Lesson 1 Edu

8/6/2019 Lesson 1 Edu

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LESSON 1:EDUCATIONAL GOALS AND MODEL


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WHY CONSIDER TEACHING AS ACAREER


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Extrinsic Reasons for Teaching(public, external attractions of an occupation, such as money,

prestige, and power)

Salaries RM 2000-RM4000

Status positive but sometimes difficult to discern

Power unique power over students

Work Schedule January November Benefits retirement,lowinterest loans

Job Security secure

Opportunities for Increased Pay pay scale (% each year

and additional stepon pay scale) Opportunities for Advancement curriculum specialist,

department chair,counselor, assistant principal,principal,superintendent


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Intrinsic Reasons for Teaching(internalpsychic satisfactions, as personal accomplishment or joy

ofwork)

Joy of seeing students learn

Performing a significant social service

Fellow teachers/colleagues relationships

Love of subject (junior and senior high school) Work youlove to do

Work gives sense you are respected and appreciated

Time to spend withfamily

Potential to affect the lives ofothers

Love of subject taught

Lifelonglearningopportunities


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THE ROLE OF TEACHER INPURPOSEFUL LEARNING


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Clarifying Objectives

Setting realisticgoals

Identification and clarification of associated

objectives:

knowledge

skills

dispositions


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Motivating Students

manipulating materials and activities to arouse

interest

engagingin goal settingprocedure with the

students

manipulating rewards and competition

providing knowledge ofprogress


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Supplying a Model

persons as role models

verbal descriptions

audiovisual models


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Helping Students Apply Knowledge

many specific examples (use multimedia )

The use of different teaching strategies


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Teaching strategies???

Make use of technology

Presentation

Groupwork

Games Humour

Outdoor activities

Hands on

Project Assessment

Quiz


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NATIONAL PHILOSOPHY OF

EDUCATION

Lecture 1


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` Malaysian Ministry of Education

` Ministry ofHigher Education

Minister of Education : Tan Sri Muhyiddin Yassin Minister ofHigher Ed : Dato Seri Mohamed Khaled Nordin

` National education budget : RM 6 Billion (2009)

` National system established : 1956

` Enrollment (5,416,924) Primary : 3,111,948

Secondary : 2,304,976


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Area: 329,749 sq. km.(127,316 sq. mi.); slightly

larger than New Mexico.

Cities: Capital--Kuala Lumpur.

Climate: Tropical.

Geography


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Nationality: -Malaysian(s).Population (2009): 28.1 million.Ethnic groups: Malay 50.8%, Chinese 23.8%,

Indigenous 10.9%, Indian 7.1%, non-Malaysiancitizens 6.8 %, others 0.6%.

Religions: Islam (60.4%), Buddhism (19.2%),

Christianity (9.1%), Hinduism (6.3%),Confucianism(2.6%), Animism (0.8%), others (including Taoism,Sikhism, Baha'i faith -- 0.4%), none (2.8%).

People


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Languages: Malay, Cantonese,Hokkien, Mandarin

Chinese, English, Tamil,indigenous

Education: Years compulsory--9.Attendance--98.5%

(primary), 82%(secondary).Literacy(2002)--95%.

Cont..


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The national education system

National school

National-Type Chinese School National-Type Tamil School

Education in Malaysia


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i. To achieve National Unity

ii. Toproduce quality manpower for national

development

iii. To achieve democratization of education

iv. Toinculcate positive values

National Education Goal


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Education in Malaysia is an on-going effort towardsfurther developing the potentialofindividuals in aholistic and integrated manner, so as to produceindividuals who are ---------, -----------, ---------- and ----

-------- balancedand harmonious, based on firm belief inGod. Our efforts are focused towards creatingMalaysian citizen who are knowledgeable andcompetent,whopossess high moral standards, and whoare responsible and capable of achieving a highlevel

ofpersonalwell-being and able tocontribute to theharmony and prosperity of the family, the society andthe nation at large.


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Sekolah Pondok (literally,hut school), Madrasah

and others Islamic schoolwere the original schoolin

Malaysia.

Secular schools in Malaysia were largerly an

innovation of the Britishcolonialgovernment.

R.O.Winsted concerned with the education of the

Malays.

Establishing Sultan Idris Training College-aimed to educate the Malay elite.

HISTORY


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Britishpolicy a policy that trains the Malay boy

how not toget employment by excluding the

Malays from learningin the bread-earning

language of Malaya.

In the 1950s, there were 4 initialproposals for

developing the national education system.

Barnes Report (favoured by the Malays)Ordinance Report (modification of the Barnes Report)

Fenn-Wu Report (favoured by the Chinese and Indians)


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Razak Report ( a compromise between the two reports).Adopted by Malayan government as the educationalframework for independent Malays. National

National-type 1970s in accordance to the nationallanguage

policy, the government change English-mediumprimary and secondary national-type schoolintoMalay medium national sechool.

1996, the Education Act of 1996 was passed toamend the Education Ordinance of 1956 and theEducation Act of 1961.


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Pre-school

Primary education (mandated by law)

Seco

ndary educ

atio

n Tertiary education

Postgraduate

Characteristics


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Pre-School

Attandance pre-schoolprogramme is not universal

Noformalpre-schoolcurriculum except formal

mandatory training and certification for principles andteacher tooperate pre-school.

Stages


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2 main type ofprimary schools in Malaysia

National(Sekolah Kebangsaan)

Nationak-type (SJK (C), SJK (T)

Primary education consists of six years of education(Year 1-6)

At the end ofprimary education, syudents innational schools are required toundergo a

standardised test known as Ujian PencapaianSekolah Rendah(UPSR)

Primary


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The Division Of Education MOE has been criticisedfor allegedly creating racialpolarisation at theearly age.

Government establish Sekolah Wawasan (visionschool) withconcept three schools would share thesame compound and facilities while maintaindifferent school administrators.

Objections from Chinese and Indian communitiesbelieve this will retrict the use of their mother tonguein schools.


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National Type/ Charter Secondary/ High Schools/Residential Schools or Sekolah Berasrama Penuh(SBP).

Latest Sekolah Kluster / Sekolah Berprestasi Tinggi Residential schools or SBP known as Science Schools-

tocater mainly for Malays elites and expanded inoutstanding academically, displaying talents in

sports & leaderships.

The schools are modeled after British BoardingSchool.


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` Application after SPM, STPM (GCE Level),

Matriculation (MOE)- especially tohelp Bumis to

easily accessed University.

` The centre for Foundation Studies in Science, UMoffers 2 programmes for Bumiputra The Science Program

The Special Preparatory Program to Enter Japanese

Universities.

` Government claimed that admission to Universities

are purely meritocracy based.

Pre- University


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Tertiary education in the publicuniversities is heavily

subsidised by the government.

The classification of tertiary education is organised

upon the Malaysian Qualifications Framework(MOF).

Students have choice of attendingprivate

institutions ofhigher learning.

Private colleges offer twinningprogram.

Tertiary


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Postgraduate degrees Master and Doctor

Philosophy.

Postgraduate Programmes


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Option ofcontinuing their education in professional

courses such as ICSA ( Inst of Chartered Secretaries

and Administration) etc.

Vocational Programmes and Polytechnics

School


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Are complusory for all students and standardised

nationwide.

School Uniforms


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Every Minister of Education in future willbe a

Prime Minister ???

Education and Politics


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In 2006 the National Education Blueprint 2006-

10 was released.

National Education Blueprint


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Language Issues

Poor Command of English

Gender issues and education

Racialpolarisation in schools

The tuition phenomenon

Stringof As

Chinese Dropouts

Issues in Malaysian Education


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Indian School Dropouts

Malay School Dropouts

Foreign Students Mathematics and Science Studies (PPSMI)


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TEACHER ORGANIZATIONS

Lecture 1


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Introduction

According toWisconsin teachers contract 1922,prohibited awomen from:

Dating

Marrying

Stayingpast 8 p.m Smoking

Drinking

Loiteringin ice cream parlors

Dyeinghair Using mascara or lipstick


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Ask your self?

Is it compulsory for teacher in Malaysia to join any

teacher organization?

Can yougive an example of teacher organizations

that we have in Malaysia?


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Teacher Organizations in Malaysia

NUTP (National Union of the Teaching Profession)

KPPK mempunyai 12 buah cawangan di Semenanjung Malaysia dari Perlis ke Johor.Setiap cawangan mempunyai bangunan atau ruang pejabat sendiri yang menjadipusat khidmat untuk memberi perkhidmatan kepada ahli-ahli KPPK.


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Sarawak Teachers Union (STU)

The Sarawak Teachers' Union is the largest union inSarawak and the second largest union in Malaysia . Itwas duly recognised and registered by the Registrar ofTrade Union on 29 th March 1965. Before theformation of Sarawak Teachers' Union , there wereseveral Teachers' Associations such as the KuchingTeachers' Association, the Sibu Chinese Teachers'

Association and the Sarawak Taiwan GraduatesTeachers' Association.


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Teacher Organizations in America

National Education Association (NEA)

American Federation of Teachers (AFT)

NEA AFT

Total membership 3,200,000 1,400,000

Members who are

classroom teachers

2,363,000 800,000

President Dennis Van Roekel Randi Weingarten

Presidents term 3 years (maximum 6

years)

2 years (nolimit)

Organizational View Professional

association

Union affiliation with

AFL-CIO

Geographic strength Suburban and rural

areas

Large and medium-

size cities


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Teacher Organizations in Australia

Australian Teacher Education Association (ATEA)

The Association enacts this mission through several key strategies,namely:

tofoster improvement in initial teacher education; to engage in national advocacy for teacher education;

topromote and support the teachingprofession;

toform stronglinks withindividuals and organisations involved ineducationalchange;

toimprove the nature,quality and availability ofprofessionaldevelopment for teachers educators, and

topromote and disseminate research,ideas and practices,innovation and evaluation in teacher education.


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Geography Teachers' Association of SA Inc. (GTASA)

The aims of the Association are to:

promote and support the teaching and study ofgeography in South Australia

toprovide an organization throughwhich teachers ofgeography in South Australia may express opinions on

geographical and educational matters to encourage and promote researchin geography and

geographical education.


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PARENT TEACHER ASSOCIATION(PTA)

Lecture 1


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Parent-teacher groups provide forums for parents

towork together in creatingpositive learning

environment in school.

As a teacher youcan take part and works withparents on curriculum and instructionalprogram,

student policy and schoolcommunity program.


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LEARNING AND INSTRUCTION

Lecture 1


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Distinguishbetween instruction and learning

According to Smaldino et al.(2005), Learningis the

development of new knowledge, skills or attitude as

an individualinteract withinformation and the

environment Instruction is the arrangement ofinformation and

environment tofacilitate learning


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Describe four psychologicalperspectives oflearning

What are the four psychologicalperspectives of

learning?


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Behaviorist Perspective

Cognitivist Perspective

Constructivist Perspectives

Social Psychological Perspective


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Behaviorists refute to speculate what goes on

internally when learning takes place. They rarely

solely on observable behaviors.

As a result, they are more comfortable explaining

relatively simple learning task. Because of this

nature,behaviorism has limited application indesigninginstruction for highlevel skills


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Cognitivist Perspective

Cognitivism dealwithhowpeople think, solve problems,and make decisions.

Cognitivists create a mental modeloflong term and shortterm memory

Cognitivists have a broader perception oflearning thanthat held by behaviorists

Students are less dependent on the guidinghand of the

teacher and rely more on their own cognitive strategiesin using available learning resources


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Constructivist Perspective

Constructivism is a movement that extends beyond the beliefs of thecognitivist.

It considers the engagement of students in meaningful experiences

as the essen

ce

ofex

per

ient

ia

llearn

in

g.

The shift from passive transfer ofinformation to active problemsolving and discovery

Constructivist argues that students situate the learning experiencewithin their own experience and that the goalofinstruction is notto teachinformation but tocreate situations so that students can

interpret information for their own understanding


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Social Psychological Perspective

Socialpsychologists look at the effects of the socialorganization of the classroom on learning.

It includes,what is the group structure of theclassroom? Independent study, smallgroups or theclass as whole?; What is the authority structure?How muchcontrol do students have over their own

activites?; What is the reward structure- iscooperation rather than competition fostered?


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ASSURE MODEL

Lecture 1


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The ASSURE Model

Analyze Learners

State Objectives

Select Methods, Media and Materials

Utilize Media and Materials

Require Learner Participation

Evaluate and Revise


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Recapon ASSURE Model

Documents

Lesson 1 Edu