st birthday, graduation day one and so on.

While the third, procedural memory. It involves the steps and procedures of daily
practice. For example, it involves the steps involved in making a cake, driving a car to work,
and others. This memory can undergo a process of forgetting if it is not used regularly.

Fourth, premiere memory where it involves the daily practice information that has
become synonymous and automatically to someone. Some examples of premiere memory is
the house number, telephone number of the police or an ambulance, family member's name,
identity card number and ATM card and so on. One problem in the memory is in the process
encoding failure will prevent this information from entering long-term memory. Sometimes,
the information in this stage is forgotten when it not came to long-term memory.

1.5.3 Factors that affect memory

Factors that affect memory can be categorized into three main categories, namely
learning materials, methods of learning and personal factors. The first category is learning
materials. This category includes four aspects, namely the length, the difficulty,position and
meaningful material. First, the length of learning materials where according H.Ebbinghaus
study, he found that the learning of syllables that are not meaningful and do not exceed 7 in
number, usually can remember having read once. If added up to 12 syllables, it is necessary
to read 17 times before could remember, and if added 16 syllables again, it requires a read
30 times only can remember.

Secondly, the difficulty of learning materials, according to Kruger (1946), in his

research, found that materials that are too easy, progress in the early stages moving very
quickly, but quickly retreated in a short time. This is due to a less demanding learning
materials, learning interest can not be raised, therefore this memory will not stay long. For
learning materials that are too difficult, there is no progress at all because of lack of ability to
learn. For those difficulty learning, the difficulty can be overcome by the earnest efforts,
progress can be maintained continuously.

Thirdly, the position of learning materials by Kingsley (1957), sets single syllables
and words that are listed in an orderly manner, found the syllables and words are located in
the beginning and end are easier to remember than in the middle, especially for memory
meaningless syllables. There are many examples that we can describe daily life. For

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example, we tend to remember events that occurred in the first and the last school day of the
events that in between them. Similarly, we more easily remember the events of New Year's
Day and the end of the day of the events that taking place between other festivals
throughout the year.

The fourth is a meaningful of learning materials. According to Kingsley study shows

learning meaningful words it's easier than a set of meaningless syllables. In other words,
that learning meaningful materials are more easily remembered than learning materials that
are not meaningful.

While the second category is a method of learning. It is a way of learning that is used
during the learning that affect memory. Its study covers two main aspects: firstly, study
separately is more effective than the time to learn all at once. In the study by Done and
Hilgard (1937), the candidate test is divided into four groups as follows; Group A study for
one minute, rest a minute; Group B study two minutes, three minutes' rest; Group C learn
one minute, rest for eleven minutes and three minutes of group D study, rest a minute. The
results show learning group C is the best, followed by group B, group A and finally group D.
This means learning separately followed by adequate rest time is more easily to be recall
than learning use a lot of time more than rest time.

Second, excessive learning (over-learning) is also an important factor for effective

learning. In the training, if successfully mastered all the learning steps, may be consider to
have achieved a hundred percent learning. For example, memorizing a poem which requires
five times full reading, then referred to as the achievement of one hundred percent. Despite
having been able to achieve one hundred percent learning, this learning so far is very easy
to forget. Therefore, to preserve the memory, after a hundred percent learning, need to read
it several times.

The third category is the personal factor. Among the personal factors such as age,
gender, ability, motives, emotions, health, personality and so on, also affect memory after
learning. Firstly, the age factor that many people believe that the learning is strongest when
children, especially child aged 8-9 years. However, some studies have shown the strongest
learning actually is between the ages of 8-20 years. In the Thorndike (1928) research, test
candidates of ages 8 to 70 are selected to study the teaching of Esperanto, an international
language created by Dr. Zamenlof in 1887. The results of his study showed the best
progress is ages 8-20 years. After 20 years, his progress slowed, and reached its peak in
the age of 25 years. After the age of 35, learning abilities begin to decline, and at the age of
42 years, it has been down by 22 percent from peak levels.

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Secondly, the gender in the learning and memory abilities between men and women
is not much difference. Potential technical skills, such as playing a musical instrument,
sewing, writing, painting and so on, between men and women is almost equal. In language
learning, the ability of women and men are not much different.

Thirdly, the relevance of motivation with learning which many psychologists believe
that motivation is closely related to learning. In school, preferably reward as motivation to
encourage learning because many studies have proven the reward is more effective than
punishment. This is because the rewards encourage the desired behavior while the
punishment prevent unwanted behaviors continue. Thus, the reward is a positive
motivational effect, while the effect of punishment is a negative motivation.

There are some learning activities that the motivation is created naturally and without
any reward. For example, children who played ball games or a musical instrument, Do not
need to use a reward or punishment for their control. This is because they get satisfaction
from the activity. Summary, if the students themselves involve in learning situations, and
activities obtained success or a satisfactory achievement, then the motivation for learning
occurred and retained in memory.

Fourthly, emotion where it is a feeling like sad, happy, scare and others. The
emotions that affect memory can be classified into two main types, namely fun (happy) or
less fun (sad), and anxiety (worry) or quiet. Normally men can remember events or
experiences that are fun and have a tendency to forget a sad event or experience or less
fun.

Activity 2

Discuss how short-term memory can be used as a long-term memory?

1. 6 Forgetting

The process of forgetting is contrary to the process of memory. All the information
that has been received in memory stores but could not remember or was retrieving from the
reaction been removed in the process of forgetting. According to Erikson (1963), forgetting is

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a motive which certain information deliberately forgotten because it is considered not

important, less fun or useful based on a person's mental awareness. And forgetting
interpreted as extinction or loss of one's perception of the information that has been learned.

1.6.1 Types of forgetting

Human beings are endowed to forget the bitter events in the past. Forgetting also
has its advantages. If code storage overflow, it can lead to mental paralysis. There are
seven types of forgetting, firstly obsolete forgetting. Obsolete occurs when information stored
in long-term memory is forgotten because of infrequent use. This means that the codes
stored information is not active and not be recalled. Secondly, failure forgetting where
individuals fail to recall specific information. Whenever people learn new information, the
brain will create a special sign of memory for the information. If this information is not been
use and call back, it will eventually disappear.

Thirdly, replacement forgetting where it occurs when new information replaces the
old memory. For example, learning mathematical formulas that can be calculated for shorter
way will replace the same mathematical formulas that are longer and misleading. The fourth
type of forgetting is disturbance forgetting. Disturbance forgetting is interference glitch that
occurs as a result of new learning or past learning.

There are two types of disturbance forgetting retroactive and proactive. Retroactive
interference is a disorder that occurs as a result of new learning disrupt past learning.
Therefore, past learning information been forgotten. It happens when a past learning
materials are not well understood or have not yet reached the level of effective learning.
Thus, the new learning will disrupt long learning. While proactive disturbance were learning
was long lasting and steady in mind disturbing new study. This means that a person may
refuse to accept new learning.

Fifth, desperate forgetting is occurs as a result of an ordeal or a painful event. Thus,

individuals will deliberately reject to the brain as a mechanism of self-defense. Sixth anxiety
and fear forgetting. This forgetting occurs in stressful conditions such as individuals who are
anxious or when students are in the examination hall. Forgetting also occurs when pupils are
unable to recall important notes and this process is known as "mental block". Sixth, the
explosion of information forgetting. The information is too much to be learned and that has
no related on each other can also cause forgetting process. Pupils mind confused and
caused them to panic and forget the important facts. Lastly type of forgetting is a failure to
store. Important information will be forget when not reach to long-term memory. Failure to
encod will prevent information into long-term memory.

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1.6.2 Factors of forgetting

Firstly, the interest most of the things that are not favored by the students will be
easily forgotten by them because they do not focus 100% on teaching. They are also less
keen to see the relevance of the material that has been learned and this can cause them to
forget easily. The second factor is scare and worry. Students who are feeling scare and
worry is very difficult to recall the words that are taught by the teacher. Teachers are fierce
and unfriendly also will cause students' ability to think and remember the lessons.

The third factor is the passage of time. The longer distance between being studied
and remembered, the more blurred the information stored in long-term memory of students.
The memory trace gradually weakened, blurring occur with the passage of time, the
information will be lost from memory. The fourth factor, obsolete will cause difficulty recalling
events or past experiences related to her in the changing environment. Old information that
stored in long term memory will be outdated and not suitable for use in a new environment.
For example, Ahmad has a memorable experience of his village. However, after he returned
25 years later, he found his village has changed rapidly. Old information in the long-term
memory is not to be used again.

The fifth factor, the bitter experience. Individuals who avoid the bitter experience with
intentional the bad memoirs refused to the brain unconsciously did not want to remember it
again. This information is stored permanently in memory but does not rise to the level of
conscious human brain. This is self defense mechanism way to adapt to its environment.
The sixth factor, not enough time to remember. If a teacher has requested a reply
immediately, then the student cannot answer the question correctly. This is because
students feel the pressure and the brain needs enough time to recall a fact. And a seventh
factor, confidence level. High confidence level that simplifies the process of memory while
the low level of confidence that simplifies the process of forgetting. For example, a teacher
who high confidence will delivering the contents smoothly in the process of teaching and
learning.

The eighth, the lack of clarity on the memory. New information cannot be integrated
into the structure of cognitive effectively because poor explanation from teacher and
understanding of student is low. This new information could not be attributed to the existing
knowledge of students. Thus, the concepts are taught by teachers should be categorized
effectively to determine the smoothness of the memory. The ninth, proactive interference
and retroactive interference. Proactive interference occurs when past learning disturbing
new learning. Retroactive interference occurs when long learning is still not well understood,

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but the teacher has taught new learning. The last factor is too much information to keep in
mind. Students will find it difficult to remember if too much information that needs to be
remembered. This normally happens during the exam when too many facts or learning
content to be remember.

1.6.3 How to improve memory and reduce forgetting

Firstly, teachers need to use the learning materials that are meaningful and relevant
to the students life. Secondly, teachers improve the learning content using a variety of ways
from easy to difficult, concrete to abstract, close to far and small to large. Thirdly, improve
methods of learning through student teachers bilateral interaction, students are free to ask
and express opinions and to plan interesting and effective learning activities. Fourth,
arranging a timetable in which difficult subjects such as mathematics, chemistry and physics
in the morning, while subjects such as art in the afternoon or evening.

Fifth, using mnemonic techniques. It is used to recall the memory in long-term

memory. Sixth, teachers guide students how to learn effectively or Meta-cognitive skills such
as the conclusion or summary notes technique, time management techniques, creating a
mind map or the concept map and so on. Seventh, teachers need to distance learning
content to be conveyed. Avoid teach a lesson to the information or content that is too
compact. Eighth, teachers should use teaching materials that means. Teachers emphasize
important contents in the teaching. Ninth, teachers use visual teaching aids.

Memory and forgetting are two important things related to learning. In information
processing, human learn a lot of things but at the same time what is learned that the only
part that can be remembered while the more through the process of forgetting. As a teacher
it is important to take certain steps so that the students can improve memory and reduce
forgetting during their learning process.

1.7 Transfer of Learning

Transfer of learning means a person's ability to apply and utilize the knowledge and
skills learned in the context to a new or different situation and context . In other words, take
what we have learned and adopts again in different situations.

1.7.1 Types of transfer learning

There are several types of learning transfer included positive transfer and negative
transfer. Firstly, positive transfer can be classified into two categories: lateral transfers and
vertical transfer. Lateral transfer refers to the individual's experiences and can apply it to a

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situation that is similar or the same level of difficulty. For example, children learn the
meaning of words to gain more knowledge. The vertical transfer refers to the improvement of
existing experience to a higher level. It involves learning principles, laws and theorems. For
example, students learn the concepts of the quadrangle, the students can complete the side
of the square and rectangles.

Secondly, negative transfer is a past learning that disrupt new learning and cause
confusion and lead to the wrong transfer of learning. The reasons prevailing negative
learning transfer is proactive interference, habit and retroactive disturbance. Proactive
interference occurs where the before learning disrupt next learning. For example, studying
Physics disturbing Chemistry subject. The retroactive learning occurs when new learning is
disrupted prior learning. For example, after learning English, students forgot the structure
Bahasa Malaysia that previously studied. Habit disturbance also occur when old habits
interfere with new habits. For example, students who have a habit of writing left hand will
interfere with the formation of a habit to write with right-handed.

In addition there are other types of learning transfers, namely bilateral transfer,
intermediate transfer, learning set transfer and zero transfer. Firstly, bilateral transfer, also
known as cross education. It involves the transfer of learning and skills training such as
Physical Education. For example, use the left hand exercises are believed can help exercise
your right hand. Secondly, intermediate transfer, it happens after students master one
reaction and use it as an intermediary to form a new response. For example, after mastering
the pronunciation of syllables, the students easier learn spelling words.

Thirdly, the learning set transfer. Learning set is the result of learning techniques
learn from past learning experience repeatedly. For example, students are given multiply
topics exercises repeatedly and students can master the multiply operation properly.

Fourthly, zero transfer, it means that there is no transfer. Someone tried to use the
skill or concept to a new study but did not cause any effect. This occurs because the use of
existing concepts or skills do not have a direct relationship with the new concept. For
example, using the plus concept operation to learn the divide operations in mathematic.

1.7.2 Principle of Learning Transfer

According to C. Ellis (1965), there are several principles of learning transfer, namely
firstly, the principle of equality. This phenomenon of learning easier transfer occurs when
both learning has similar and identical element. The second principle is the principle a lot of
basic training. The more basic training reorganized for early learning, transfer of learning will

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be more relevant to learning. The third principle, the principle of diversity stimulus. The more
diversified training for early learning, transfer of learning more relevant to learning. The
fourth principle is the principle of strengthening the concept. Mastery of the concepts,
principles or law is easier to facilitate the transfer of learning. The last principle is the
principle of insight. Transfer of learning occurred with efficiency by using insight through
drills.

1.7.3 Strategy and principles to improve the transfer of `positive learning in

teaching and learning.

Some of the proposed strategies and principles to enhance the positive learning in
teaching and learning, including firstly, the explicit objectives. Second, the emphasis on the
acquisition concepts and enhance thinking skills. Thirdly, cumulative experience and
systematic organization and a fourth, concept teaching by suitable examples. Firstly,
determining explicit objectives. According Ausubel (1957) research that he found students
who were told of learning objectives and structure of examination before learning have
performed better than being told after learning. This is because students have readiness to
memorize important fact or concept.

Secondly, the emphasis on the acquisition concepts and enhance thinking skills. In
order to remember things, we can think of something to represent principles. Thus, things
are not meant can be something meaningful. For example, to remember the number
"19572020" more easily, we can use a word that means "Merdeka, Vision"

Thirdly, cumulative experience and systematic organization. In the event of negative

learning, namely past experience is not quite right for a new learning then two principles that
is experience should be arranged systematically from the basic experience to the more
complex and links between subjects, for example Mathematics concepts associated with the
concept of Physics

Fourthly, teach concepts with appropriate examples. In teaching and learning

activities, concept description with relevant examples will make it easier for students to
understand the concept. For example, teachers explain lever concepts and provide
examples such as scales, seesaw, angler rod and hammer as an example of a lever.

1.7.4 Conclusion

According to Razhiyah (2006), every child with learning problems has different
problems and needs different approaches. However, every child can be taught and they
deserve the right guidance. So, the teacher should think about, planning the teaching-

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learning strategies according to the level of the students. Thus, the concentration of the
students on the lessons presented by the teacher can be raised. As a teacher, it is our
responsibility to ensure that factors that enhance pupils' perceptions and perceptions can be
created. Teachers should also apply the thought practices that promote the transfer of
positive learning among students. Positive learning transfers can be nurtured if students are
motivated to be high-risk, risk-taking, attentive and have a sense of responsibility to master
learning.

Research: exploration of various media

You can extend your knowledge of the Learning Process by

browsing the internet and making further reading of other
references and discussions with other partners.

Experience

Generate an infographic related to the learning process you have learned in this unit.

Reflection:

Based on the learning process you have learned, how can you help students in their
learning process?

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UNIT 2 Models of Teaching

Learning outcomes

After reading this topic, you can

1. Explain types of teaching models

2. Reviewing category/types of teaching models and do comparison

about characteristics
3. Reviewing category/types of teaching models and implication
toward learning and teaching.

Synopsis

This chapter covers the sub topic such as Information Processing Model, Behavioural
Model, Social Model and Personal Model. Also discuss about the characteristics and
principles of each model of teaching, implications of teching models toward teaching and
learning are also emphasized. This knowledge will guide teachers in planning the steps in
teaching to enable them to implement the teaching process effectively. In addition, the
knowledge appropriate in order to form a complete teaching frame for supervisors and
researchers about the teaching process as well as basic guidelines for teachers to make
modifications to the process of teaching.

2.1 INTRODUCTION

What the meaning of Model Teaching?

Model teaching refers to a framework that includes the content, strategy and social
climate of classrooms that can create a learning environment for our students.

The teaching model is "a description of a learning environment, including our

behavior as teachers when that model is used" (Joyce, Weil, & Calhoun, 2009, p.24). This
means the teaching model is a teaching blueprint. This model is a prescriptive strategy
designed to achieve teaching goals. The teaching model, which consists of simple teaching
and learning procedures, can be used as a guide for planners and teachers because
teaching procedures are essential for effective teaching.

Furthermore, after using it as a teaching and learning guide, the teaching model helps
teachers gain feedback on the effectiveness of the teaching and follow-up activities to be
taken for improvement.

The findings of various instructional models developed by researchers, Joyce and Weil
(2009) have categorized four model groups:

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i. Information Processing Model

ii. Behavioris Model

iii. Social Model and

iv. Personal Model

Before you go further, try to reflect on what has happened during your
childhood. List what parents or teachers to do help you learn the
following behaviors:
1.How to wear school uniform?
2. How to ride a bike?
3. How do you memorize multiple?

Are there any steps or activities used?

2.1.1 Information Processing Model

Information Processing Model

VISION

Outside
RECEPTORY SENSORY PERCEPTION
Information
MEMORY
HEARING
EXAMPLE

SENSORY

Information processing model equalized human memory with computer, which uses
input-output model. Information is input obtained by human from the learning environment.
The information is processed and stored in memory. Later, this information can be output
through the retrievel process. Then, the information processing is a mental operation how
humans learn involves the process of to receive, encode, store and recall back information.
There are three phases of memory during information processing occurs in the human brain.
Three phase is a list of sensory memory / sensory, short-term memory and long term
memory.

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Sensory Memory/Sensory

The main input from sight and sound.

Processing occurs in 3-5 seconds
Input passed over to short-term memory for the actual processing.
The information received usually monitored at the level of attention normally low
and therefore the response is also selective. For example, when driving a car while
talking, someone could drive and talk.

Short-Term Memory

The information which transferred into short-term memory will be in an active state for 15-
20 seconds without training and longer if there is a practice.

Short-term memory capacity is limited to 7 + 2 items.

Three ways to deal with the cognitive tasks inside short-term memory:

i. Chunking, meaning divide into small portions.

ii. Process one by one at one point (serial processing)

iii. Practical skills up to the automatically level. for example remember phone numbers,
88432575 to 88-43-25-75, its 4 chunk than 8 units.

The information in short-term memory will disappear / fade if not repeated within 20
seconds or the number of items exceed 5-9 units.

Long Term Memory Store

The information for future reference is stored in long-term memory.

Long-term memory is a knowledge permanent store, such as the ability to remember phone
numbers.

Has capacity and unlimited time period.

Concepts learned are stored in the significant relevance network hierarchy(scheme).

Three categories of long-term memory that is semantic, episodic and procedural.

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2.1.2 History of Information Processing Teaching Model

Robert M. Gagne in his book Essentials of Learning for Instuction (1975) proposed a
theory about how people get information in a learning process. According to his theory,
stimuli from the external environment will be accepted in the nervous system through human
senses. This information will be interpreted in the store memory, then sent to store long-term
memory and eventually to drive the reaction by the nervous system.

According to Gagne, the experiences stored in the long-term memory store are
important for humans to relate them to new experiences in order to facilitate the learning
process. Gagne identifies and recommends eight phases commonly experienced by people
in a learning motivation phase, understanding phase, storage phase, the phase of retention,
recall phase, the phase of generalization, performance phase and phase response.

Principles of Information Processing Teaching Model

Limited capacity
Two-way
assumptions and
information flow
sanctions to
information flow

PRINCIPLES

Humans are Control, executives

genetically that control and
prepared to define encoding,
process and store retention, recall and
information forgetting

2.1.3 Four Main Processes Involved in Information Processing Models

1) Encoding

The process that determines how information is recorded and placed in sensory recorders,
short-term memory and long-term memory.

2) Storage

The process that determines how information is stored in all three memory stores.

3) Retrieval

The process that allows information to be removed from short-term memory and long-term
memory.

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4) Forgetting

Processes that cause information to be 'lost' or difficult to remember from short-term memory
and long memory.

Concept teaching begins with the theory of development of Piaget and Bruner.
Conceptual teaching goals are to help students gain understanding of the subjects learned
and to provide a foundation for high-level thinking. Teaching concepts are designed to teach
the main concepts and apply to other lessons.

Phase of Teaching Concept: -

1) Submit the goal.

2) Examples of input.

3) Test for the achievement of the concept.

4) Analysis of the students' thinking process.

The learning environment for concept teaching is structured and teacher-centered.

The teacher's role is to provide feedback on the ideas of students, promote student
involvement and support students to develop reasoning abilities.

Learning concept starting with the relationship of language and discrimination, which
recognize the characteristics of a concept precisely. Students can form a good concept after
making perceptions and observations on objects, people and events. (Matserippdhl 2008).
Students should be exposed to a lot of examples that clearly so that he can form a concept
of the right and proper. Learning law involves a combination of two or more related concepts
in a sequence or series. This learning involves the use of formulas, principles and
generalizations.

The use of Gagne's learning principles

Principles from simple (basic) to complex ones.

Effective learning includes eight steps which include eight phases interact with the eight
phases of teaching and learning.

2.1.4 AUSUBEL INFORMATION PROCESSING MODEL

Humans acquire knowledge mostly in the form of receptive learning and not discoveries
learning.

Ausubel introduces expository learning.

Explanation of instructional materials by teachers in the form of facts is organized and

described in sequence.

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Ausubel's teaching and learning principles.

Using the principle of the learning of the reception is the model of expository teaching.

Use the initial arrangement - remember the concepts learned and associate them with the
new concepts to learn.

Eight types of Learning to Acquire Information in 1977, Gagne try to elaborate eight types of
learning from simple levels to complex levels:

1. Signal learning

Primitive
For example: Through experience,people learn the signals of smoke like as fire.

2. Stimulus-response learning

Relates stimuli which had been planned and stimulated by individual responses . For
instance, the teacher displays a concrete object, students say out its name.

3. Learning through chaining

Refers to various relationships which occur after the process of stimulus-response learning.
For example, one can make sentences by relating words, or synthesizing a few skills to
become a complex skill

4. Learning through verbal association

A basic form of learning a language.

Relating the name of a person with his address.

5. Learning through mutiple discrimination

Refers to selecting one response only from various stimuli in learning.

For example, after learning the difference in pronouncing the symbol e and , it will enable a
pupil to pronounce properly Malay words such bela, smak.

6. Concept learning

Learning in forming concept with representative symbols based on the same characteristics.
For instance, beg, book ,, car or fruit represent the concept of these concrete objects

7. Principle learning

Learning the relationship between two or more concepts which have been learned.
For example, Water flows to a lower level is a principle.

8. Problem-solving

Learning through thinking process i.e. to think of a way to solve problem by using concepts
and principles which have been learning. For example, in order to solve a mathematics
problem, pupils ought to use number symbol.

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2.1.5 Implication of Information Processing Model on teaching and learning.

i. Student involvement is strongly encouraged

ii. The process of thinking increases more effectively

iii. Different types of examples in the lesson should be provided to help students form
the concept.

iv. Inductive reasoning of the students can be nurtured

RESEARCH: EXPLORATION VARIOUS MEDIA

You can extend your knowledge of teaching models by surfing the

internet and making further reading on other referral sources and
having discussions with other friends.

2.2. Behavioural Model

This teaching model focus on behaviors that can be observed and a clear
assignment and how to inform the progress of the students, the teaching model has a broad
research base (Joyce, Calhoun and Hopkins, 2002). Among the models in the collection of
behavioural teaching model is the Mastery Learning (Bloom, 1968) and Directed Teaching
(Good et al., 1994)

Directed Teaching

Directed Teaching based on behavioural theory and social learning. Teachers who
teach accordance with the principles, formulate objectives that describe accurately the
behavior who have done by the student; provide learning experiences such practices where
learning can be monitored and feedback is provided; and pay attention to look at how the
behavior in the classroom is rewarded. Direct learning is a approach for teaching basic skills,
where the goal-directed lessons and learning environment is structured.

Directed teaching consists of three aspects, namely the type of student learning
outcomes, the learning environment and teaching activities. Directed teaching instruction is
designed to stimulate structured students' knowledge and been taught step by step, then
this type of teaching is teacher-centered teaching and consists of five steps, namely:

Determine the set of teaching:

explanation / demonstration

practical / supervised training

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feedback

practice / practice continued

Steps in the directed teaching process

(i) Introduction

Attract students, such as introduce new information

(ii) Developments

Includes a clear explanation about information with provide many examples

(iii) Guided Exercise

Exercise actively can improve memory, learning will be more automated and allows
students to transfer learning to new situations.

(iv) Closure

Lesson been summarized and teachers had the opportunity to flash back at what was being
taught

(v) Self Exercise

Aiming to determine the level of proficiency that achieved by students

(Vi) Evaluation

Assessment tool used to assess student progress either formative or cumulative.

Activity 2

Discuss

Think of a directed teaching activity in your classroom.

Do presentation in class.

Mastery Learning

Mastery learning is a teaching method for individuals using a structured curriculum

that is divided into small units of knowledge and skills to be learned. This model ensures that
the majority of students reached mastery as a time of learning is flexible and each student
received instruction learning, training needs and feedback. Mastery learning involves
teaching based on group, remedial and enrichment individually. Mastery learning is an

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approach for teaching and learning to ensure that all students master the learning outcomes
in a unit of before moving to the next learning unit (Curriculum Development Centre, 2001).

In this strategy, teachers diagnose student's abilities and then suggest appropriate
individual learning activities. Two key elements of mastery learning is the instructions and
the use of time is precise.

An important element in mastery learning are:

Define clearly what needs to be learned and how the assessment was conducted.

Allows students to learn according to their own abilities

To assess progress and give feedback and

Testing to determine that the learning criteria have been achieved.

Principles of Mastery Learning:

All normal students can master anything is taught by the teacher.

Learning is divided into small units where knowledge compiled from easy to difficult

The time allotted should be sufficient and flexible for all students to achieve the
learning outcomes.

The teacher is confident that all different abilities students can master anything that
been taught. Teachers also need to encourage students to master something that
been teach.

Teachers need to plan and diversify teaching methods with regard to students'
learning styles.

Teachers are encouraged to diversify the teaching and learning methods or

activities so that they can master anything that been taught in a short time.

Teachers need to be skilled in:

i. Diagnosing students to know the level of student achievement.

ii. Knowing the differences between students

iii. Use a variety of teaching methods and planning a various activity of fun teaching
and learning.

iv. Managing various teaching aids

v. Keep a record of pupil progress

vi. Conduct summative assessments to detect learning outcomes.

vii. Planing and implementing suitable remedial and enrichment activities.

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2.3. Social Model

The social model is designed to take the opportunity to build a learning community
The aims of this model to help students sharpen thinking through productive interaction and
collaboration with other individuals and function as a member in the group (teamwork). This
model helps to develop the perspective of individuals and groups in clarifying and developing
ideas.

According to Joyce et al. (2001), Social Model train students to use the skills of
listening and understanding the context, ability to arrange information immediately and
formulate questions to obtain data and can merge all the information to solve the problem.
This means that the social model emphasizes the element of social interaction as students
work together to accomplish a task that involves the following activities:

collect information
review and analyze information
assess and interpret
doing conclusion

Coperative Learning

Cooperative learning pioneered by Slavin (2005) is an active learning that capable to

transform a passive learning situation to a dynamic and student-centered. They can learn in
a team that is heterogeneous, interdependent, not compete with each others, but together
move towards the goal achievement as a team (Hemich et al., 2005).

Cooperative learning activities carried out in democratic learning environment, where

students play an active role in determining how to achieve their learning achievement, while
teachers play a role in structuring the group and procedures. Six concept of cooperative
learning is a team, willingness to cooperate, management of cooperative, collaborative skills,
basic principles of cooperative learning and cooperative learning structures (Kagan, 1994)

Team

Creating a team usually consists of 3 or 4 members who heterogeneous, consisting of

members of the the intelligent, moderate and weak. The formation of groups is random or
determined by the teacher based on ability, gender and ethnicity in order to achieve
heterogeneity in the team.

Management of cooperative learning

Provide a conducive situation, including the rules of the classroom, appropriate students
sitting positions, skills to give directions, get the students attention, questioning skills and
role in observing and guiding groups.

The willingness to cooperate

Three ways willingness to establish cooperate and maintained, namely the formation of the
team, the use of cooperative tasks and reward or recognition system. Teachers need to

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design a task that requires contributions from all members in the group where poor students
will be guided by other members to achieve good grades.

Skills for cooperation

Students need help in aspects of listening skill, resolving conflicts, certainty and change
something and encourage other members to acquire learning. Ways to foster the social skills
included learning through observation, modeling, role play, description, reinforcement and
training or practice social skills. According to Kagan, the four most important methods is
modeling and reinforcement, assignment of role playing, restructuring and reflection.

Principles of cooperative learning

Cooperative learning has principles, namely PIES, comprising P: Positive Independence; I:
Individual Accountability; E: Equal Participation; and

S: Simultaneous Interaction.

Cooperative learning strategies have been developed in a variety of variations, among them
the Think-Pair-Share, Students Teams Achievement devition, Games-Tournament Teams,
Jigsaw, and so on.

Browse the website to explain the following:

1. Principles of PIES in cooperative learning.

2. Implications of the social model in teaching and learning.

2.4. Personal Model

Personal learning model starts from the perspective of the individual self. This model
emphasizes the create of the individual self and encourage students to be independent in a
productive and have self-awareness and responsibility for their own goals.

The aim of personal model is to form a competent personalities, integrated and

confident. The main goal is the formation of the individual as well as the achievement of
individual self-esteem. Thus, the model consists of approach to form and integrate the
emotional and intellectual aspects in order to produce a balanced personality.

Non-Directive Model (Learning Through Counseling)

Non-Directive Model by Carl Rogers described the philosophy and techniques of

teaching personal model. This model would create a community of students who are
disciplined and have high personal awareness. In this model, teaching will focus human
relationships than teaching concept. Rogers used the therapy as a way of teaching.

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Teachers are considered as a counselor, where the emphasis is an alliance between

teachers and students. Teachers play a role to guide students toward understanding how
students can play a major role in their learning for the sake of self-achievement. In the
process of self-development, teachers provide feedback about their progress and help
students solve a problem or task.

According to Joyce et al., (2002), the purpose of the non-directive model is:

Determine the direction of students towards mental and emotional health is higher by
forming self-confidence, a realistic self-esteem and feeling empathy for others.

Improve the education that emphasizes the needs and aspirations, in which each student is
taken as a coalition to determine what and how students learn.

Establish a special type of qualitative thinking such as creativity and personal expression.

Here are the phases of non-directive learning model:

Phase 1

Identify and define the situation

Teachers encourage student express feeling

Phase 2

Explore the problem.

Students are encouraged to describe the problem.
Teachers receive and clarify their feeling.

Phase 3

Forming a new meaning.

Students discuss the problem.
Teachers provide support to students

Phase 4

Planning and decision making.

Students planning to make a decision
Teachers clarify the decisions that may be taken

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Phase 5

Integration / coherence.
Students gain more understanding and build positive.
Teachers provide support to students.

Phase 6

Actions outside of the interview:

Students themselves take positive action

Joyce et al. (2002). Models of Learning: Tools for

Teaching. (Second Edition) Buckingham: Open University Press.

Implications of personal model in teaching and learning.

The learning environment needs to be created so that the individual formed a self-
awareness and identity from the beginning.

Personal model help each student to be responsible for the development and achievement
self-esteem and harmony.

Teachers need to create and combine intellect aspects with the emotional in order to
produce a balanced personality

Content and teaching and learning activities not prescribed, but is determined by the
students when they meet and interact with the teacher, then the non-directive model is
depends on natural factors and is not determined by the effect of teaching. Therefore
teachers need to provide a social climate that allows students to express themselves and be
free to express their feelings.

Activity 3

Complete the following table by making a brief description of the

characteristics highlighted on the models of teaching that learned.

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Teaching Models Characteristics

Information processing
Model

Behavioris Model

Social Model

Personal Model

Activity 4

Complete the table below.

Type of teaching Example Description Implications for TnL

model in the classroom

Information Inquiry
processing Model
Expository

Behavioris Model Direct teaching

Mastery learning

Social Model Cooperative

learning

Role play and

Simulation

Personal Model Synthetic

ACTIVITY 5:

Produce a i-Think map that show the differences in behavioral teaching

model with personal teaching model.

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Implications For Teaching Models Toward Teaching and Learning.

Teachers are encouraged to have at least one model of each models to be used as
a guide and reference.

It is recommended to combine model from different models.

No model is more effective or less effective than any other and does not have any
comprehensive model.

SUMMARY

Knowledge of teaching models guide teachers about teaching steps so that they can plan
and implement the teaching process.

Develop a complete framework for supervisors and researchers in the teaching

process as a reference.
A basic guide for teachers in feedback sessions and modifications to the teaching process

REFLECTION:

Based on readings and exercises that you did discuss the

teaching model is suitable for use in the subject of your
specialization. Give the rationale the choice of the teaching
model.

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Topic 3 MICRO TEACHING AND WRITING REFLECTION

Learning Outcomes

At the end of this topic, you will be expected to:

1. knowing about planning and writing daily lesson plan.

2. knowing about basic skills and the implementation of micro-teaching

Synopsis

This topic describes micro-teaching, which is a practical training session in a

controlled and less pressure situation. Its concentrate on training to achieve specific skills
gradually and in stages. Writing reflection is a process of reflect, analyze, find reasons,
proposals and action been taken to improve own self continuously. In addition to observe the
strengths and weaknesses of teachers and to conduct appropriate follow-up activities and
also aimed for providing immediate feedback on teacher trainee performance. Increase the
level of self-confidence so that trainees are better prepared to face the real situation in the
classroom.

3.1 Introduction

Microteaching is a practical training session in a controlled and less stressful. It

focuses on training to achieve specific teaching skills gradually and in stages. Reflection
writing is a process of reflection, analyzing, finding reasons, suggestions and actions for self-
improvement that is done on an ongoing basis. Besides observing teachers' strengths and
weaknesses to carry out appropriate follow-up activities it also aims to provide immediate
feedback on the performance of the trainee teacher. Increase the level of self confidence so
that trainee teachers are better prepared for the real situation of the classroom.

3.2 Micro Teaching Basic Skills

Micro teaching is a simulation technique that aims to give trainee teachers in

teaching experience as well as master the skills of teaching in a similar situation to the
teaching activity in the class room. The skills of teaching chosen are the skills of teaching
are important and often used to carry out the teaching activity in the class room during
training practice in school and after graduation teaching at the Institute of Teacher
Education. Among the skills of teaching are usually chosen for micro teaching sessions are:

Presentation set induction skill

Using of questioning skill
Management various stimulus skill
Skills of explain using examples, illustrations and teaching learning
resources
Skills in using storytelling techniques
Management reinforcement activities skill
Implementation closure skill

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To carry out a micro-teaching sessions,trainee teacher that involved can choose one
of the skills above and planning a lesson plan based on the principles, objectives and the
components skills. Since teaching skills are only a fraction of the time that in real lesson, the
time of implementation this teaching skill in a micro-teaching sessions will take between 5 to
10 minutes, depending on the needs of the specific types of teaching skill in the teaching
activities.

Activity 1

Why is micro teaching important to a trainee teacher? Give your

opinion.

3.2.1 Presentation set induction skills

Set Induction is the beginning of a process of teaching. The main purpose of set
induction is to build the mind and arouse the interest of the students so that they will fully
attention to the teaching activities to be delivered. There are several ways to present set
induction or beginning the lesson. Among them is the use of teaching aids, motivation,
questioning techniques, revision-related topics, guide students to recall back the lessons that
have been learned and so on. Since the purpose of set induction is only used to build up
students thought only and is not part of the learning contents of students, the provisions
implementation of this set induction should be kept simple and short, usually not more than 5
minutes in a class.

3.2.2 Using of questioning skill.

Questioning technique is an important technique in teaching activities. Almost all the

teaching and learning process involves the use of questioning techniques. For example, in
set induction as the beginning of a lesson, questioning skills to help students recal backl
previous knowledge that related. In the development stage, the questioning skills to unearth
the mind of students to help them attend classes with more of effectively. At the closure
stage, the questioning skills are used to assess learning outcomes. Socratic method is a
method that uses a series of questions to guide students to find a conclusion. Therefore,
trainee teacher must master the skills of questioning to achieve success lies in teaching
activities.

3.2.3 Management various stimulus skill.

Variations stimulus is a diversified methods and presentation technique of teachers

with the aim to attract the attention and interest of students in teaching activities. In the
process of teaching and learning, the focus of pupils attention is short. They usually lose
interest quickly if the activity of teaching is not diversified. Variety of stimulus skills including

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changing behavior skill, diversify diversion senses of students activities, change the pattern
of interaction between teachers and students and diversify teaching methods and
techniques.

3.2.4 Skills of explaining using examples, illustrations and teaching learning

resources

Explaining skills used to convey information, concept or lesson content to students,

usually at the development stage. During using explaining skills, teachers explain to students
about a subject content by using examples, illustrations, or educational resource. For
example, teachers explain the words by using several example sentences containing that
word, the teacher explain while demonstrate how to draw geometric shapes, teachers
explain the life of a frog with photo illustrations or teacher explains and describes the
content subject by referring textbooks , In the explaining stage, teachers can also use chalk
to write important contents on the board so that students can understand and record it in
their notebooks.

3.2.5 Management reinforcement activities skill.

Reinforcement is a teaching technique that is used when the students gave the
correct answer or show progress in a learning activity. In this situation the teacher will give
praise to the student as the strengthening of the behavior. According to Skinner, almost all
human behavior can be divided into two categories, namely respondent behavior and
operant behavior. The respondent behavior is an unconditioned behavior as described by
Pavlov in Conditioning Theory. This behavior is in response to specific stimulus from the
environment. Respondent learning would occur after a new stimuli appeared together with
old stimulus. When these stimulus are used several times, new stimulus itself is enough to
emit the expected conditioned response. In a respondent learning,, students react to
stimulus given. Therefore, this is stimulus-response learning.

Operant behavior is behavior that is not automatic or can be expected and nothing to
do with the stimulus that have been ascertained before. Operant behavior in a set that
includes examples of specific behaviors, operate and produce reactions or situations in its
environment. When the reaction or situation is satisfactory, the chance to repeat the operant
behavior will increase. Operant behavior can be taught and learned through the appropriate
stimulus and given as soon as the existence of operant behavior. These stimulus cited by
Skinner as reinforcement. Reinforcement can be positive or negative. Positive reinforcement
is a stimuli that can add something probability of recurrence of operant behavior such as
giving praise, rewards, gifts and so as soon as appropriate operant behavior occurred.
Negative reinforcement occurs when a response is strengthened because of the removal of
an unpleasant stimulus.

3.2.6 Implementation closure skill

Concluding lesson is the last part of a lesson. Conclusion, strengthening and

evaluation activities are usually done in the closure stage. Thus, teachers can use this stage
to help students reinforce concepts or new skills just learned to summarize all important
content or provide follow-up activities to them. In addition, teachers can also use this stage
to assess the achievement of the objectives as well as teaching and learning activities that

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have been implemented. Results of the assessment will be used to make modifications to
the next lesson. There are two types of closure normally used, which cognitive closure and
social closure. Cognitive closure is a closure that aims to strengthen the content of the
lessons and skills they have learned. This closure cognitive can be done through the
conclusion, reinforcement and follow-up activity.

Social closure is a closure that is aim to give a sense of achievement to the students so that
they want to keep learning. Social closure is usually done by using reinforcement technique.

3.3 Implementation of Micro Teaching

The implementation of micro teaching is to provide an opportunity for trainees to

develop their teaching skills related to teaching and learning activities in the classroom. To
achieve this goal, all teaching weaknesses that arise in the micro teaching session should be
identified and improved with re-training. Thus, evaluation activities carried out by lecturers
and a group of trainees' teachers play an important role in assisting trainees involved in
micro teaching training to achieve behavioral changes to enhance the effectiveness of
specific teaching skills.

The role of supervisor or lecturer, through evaluation activities and in assisting trainees to
improve teaching weaknesses are:

evaluate teaching activities by referring to guidance forms

identify the weaknesses of teaching skills that arise

diagnose the causes of these weaknesses

submit suggestions that can improve the weaknesses.

After a micro teaching session, discussions should be held between supervisory

lecturers and trainee teachers involved using video footage and guidance forms. This
discussion should be focused on the weaknesses of the identified teaching skills as well as
the suggestions for improving the teaching weaknesses.

REFLECTION

Is the process of teaching and learning you have done successfully achieving
planned learning outcomes? Why?

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3.4 Writing Reflection and Improvement of Teaching

Reflection is an important process in the learning cycle for the advancement of the
teaching profession. The teaching experience gained by teachers is very valuable and can
be shared for the benefit of all teachers. Based on systematic methodology in reflection, the
experience can be used as a lesson and bring meaning to all teachers.

This reflection practice was introduced by Donald Schon in his book "The Reflective
Practitioner" in 1983. According to him, the practice of reflcession encompasses the
experience in mind when using theoretical knowledge that turns into practical application. In
general, reflection is the person's personal life experience.

Reflection for teachers can be defined as a process where teachers learn their own
teaching methods and determine the best ways to teach pupils. Through involvement in
various activities, the teacher learns what works and what does not work in the classroom.
Teachers will learn what is important and what needs to be avoided in upcoming teaching
and learning. Both effective and ineffective activities can be used to enrich someone through
a systematic reflection approach. When recounted an action and consequently, teachers not
only remember the matter but also think of the results that caused the matter to occur.

Reflection will give valuable input to a teacher's personal and personal improvement.
The process of recalling the causes and the consequences of the actions of the teacher will
give them understanding to avoid the less effective and improve their actions. Teachers who
are competent in practicing reflection will also experience better teaching and teaching
processes.

3.4.1 Types of reflection writing

There are generally four types of reflection writing commonly used by writing reflection
practices (Hatton & Smith, 1995):

a) Descriptive writing - This type of writing only describes situations or events in classrooms
with simple and easy notes such as recording dates, places and actions taken. Notes usually
do not provide explanations based on cause and effect. In fact, the notes are not analyzed in
depth and linked to the teacher's methods, attitudes and beliefs.

Sample writing:

- T and L session failed due to late students coming to class after CHD activity.

- School gathering time has taken most of PdP time.

b) Descriptive reflection writing - Writing this form is better than the above form. Writing has
an element of explanation of cause and effect of applicable events. Teacher takes action
and reflects on events. Through this process the teacher can build the cause and effect of an
event occurring.

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Sample writing:

- Teachers use English-language video citation to describe the elements of world history
taken from National Geography. Because the students are very weak in the subject and
understanding of the English language, most of them begin to talk to each other and do not
focus on video shows. Teachers should provide Malay translation to help students
understand. Another step that can be taken is to showcase a small part of the scene and
explain in Malay so that the student's focus on video footage can be maintained.

c) Dialogue reflection (dialogical reflection) - Writing of this form is the writing of monologue
reflection of a teacher. Teacher will answer individually in linking rational causes and
consequences.

Sample writing:

- I'm less prepared to teach the topic of reformist state figures. Even the names of the figures
failed to be correctly mentioned, such as Syed Sheikh al-Hadi and Jose Rizal were called
horribly and wrongly. The original names and descriptions of Arabic and Spanish should be
searched before starting the class. Failure to fine-tune the name of the person has caused
me to lose confidence to teach a topic effectively.

d) Writing a critical reflection - This approach is strongly recommended for the teacher to
follow in reflection writing. The reflection of this form of reflection links events in the
classroom with the National Education Philosophy, theory, methodology, current events,
National Vision, unity, political, economic and social image.

The reflection features begin with recall. Involves feelings (affective domain) to
something. Determining conscious effort and willingness to change attitude, self-awareness,
practice and positive behavior. In short, reflection is the process of reviewing the
effectiveness of teaching and learning processes in the classroom. This is done to improve
teaching skills. Among the guidelines that can be implemented are:

Must be made after the teacher's teaching session. The emphasis aspect of the aspect is
how far the planned and implemented objectives are achieved?

What are the strengths and weaknesses that can be identified?

What are the steps that can be taken to improve the implementation of the activity and the
teaching?

What are the factors that can help improve or improve the performance of such activities?

3.4.2 Improvement of teaching

The improvement of the teaching is important to the attention of the teachers,

especially in terms of the delivery of lesson content, the effectiveness of teaching and
learning, the exploitation of technology in teaching and learning, the provision of teaching
materials, the extension of knowledge and knowledge of global teachers in a topic.

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The aspects that need improvement in teaching and learning are as follows:

Information and Communication Technology (ICT) exploitation technology in teaching and

learning in the classroom.

Creativity of example, realistic teaching and learning and active involvement of students.

Teaching and learning support such as the "Head-Count" strategy of the subject itself.
Strategies for weak learners in learning certain subjects should be given special emphasis to
help improve their performance.

Provision of learning aids / teaching aids.

Interesting induction sets for example, storytelling, screening of movie sutures, playing
songs related to titles and activities that coincide with the subject of teaching that can attract
students' interest and interest.

Research: Research : Exploration of Various Media

Read and do review articles "Teaching and Learning Process

Evaluation in Micro Teaching through Video Analysis" which
can be found at thehttps://goo.gl/No15AH link or next to the QR
Code scan.

Experience

How does reflection writing help teachers improve their practice in the classroom?

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Topic 4 Current Pedagogy

Learning Outcomes

At the end of the unit, students will be able to:

1. Describe the characteristics of current pedagogy.

2. Discuss the implications of current pedagogy in teaching and learning.

Synopsis

This unit covers the seven subtopics of characteristics current pedagogical and implications
the current pedagogical in teaching and learning. Teachers' skills in applying current
pedagogy will guide teachers in planning and implementing teaching and learning processes
according to trends and in line with the eruption of information technology.

4.1 Introduction

One of the goals of the Malaysian Education Development Plan (PPPM) is to make it
possible for 21st century learning to produce intellectual, highly productive, proficient, in
communication, high-level thinking skills and the use of information and communication
technology (ICT).

21st century education needs to ensure that schooling experience is relevant to

students in their lives as well as the skills that must be mastered in this world. So teachers
need to be able to use appropriate and relevant teaching methods so that students can
master various skills such as teamwork in collaboration, problem solving, communication
and ability to create something. Futuristic, flexible and dynamic 21st century learning
requires a high level of roles and commitment among teachers. Quality teachers and ready
to equip themselves with 21st century pedagogical skills are backed by the Ministry of
Education to realize the transformation of national education as intended by the Malaysia
Education Blueprint 2013-2025.

Research: Exploration of Various Media

Many youths could not get a job because the competition among them is high. What
are the skills that are prioritized in today's career?

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4.2 Characteristics of the Current Pedagogy

Current pedagogy is emphasizing 90% of the proficiency of knowledge and

mastering their field of expertise. Teachers must have a good personality and quality,
accountability to the country, and skillfully transfer their,s experience to build the right
attitude and beliefs to the next generation.

4,2.1. Communication and Collaboration

Communication is a relationship. Collaboration means working together. Good

communication enables collaborative work to accomplish a project or task to achieve the
same goals. The purpose of communicating is to deliver news, messages and information to
listeners. In the context of education, communication is defined as a process of
communicating and exchanging information between individuals to other individuals verbally
or in non verbally. Communication in R & D can occur face to face or online using various
media including digital media that allows all members to communicate unlimited , time and
location. Communication skills involve speaking, writing, and listening skills.

The good of communication is to communicate and receive information with clear,

concise, and focused and able to adapt and communicate messages to other individuals
politely, cordially, and respectfully. Effective communication can be measured when the
message is delivered can be understood easily, accurately, and clearly by the receiver. The
ability of teachers who can communicate well to help them adapt to various groups such as
senior management, colleagues, students, parents and the public. This is because
communication plays an important role to strengthen the relationship with customers or
target audience and this has a positive impact.

The characteristics of communication in today's pedagogy are the abilities of the following:

communication in Malay and English language and other languages.

expressing the idea clearly.

making presentations smoothly, confident and in line with the audience level

negotiate to reach agreement

communicate with different race of participants

develop other individual communication skills

use non-verbal skills.

4.2.2. Information and Communication Technology Literacy (ICT)

Information and Communication Technology Literacy means the ability to read, write
and use of ICT as a medium to interact. Current students are in great wave of information
technology, so every student needs to be computer literate and various other media. This is
because information media technology has become a standard tool in the education world.
Since the ICT application is proven can increase the quality of learning, the use of ICT's
skills needs to be transferred to students in the process of teaching and learning.

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There are many advantages that can be utilized by using ICTs if this technology is
used with benefits because millions of knowledge are assembled online. Multimedia use
such as CD-ROMs can help to heighten the mastery of pupils in learning. This is because a
CD-ROM is able to store information of nearly 30 encyclopedias that are easy and easy for
students to access their own information. Almost all schools in Malaysia can be connected
via the web through internet applications. This means that all students in Malaysia are
involved with a global classroom that gives them the opportunity to build relationships and
share anything with other students. The five best features when building interactive
communication through ICT are its mobility such as using smartphones, connectivity such as
Wi-Fi, social networking properties like Facebook and Twitter, search engines like Google
and Yahoo and information sharing portals such as Youtube and Wikipedia.

Current teaching approaches are based mostly on projects, especially Science and
History subject. Students are encouraged to explore information from various sources
outside the classroom in person and get information from the internet.

4.2.3. Higher Order Thinking Skills

High Order Thinking Skills (HOTS) is the ability to apply knowledge, skills, values,
and reasoning, and to reflect on problem solving, decision-making, innovation and the ability
to create something. In order to achieve this, harvey students think at the cognitive level of
higher in the R & D process. The current learning quality requires students to master thinking
skills as set out in the second aspiration of the Malaysian Education Development Plan
(PPPM 2013-2025).

4.2.4. Project Based Learning

Project-based learning is a learning method when teachers are providing projects to

be implemented by students. Teachers will provide instruction and explanation of the project
is quite complex and challenging to implement. Students are required to implement hands-
on and minds-on and research activities. Project-based learning is focused on practical,
systematic and planned assignments.

Learning involves data collection and data analysis as well as provide a proper
report. Activities of the project can be implemented individually or in groups to achieve a goal
and take a long time and reach a formal learning. Students are required to identify methods
to solve the problems presented and thus plan the entire project. The results are displayed in
the form of a project report and should be presented.

The Characteristics of project-based learning

Projects are conducted individually or collectively

Evaluation is carried out on every process until the completed

Practically integrate knowledge with activity

Teacher interaction with pupils in the form of guidance and consultation at each stage of
the process

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Teachers need to explain the complete implementation procedures

This process involves the collection of materials, information, data, processing of

information and data, results and self-reflection

Projects should be appropriate for students and curriculum

The project is selected based on the skills, knowledge, experience, and ability of the
student.

ACTIVITY 1 :

Discuss the importance of project based learning in terms of individual differences.

4.2.5. Problem solving

Every human being has its own problems in life. Problem solving skills is a necessity
for managing the problems that arise. In the context of today's education, problem solving is
a process of teaching and learning based on experience and requires students to think
actively. Students can generate a critical and creative idea to form some problem-solving in
a systematic and orderly, practical and effective.

The problem solving stages are as follows:

1. Identify the problem

2. Find information with the given problem

3. Make hypotheses or predictions

4. Test the hypothesis

5. Evaluate

6. Make a summary based on the problem that has been solved.

The method of problem solving involves pupils working actively in small groups and
solve a given problem carefully (Glen & Wilkie, 2000). When students go through this
process, they can actively used their mind by stimulating critical thinking. This method can
provide an opportunity for students to apply concept.principles, and theories that have been
studied even in the mode of distance learning or online.

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4.2.6. Contextual Learning

Contextual learning is a teaching process that they have learned to associate with
everyday experience of students with real-life context of the environment is designed
according to students. Activities planned and transfered the content to students based on the
current curriculum, which KSSR and lesson objectives that have been defined. Teachers are
urged to carefully and creatively, and understand the student background when select
learning activities. Teachers need to efficiently combine the contents of current standard
curriculum-based lessons with the lives of students in the school environment and their real-
world environment. This approach helps students understand the contents of the lesson
clearly and easily.

The characteristics of contextual learning:

Learning is implemented in concrete ways, practically involving hand-on and mind-on

activities.

Various learning facilities should be provided such as comfortable classroom environment,

complete and organized laboratories and learning aids that are suitable for the students'
existing experience

Learning activities greatly expand the intellectual, physical, spiritual, emotional and social
potential of students.

There is a cooperation between all parties

Emphasize the importance of problem solving

Support each other

Learn with no tedious atmosphere

Learn with fun

Integrated learning;

Use various sources

Active and critical students

4.2.7 Creativity and Innovation

The element of creativity and innovation is important to be applied in education to

support the development of quality human capital. Creativity is interpreted as a process of
thinking that produced the idea. Creative abilities is one's ability to generate new ideas and
collect data.

According to Kamus Dewan (2007), innovation is something new is introduced as a

method, system, customs and others. Wikipedia defines innovation as an application to
solve the problem to better meet the new requirements, and meets the requirements in an

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existing market. So innovation is defined as the application of creativity to new production by

the restructuring process by using existing elements. So the result is something unique, easy
and valuable.

ACTIVITY 2:

Complete the following table

No Characteristics of the Description Examples of activities in TnL

Current Pedagogy
AKTIVITI 2
1. Communication and
collaborative

2. ICT literacy

3. Higher order thinking skills

(HOTS)

4. Problem solving

5. Project-based learning

6. Creativity and Innovation

7. Contextual Learning

4.3. Aspects skills of 21st-century to be mastered:

1.A new mindset that is creative, critical, problem solving, decision making and learning.
2.Ways of work its communication and cooperation. Exchange ideas and thoughts through
writing and orally.

3. Multilingual. The ability to communicate in different languages will provide benefits and
advantages.
4. Management skills. Help and manage of other people to perform, resolve conflicts and
problems.
5. Teamwork. Work as a team to achieve goals and objectives.
6. Creativity. Contribute creative ideas and artistic in problem solving.
7. The ability to adapt. The ability to cope with and adapt to changes.
8. Empathy. The ability to understand other people's feelings.
9. Manager of stress. Ability to control stressful situations and identify the causes of stress.
10.Work ethic. Ethics and good working discipline and high level.
11.Self discipline. Control personal behavior and counseling.
12.Responsibility. Aspirations and accountability.

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13.Thought. The ability to adapt to other people's thinking.

14.Grammar skills. The ability to issue opinions and ideas.
15.Analytical skills. Ability to use logic and abstract thinking.
16.Economics and management. Ability using principles of economics and business.
17.Mathematical skills. The ability to use and apply basic mathematical theory in daily life.
18.Computer skills. The ability to use a computer in counseling services.
19.Telecommunications. The ability to use online communication as a communications tool
in counseling.

4.4. Characteristics teacher of the 21st century

1. Teachers must master the subject, especially the content of the curriculum.

2. Skillfull in pedagogy while teaching and learning.

3. Understand the development of pupils and love the students.

4. Understand the psychology of learning.

5. Possess counseling skills

6. Expert using the latest technology in teaching and learning.

7. In accordance with the policy and educational issues.

8. Apply virtue values. An educator should be ethical to create prosperity and harmony in the
country. It is important to maintain human relationship.

ACTIVITY 3

Discuss how teachers can shape pupils who dare to try new things and be able to
generate ideas.

4.5. Characteristics student of the 21st century

1. Students of the 21st century is literate student in terms of academic and information
technology.
Among the aspects that should have such as:
2. Students have the ability to create linkages
3. Wisely questioning teachers and friends
4. Confident to communicate
5. Dare to take risks
6. The thirst for knowledge
7. Curiosity
8. Can generate ideas
9. Flexible
10. Not easily discouraged
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11. Ability to listen and reflect.

12. Critical skills
13. Mastering literacy skills
14. Dare to try
15. Being able to make changes
16. Integrity

4.6. Implications of current pedagogy in teaching and learning

1. Learning strategies should be student-centered. Pupils play an important role and give
priority to student's interest.

2. The main teaching media is computer and ICT because the teaching media is very helpful
in the TnL process.

3. Active learning atmosphere with all students having discussions with friends in the group
and in the classroom.

4. Self-learning is still functioning at various levels of learning.

5. The classroom environment becomes conducive to the number of students being

minimized and equipped with LCD projector.

6. Students understand and obey the instructions in carrying out learning activities.

7. All members respect each other, communicate with confidence, and value the opinions of
others.

8. Pupils are responsible for their learning and are actively involved

9. Evaluation of pupils is carried out with various methods and achievement based.

10. Collaborative learning was adopted as the most effective method in TnL.

Summary

Teaching and learning can form a quality in human that benefits humanity itself.
society and the country. Therefore civilize human is not dependent on the advanced
technology to be used exclusively. A deep and clear understanding of the skills in teaching
and learning to overcome everything. Through this understanding formed a quality of the
teaching and learning 21st century inspired by national education system.

REFLECTION

To what extent the current pedagogical practices can make a

world-class education for our country?

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Laman Web

http://www.senirupa.net/detail.php?id=69
www.ums.edu.my/ppib/nota_seni_26_konsep_warna.doc
www.ums.edu.my/appl/sek_img/plums/Sekolah%20Pengajian%20Seni.pd
http://senivisualspm.blogspot.com/2007/08/makna-seni-visual.html
www.lacma.org/islamicart/eia.htm
www.chineseart.com
www.india-forum.com
http://senivisualspm.blogspot.com/2007/08/makna-seni-
visual.html

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PANEL OF MODULE WRITERS

EDUP 2033 PEDAGOGY

NAMA KELAYAKAN

EN NOR AZNAN B HJ MAHMOOD Kelulusan:

M. Sc Biologi, UPM
Pensyarah B.Sc Hons (Management) Forestry, UPM
IPG Kampus Batu Lintang Dip Edu, UIA
Jln College Dip. Pertanian , UPM
93200 KUCHING
Pengalaman:
Pensyarah Sains dan Matematik
Guru Sains dan Kemahiran Hidup

HJH DYG PUTRI BINTI HJ AWG MAHBI Kelulusan:

M.Ed. (Kurikulum dan Pedagogi) UKM
Pensyarah B.Sc Hons (Science Human Development) UPM
IPG Kampus Batu Lintang, Dip. Perguruan (Pengajian Melayu Sekolah
Jln College Rendah)
93200 KUCHING.
Pengalaman:
Pensyarah Pedagogi Pendidikan
Guru Bahasa Melayu

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 EDUP 2033 PEDAGOGY

PANEL OF MODULE REVIEWER

EDUP 2033 PEDAGOGY

NAMA KELAYAKAN

DR NOR HASLYNDA A RAHMAN Kelulusan:

PhD in Education, University of York, UK
Ketua Jabatan Bahasa M A English Language Studies, UKM
IPG Kampus Perempuan Melayu B Ed (Hons) TESL, UKM
Jln Maktab
Durian Daun Pengalaman:
75400 Melaka Pensyarah Bahasa Inggeris
Guru Bahasa Inggeris

EN LEE CHAI EAM Kelulusan:

M.Ed. (Bimbingan dan Kaunseling) UTM
Pensyarah B. A. Hons (Pengajian Melayu dan Geografi) UM
IPG Kampus Temenggong Ibrahim Dip. Pendidikan (Pengajian Melayu dan
Jln Datin Halimah Geografi) UM
80350 JOHOR BAHRU.
Pengalaman:
Pensyarah Ilmu Pendidikan

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