Kursus Pemikiran PUO

8/3/2019 Kursus Pemikiran PUO

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What is Thinking ? Thinking Skill Concept ?

Why Does Lecturer Need To Think ? How To Think Effectively ? What are the obstacles Of Becoming A

Reflective

Lecturer ? A Creative Lecturer is A Reflective LecturerToo ?

Learning How To Learn

Learning Skill and Thinking Skill BridgingEach

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AKTIVITI 1

Get to know each other

Drawing

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AKTIVITI 2

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Aktiviti 3

*******

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What is thinking ?

What they say?

"

If a man's actions are not guided bythoughtful conclusions, then they areguided by inconsiderate impulse,unbalanced appetite, caprice, or thecircumstances of the moment. To cultivate

unhindered, unreflective external activityis to foster enslavement for it leaves theperson at the mercy of appetite, sense,and circumstance." - John Dewey.

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Kata John Dewey

Berfikir bertujuan mencari makna. Jadi berfikirialah satu operasi yang menggunakan fakta-faktasedia ada untuk mencadangkan fakta-fakta lain

supaya fakta-fakta yang baru dapat dipercayaiberdasarkan fakta sedia ada.

Bayer mendefinisikan berfikir sebagai manipulatif

input deria dan persepsi yang diingat kembalisecara mental untuk membentuk pemikiran,sebabatau keputusan.

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thinking

According to Orlich et al., critical thinking, or higher-level thinking, involves analysis and evaluation ofobservations and materials. Analysis involves takingapart complex items, such as speeches, written

communications, statistics, or machines and explainingtheir underlying organization--figuring out how theywork or what they are really saying. It is more than justunderstanding an object or concept, but looking belowthe surface to discover how different parts interact.

Evaluation requires making decisions on topics andsubstantiating these decisions with sound reasons. Inorder to evaluate an idea or object, we must first set upappropriate standards or values by which to make a

judgment and determine how closely the idea or objectmeets the standards or values.

achines and explaining their underlying organization--figuring out how they work or what they are really saying. It is more than just understanding an object or concept,

don't accept information at face value, but look inside it for hidden agendas, things that are left out, and underlying bias. Journalists, lawyers and educators are just so

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. In other words, we use critical thinking whenwe make decisions and solve problems. Goodcritical thinkers don't accept information atface value, but look inside it for hiddenagendas, things that are left out, andunderlying bias. Journalists, lawyers andeducators are just some of the professionsthat require a lot of critical thinking.

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Pemikiran kritikal dan kreatif

Amanda Hermes

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Kreatif dan Pemikiran KritikalWhat they say

According to Bloom's Taxonomy of Educational Objectives,

creative and critical thinking skills fall under the highest levelof cognitive development. To think creatively and critically,

we have to use both sides of our brain and understand many

aspects of basic knowledge first. Both skills are extremely

important for achievement and success in the world today,and there are easy things that parents and teachers can do

to build these skills in children.

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Activities That Build Critical

Thinking SkillsOrlich et al. write that learning critical thinking

skills can result in high levels of studentachievement. Some lessons that incorporate

critical thinking are: identifying relationshipsbetween elements, deducing implications fromdata, inferring motives from speakers or authors,making interpretations, and identifying issues.

Other activities include discussions that involveempathy, for example, "What would you do if..." or"How would you feel if..." or discussions thatinvolve making judgments, such as, "Which isbetter, A or B? Why?" or "Which argument makesmore sense? Why?"05/06/12 zul052011kj


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Why Critical Thinking Skills AreImportant

We make lots of critical judgments every day, frommundane choices like which shampoo to buy orwhat movie to watch to important decisions likewhom to vote for or how to discipline our children.

It's important that we have the skills to makeinformed, educated decisions instead of believingeverything we see on T.V. or the Internet. Sinceadvertising is so prevalent in our society, even kids

need to know how to analyze what they see andhear, and this means they need strong criticalthinking skills. It's imperative that leaders are goodcritical thinkers, and leadership experience is amust for college admission, employment and

advancement in the workplace.05/06/12 zul052011kj


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Critical and creative

Much of the thinking done in formal educationemphasizes the skills of analysis--teachingstudents how to understand claims, follow or

create a logical argument, figure out the answer,eliminate the incorrect paths and focus on thecorrect one. However, there is another kind ofthinking, one that focuses on exploring ideas,

generating possibilities, looking for many rightanswers rather than just one. Both of these kindsof thinking are vital to a successful working life, yetthe latter one tends to be ignored until aftercollege. We might differentiate these two kinds of

thinking like this:05/06/12 zul052011kj


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COMPARISON

Critical Thinking Creative Thinking

analytic generative

convergent divergent

vertical lateral

probability possibilityjudgment suspended judgment

focused diffuse

objective subjective

answer an answer

left brain right brain

verbal visual

linear associative

reasoning richness, novelty

yes but yes and05/06/12 zul052011kj

k i i i d iki k i i


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mengurus aktiviti yang mendorong pemikiran kritis.Misalnya;

Misalnya:

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Membanding bezaMengklasifikasi

Meneliti bahagian dan keseluruhanMembuat sekuenMerangka sebabMembuat ramalanMengusul periksa andaian

Membuat inferensMengesah sumber maklumat


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Originate from Latin term REFLECTERE

to bend back

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DEFINISI REFLEKSI Dewey(1933)

Pemikiran reflektif ialahpemeriksaan yang dilakukansecara aktif, teliti danbersungguh-sungguh terhadapkepercayaan atau sesuatuyang didakwa sebagaipengetahuan, berdasarkanasas-asas yang menyokongdakwaan itu serta terhadap

rumusan yang terhasildaripada pemeriksaan itu

"Active, persistent, and carefulconsideration of any belief or supposedform of knowledge in the light of the

grounds that support it and the furtherconclusions to which it tends" (p. 9)05/06/12 zul052011kj


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Mengikut Schon,

Profesional perlu memahamitindakan mereka dengan

berfikir tentang tindakanmereka

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Dewey (1933) : Refleksipengalaman akan membawa

kepada pembelajaran- bukan

hanya pengalaman sahaja

It is reflection, not experience

alone that is found to be our

teacher (Garmeston, 2001)

Proses reflektif menyediakanpeluang terbaik untuk

pemahaman professional dan

penilaian kendiri

MENGAPA?

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KEPENTINGAN pemikiran reflektif

Membuat penilaian kendiri

Berfikir secara analitik, kritis & kreatif

Menganalisis aktiviti pengajaranpembelajaran di sekolahMencari alternatif dalam membuat

keputusanMencari jalan penyelesaian

Mengubah tingkah laku

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Bagaimana?

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AKTIVITI MENINGKATKANKEMAHIRAN BERFIKIR SECARA REFLEKTIF

Apakah prasyarat untukseseorang membuat refleksi ?

Apakah proses yang dilakukan

untuk membuat refleksi ?

Apakah kemahiran asas untukmembuat refleksi?

Apakah bezanya seorangreflektif dengan seorang yangtidak reflektif ?

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Pra Syarat untuk Membuat Refleksi

Keterbukaanmelihat masalah dari semua perspektifmengambil kira semua maklumat yang

diperoleh sebelum membuat keputusanBertangggungjawab bertanggungjawab di atas kejayaan dan

segala kegagalanKerelaan komitmen sepenuhnya terhadap tugas dapat memenuhi keperluan profesion05/06/12 zul


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PRASYARAT REFLEKSI

the person to be critical, willingto endure suspense, as well asundergo the trouble of searching

for answers (Dewey, pp 15-16).

Past experience and a 'fund of

relevant knowledge' arefundamental pre-requisites forreflective thinking

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PRASYARAT REFLEKSI


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PRASYARAT REFLEKSI Hatton and Smith (1995) telah mengenal pasti

empat isu penting berkaitan refleksi:

Belajar untuk menstruktur dan menstruktursemula masalah yang kompleks dan kabur,menguji interpretasi dan mengubahtindakan

Pemikiran yang sistematik untuk merenungkembali tindakan lepas

Terdapat aktiviti yang dikategorikansebagai reflektif spt penggunaan jurnal

refleksi atau perbincangan kumpulan, tidakdifokuskan kepada penyelesaian masalah

Dalam merangka masalah praktikal untukmencari penyelesaian, perlu

mempertimbangkan nilai atau kepercayaansejarah, budaya dan politik05/06/12 zul


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PEMIKIRAN REFLEKTIF DAN JOHN

DEWEYSIKAP PENTING UNTUK REFLEKSI1. Empati

2. Minda terbuka3. Sifat ingin tahu

4. Kesedaran diri

5. Kemahiran komunikasi antara budaya

6. Kesabaran7. Kesanggupan untuk mengambil risiko/

bertindak / mengeksperimen8. Aktif mencari maklum balas dan

perspektif alternatif05/06/12


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BAGAIMANA?

PILIH

ISU/PERISTIWA

HURAIAN ISU

ANALISIS ISU

MENILAI

TRANSFORMASI /

TINDAKAN SUSULAN

Kitaran Refleksi

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BAGAIMANA

Pilih : Kenal pasti satu isu atau peristiwa

Sesuatu yang tidak berjalan lancar dalam pelajaran atau

sesuatu yang berjalan dengan baik

Boleh dalam fasa perancangan, fasa pelaksanaan dan fasa

penilaian dalam suatu pelajaran

Boleh juga aspek pengurusan bilik darjah atau aspek-aspek

kegunaan alat pengajaran/ teknik pengajaran atau

pengurusan masa dalam bilik darjah

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BAGAIMANA?

Huraian:Melibatkan satu huraian situasi, keadaan berkaitdengan isu

Empat soalan "W" ditangani

Siapa yang terlibat?

Apakah keadaan, keprihatinan atau isu-isu?

Bila peristiwa berlaku?

Di mana peristiwa berlaku?

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BAGAIMANA?

Transformasi : (Tindakan susulan)

Langkah ini merupakan peluang

penting untuk perkembanganapabila anda gunakan

pengertian hasil daripada

refleksi dalam membaiki danmengubah amalan anda .

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BAGAIMANA?

Maka beberapa elemendalam refleksi kritikal

adalah:

Kenal pasti Isu Memahami isu

Menilai tindakan / tingkah laku berkait

dengan isu

Menggunakan `pengertian /insights

yang diperolehi ke arah tindakan masa

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Boleh menghubung kait apa yang

dipelajari atau dialami dengan

tugas dan kehidupan harian

Sentiasa melihat sesuatuisu, situasi atau masalah

dari pelbagai perspektif

agar penyelesaian terbaik

dapat dibuat dengan

lebih sistematik

Berusaha memperbetulkan

sebarang kesilapan dan

perlakuan semasa

merancang dan

melaksanakan projek

Sentiasa mempelajari daripada apa

yang dibuat agar memberi makna

kepadanya dalam konteks peribadi,

profesion, masyarakat dan negara

Sentiasa berfikir tentang tujuan,isi, kandungan dan tindakan

dalam konteks tugas

Ciri-ciri Guru Reflektif

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Learning-to-Learn Skills

Asthe name indicates, learning-to-learn skills arethe general skills that enable students to profitfrom instruction. These include the following:

Attention control. This set of skills involves the

students' awareness of when they are and are notattending to a task. If learners develop consciouscontrol of this process, learning improves.Whileyou are reading this book, your attention may

occasionally be diverted to something else. If youcannot catch yourself and get back on task, youare not likely to learn much from this book.

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GOAL SETTING

Goal setting. Successful students set goals thatchallenge their capabilities. Short-term goals aremore likely to be completed than long-term goals.

Students will learn more if they can set both long-term and short-term goals and know the differencebetween them.

If you see a way to gain something (either a

natural consequence or an artificial benefit) fromreading this chapter, you are going to learn morefrom it than if you see no point in this chapter.

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SAMBUNGAN ..

Weak students often read academic materialssimply because they are told to do so; but goodstudents see a purpose in their reading.

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COGNITIVE RESTRUCTURING

Cognitive restructuring. This set of skillsinvolves verbal mediation and affirmation. Whenwe talk to ourselves about a task (verbal

mediation), our thoughts become more salient andmore manageable. An affirmation is the statementof a positive self-belief regarding a task. Studentswho make positive affirmations and who talk to

themselves clearly about tasks learn moreeffectively than students who do not do so.

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SAMBUNGANCognitive restructuring does not refer to the

reorganization of information in the brain. The constantreorganization of knowledge is referred to by suchterms as assimilation, accommodation, and construction

of knowledge. The term cognitive restructuring simplymeans that the learner uses cognitive (intellectual)processes to restructure (state in a different manner)the information that he or she is trying to process. Interms of the previous chapter, this intellectual

restatement makes it more likely that the informationwill be the focus of attention in the working memory,that it will be transferred effectively from workingmemory to long-term memory, and that it will beretrieved when it is needed for subsequent use.

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SELF EVALUATION

Self-evaluation. This set of skills focuses onmonitoring progress toward a goal. At this point weare verifying whether we are on track to achieve

the goals we have set for ourselves.Weak students are often astonished when they

perform inadequately on a test. Good studentsknow where their strengths and weaknesses are.

When they fail, extremely weak students oftenhave no idea what their problem is. On the otherhand, good students are able to use failure as afoundation for a plan to do better.

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SO ..These learning-to-learn skills enable studentsto use their learning time effectively. It ispossible to teach learners to improve these

skills; and students who improve these skillsoften show dramatic improvements inacademic performance. (See, for example,Doctorow, Wittrock, & Marks, 1978; Linden &Wittrock, 1981; Wittrock, 1986; Bransford,Sherwood, Vye, & Riser, 1986; Casey, 1990).

Teachers should verify the extent to whichstudents possess these skills and help themdevelop and apply these skills when

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..Looking for faults in others is

Hunting for excuses to put them down or

alibi to prove guilty

Seeing the good in others is to affirm theirdignity and self-worth,

Even though they may be different from us

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Kursus Pemikiran PUO