Task 1 Education Edmphasis

7/28/2019 Task 1 Education Edmphasis

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EDUCATION EMPHASES

PREPARED BY :

NUR AMIRA ISMAIL

NUR AMIRAH HAMZAH

NUR IZZAH ATHIRA ROSLISUHAIZA SHUIB


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EDUCATION EMPHASES

The Educational Emphases reflect currentdevelopments in education.

These emphases are infused and woven into

classroom lessons to prepare pupils for thechallenges of the real world.

In this respect, moral education, citizenship,

education, patriotism, thinking skills andentrepreneurship are incorporated whereappropriate and relevant in lessons.


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THINKING SKILLS

Critical and creative thinking skills are incorporated in the

learning standards to enable pupils to solve simpleproblems, make decisions, and express themselvescreatively in simple language.

Critical thinking involves logical thinking and reasoningincluding skills such as comparison, classification,sequencing, cause/effect, patterning, webbing, analogies,deductive and inductive reasoning, forecasting, planning,hypothesizing, and critiquing.

Creative thinking involves creating something new ororiginal. It involves the skills of flexibility, originality,fluency, elaboration, brainstorming, modification, imagery,associative thinking, attribute listing, metaphoricalthinking, forced relationships. The aim of creative thinkingis to stimulate curiosity and promote divergence.


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Critical thinking skills Facione, 1990

Interpretation

Analysis

Evaluation Inference

Explanation

Self-regulation


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Critical Thinking

skills and sub-skills

Interpretation

Categorization Clarifying meaning

Decoding significance


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Critical Thinking

skills and sub-skills Analysis

Examining ideas

Analyzing arguments

Analyzing assumptions


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Critical Thinking

skills and sub-skills

Evaluation

Assessing claims Assessing arguments

Assigning value


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Critical Thinking

skills and sub-skills Inference

Finding

alternatives

Drawing

conclusions

Makingrecommendation

s


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Critical Thinking

skills and sub-skills Explanation

Stating results

Justifying procedures

Presenting

arguments


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Critical Thinking

skills and sub-skills Self-regulation

Self examination

Self correction


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Creative Thinking Skills

Generating ideas

Imagining

Hypothesizing Designing innovative solutions


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BLOOMS TAXONOMY

Bloom's Taxonomy was created in 1956 under

the leadership of educational psychologist Dr

Benjamin Bloom in order to promote higher

forms of thinking in education, such as

analyzing and evaluating, rather than just

remembering facts (rote learning).


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The Cognitive Dimension Is The Alignment For

Standards & Assessment


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IT SKILLS

Information and Communication Technology

Skills (ICT) include the use of multimedia

resources such as TV documentaries and the

Internet as well as the use of computer-related activities such as e-mail activities,

networking and interacting with electronic

courseware.


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MORAL VALUES

Morals are the rules which people use to

guide their behavior and thinking.

Values are the principles, standards, or

qualities considered worthwhile or desirable.

Moral values are the standards of good and

evil, which govern an individuals behavior and

choices.


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Story teaching is an ideal way of conveying truths andteaching character and values to children, and thesestories with morals will enable your pupils to see and

contrast the good with the bad, and learn to choosethe good.

Theyll be delighted to learn and put into practice thelessons learned in their stories.

For example :

1) "The Tortoise and the Hare"Never give up when faced with failure.

2) The Mousedeer and the Crocodile : Do not panic whenin trouble - use wit and resourcefulness to escape.


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Example of Moral Values for

Lesson Planning

International Social Science Council

(ISSC)

1 KINDHEARTEDNESS 1 1 C i t


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1. KINDHEARTEDNESS 1.1 Compassionate

1.2 Considerate

1.3 Generous

1.4 Understanding

1.5 Forgiving

2. SELF-RELIANCE 2.1 Responsible2.2 Independent

2.3 Industrious

2.4 Self-confident

3. HUMILITY 3.1 Polite

3.2 Admitting one's mistake

3.3 Friendly

4. MUTUAL RESPECT 4.1 Respect and loyal towards parents

4.2 Respect for the elderly, teachers, peers, leaders and neighbours

4.3 Respect for king and country

4.4 Respect for basic rights

4.5 Respect for beliefs and cultures of various races4.6 Respect for individual rights

4.7 Adherence to the rule of law

4.8 Adherence to time (punctual)

4.9 Value wisdom, experience and deeds

4.10 Value manual labour

4.11 Value self-respect

5 LOVE 5 1 L f lif


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5. LOVE 5.1 Love for life

5.2 Love for the environment

5.3 Love for the country

5.4 Love for peace and harmony

6. COURAGE 6.1 Brave

6.2 Stand up to the truth

6.3 Resolute

6.4 Responsible/Accountable

7. HONESTY/INTEGRITY 7.1 Trustworthy

7.2 Speaking the truth

7.3 Sincere

8. DILIGENCE 8.1 Courageous

8.2 Pro-active/Resourceful

8.3 Dedicated to work

8.4 Determined

8.5 Hardworking

9 COOPERATION 9 1 Spirit of brotherhood


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9. COOPERATION 9.1 Spirit of brotherhood

9.2 Collective responsibility

9.3 Helping one another

9.4 Tolerance

9.5 Common good

9.6 Unity

10. GRATITUDE 10.1 Thankful

10.2 Grateful

10.3 Appreciative

11. RATIONALITY 11.1 Able to form judgements

11.2 Able to reason11.3 Open minded and able to think

logically


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MULTIPLE INTELLIGENCE

1. Linguistic

2. Logical/ Mathematical

3. Spatial4. Bodily/ Kinesthetic

5. Musical

6. Interpersonal7. Intrapersonal

8. Naturalistic

by Dr. Howard Gardner


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Linguistic

Children have highly developed auditory skills

and enjoy language activities.

They tend to think in words rather than

pictures.


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Linguistic

If you have strong linguistic intelligence you

might learn better by

Reading

Memorizing

Playing word games (Scrabble)

Making up rhymes


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Linguistic

How to nurture linguistic intelligence among students?

1. Reading and writing of poems

2. Crossword puzzles

3. Journals

4. Greeting cards

5. Fairy tales

6. Reports

7. Quizzes or worksheets

8. Speeches

9. Plays


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Logical/Mathematical Learner

Children with this intelligence think

conceptually.

They like to explore patterns, categories,

relations and continually ask questions about

the world aroud them.


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If you have strong logical-mathematical

intelligence you might learn better by

Recording information systematically

Setting up experiments (What if?)

Playing strategy games (Chess)

Analyzing data

Asking logical questions


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How to nurture logical/mathematical learner

among students?

1. Logic puzzles

2. Graphs

3. Charts

4. Diagrams

5. Comparisons

6. Analysis

7. Contrasts

8. Prediction


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Spatial Learner

Children gifted in this intelligence seem to

know where everything is located in the

classroom.

They think in 3D pictures rather than words

and have the ability to see, remember and

recreate an object.

It is usually accompanied by a strong

imagination.


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Spatial Learner

If you have strong spatial intelligence you

might learn better by

Studying picturesWatching videos

Using visual aids

Doing mazes, puzzles

Making predictions


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Spatial Learner

How to nurture spatial intelligence among

students?

1. Using 3D diagrams / models

2. Masks

3. Costumes

4. Dioramas

5. Game boards

6. Maps


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Kinesthetic Learner

Children gifted in kinesthetic intelligence have

a strong awareness of physical action and can

perform more complex bodily movements

than others.

They have strong motor and atheletic skills.


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Kinesthetic Learner

If you have strong bodily-kinesthetic

intelligence you might learn better by

Doing role plays Constructing physical examples

Exercising while reviewing

Visiting museums, institutions, parks

Asking logical questions


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Kinesthetic Learner

How to nurture kinesthetic intelligence among

students?

1. Role play

2. Dances

3. Jigsaw puzzles

4. Origami


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Musical Learner

Children gifted in this intelligence have a

strong sense of sound patterns, rhythm,pitch

and beat.

Their ability to hear and understand these

patterns in music is advanced.


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Musical Learner

If you have strong musical intelligence you might

learn better by

Listening to recordings

Talking to yourself

Making up songs

Mentally repeating information

Reading aloud


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Musical Learner

How to nurture musical intelligence among

students?

1. Choral readings

2. Listening to songs, raps, recordings, sound

effects

3. Listening or creation of limericks.


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Interpersonal Learner

These children are deeply aware of other

people.

They are most in person to person

relationships abd communications within

groups.


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If you have strong interpersonal intelligence

you might learn better by

Studying in groups

Comparing information with others

Interviewing experts

Relating personal experiences

Being a team player

Doing cooperative projects


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How to nurture interpersonal intelligence

among students?

1. Involvement in plays

2. Brainstorming

3. Debates

4. Group problem solving


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Intrapersonal Learner

Children with this intelligence have awareness

of their own feelings, dreams and ideas and

can use this knowledge to plan and direct

their lives.

It is accompanied by intuitive or psychic

abilities.


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If you have strong intrapersonal intelligence


Avoiding distractions

Establishing personal goals

Playing solitary games

Setting own pace

Working alone

Relating personal experiences


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How to nurture intrapersonal intelligence

among students?

1. Writing journals

2. Analysis

3. Reflections

4. Guided imagery


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Naturalistic Learner

These children are keenly aware of their

natural environment.

They enjoy learning the characteristics of the

natural world and can identify and describe

the plant and animal species around them.


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Naturalistic Learner

If you have strong naturalistic intelligence


Studying outside

Learning in the presence of plants & pets

Relating environmental issues to topics

Smelling, seeing touching, tasting

Observing natural phenomenon


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LEARNING HOW TO LEARN SKILLS

Learning How to Learn Skills are integrated in

the learning standards and aim to enable

pupils to take responsibility for their own

learning.

These skills incorporate study skills and

information skills to equip them to become

independent life-long pupils.


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FUTURE STUDIES

Future studies can be described as an empiricaland scientifically based approach tounderstanding the future.

Purposes of Future Studies Studies possible futures

Studies probable futures

Studies past images of the futuretheir causes and

consequences Knowledge foundationsinvestigates in what sense

can we have knowledge about the future


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REFERENCE

Dokumen Standard Bahasa Inggeris SK Tahun 3

http://www.allaboutphilosophy.org/moral-values-faq.htm

http://faculty.stedwards.edu/ursery/phil2329/values.htm

http://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htm

http://www.nwlink.com/~donclark/hrd/bloom.html

http://www.centerforfutureconsciousness.com/pdf_files/Readings/FutureStudies.pdf

http://www.teachingthinking.net/thinking/web%20resources/robert_fisher_thinkingskills.htm
http://www.allaboutphilosophy.org/moral-values-faq.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htmhttp://faculty.stedwards.edu/ursery/phil2329/values.htmhttp://faculty.stedwards.edu/ursery/phil2329/values.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.centerforfutureconsciousness.com/pdf_files/Readings/FutureStudies.pdfhttp://www.centerforfutureconsciousness.com/pdf_files/Readings/FutureStudies.pdfhttp://www.centerforfutureconsciousness.com/pdf_files/Readings/FutureStudies.pdfhttp://www.centerforfutureconsciousness.com/pdf_files/Readings/FutureStudies.pdfhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20--%2024%20moral_characteristics_list.htmhttp://faculty.stedwards.edu/ursery/phil2329/values.htmhttp://faculty.stedwards.edu/ursery/phil2329/values.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htmhttp://www.allaboutphilosophy.org/moral-values-faq.htm

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Task 1 Education Edmphasis