Aktiviti 2 (Berkumpulan)

Refleksi ke atas masalah pengajaran dan pembelajaran selepas mengikut kursus kaedah mengajar adalah kebanyakan bakal guru terlalu menumpukan penggunaan ICT (menggunakan laptop dan powerpoint) sebagai bahan bantu mengajar atau cuma fokus kepada kaedah kuliah sahaja. Mungkin antara kita ada yang akan dihantar ke sekolah pedalaman dan terdapat sekolah pedalaman yang tidak mempunyai ICT yang canggih.

Oleh itu, strategi untuk mengatasi masalah tersebut adalah guru seharusnya menguasai dan tahu menilai jenis bahan bantu mengajar yang sesuai digunakan selain daripada ICT. Kaedah kuliah yang koventional boleh disertakan dengan kaedah ‘student centered learning’ di mana pembelajaran kooperatif yang melibatkan semua pelajar secara aktif dengan menggunakan teknik-teknik seperti ‘think pair-share’, team-pair-solo, jigsaw, roundrobin dan lain-lain teknik yang sesuai supaya sesuatu pengajaran tersebut tidak bosan dan berkesan.

Ahli Kumpulan :
a. Lee Sok Leng P48614
b. Hamizah Liyana bt Anwar P48579
c. Siti Rafeqah binti Samsunanwar P48667

Aktiviti 1 (Individu)

A. Refleksi
1. Senarai Penambahbaikan yang perlu dilakukan di dalam diri saya adalah

• Kekuatan Stamina - Mempunyai tahap stamina yang agak rendah dan prestasi penglibatan yang sederhana oleh kerana sudah lama tidak bergiat dalam sukan dan aktiviti selepas meninggalkan zaman persekolahan.
• Keyakinan Diri - Mempunyai keyakinan yang rendah dan ragu-ragu terhadap kebolehan sendiri untuk melakukan sesuatu aktiviti yang tidak pernah dilakukan
  

2. Matlamat :

• Meningkatkan tahap stamina diri
• Membina semula keyakinan diri
  

3. Objektif :

• Dapat meningkatkan tahap stamina diri supaya lebih aktif dalam penglibatan aktiviti atau tugasan.
• Dapat mencari dan membina keyakinan diri dan mengurangkan perasaan ragu ragu terhadap kebolehan diri sendiri.
  

B. Pelan tindakan

1. Langkah-langkah

• Beraktif kembali dalam aktiviti bersukan yang telah lama ditinggalkan di dalam sukan renang, badminton dan olaharaga untuk membina tahap stamina yang lebih kuat.
• Membaca lebih banyak buku motivasi dan melihat ceramah video untuk meningkatkan motivasi membina keyakinan diri semula serta percaya bahawa diri sendiri BOLEH melakukannya.

2. Proses Memantau

• Merekodkan masa dalam latihan sukan supaya dapat mengesan peningkatan tahap stamina diri

3. Proses Menilai

• Seringkali membuat refleksi terhadap pencapaian diri dan bertanyakan kepada rakan sebaya dan keluaraga samada diri mengalami perubahan yang ketara.

Assignment 1

1. Author : David Hopkins
2. Year : 2002
3. Tittle : A Teacher's Guide to Classroom Research
4. Country : United Kingdom
5. Publisher : Open University Press

5 Phases of Action Research (Nota Kuliah 1)

There are 5 phases as below where phase I to phase V is used repeatly in action research.

Phase I - Problem Identification

• Why do you want to do it? Is it an important and practical problem, something worth your time and effort, something that could be beneficial to you, your students and others?
  

Phase II - Plan of Action

• Will you develop and implement a new strategy or approach to address your question?
• What is an appropriate timeline for what you are trying to accomplish?
  

Phase III - Data Collection

• What types of data should you try to collect in order to answer your question?
• What resources exist and information from others might be useful in helping you to frame your question, decide on types of data to collect, or to help you in interpreting your findings?
  

Phase IV - Analysis of Data

• What can you learn from the data? What patterns, insights, and new understandings can you find?
  

Phase V - Plan for Future Action

• What will you do differently in your classroom as a result of this study?
• What might you recommend to others and how will you write what you have learned so that the findings will be useful to you and to others?

What is action research? (Nota Kuliah 1)

Action research is systematic study of attempts to improve educational practice by groups pf participants by means of their own practical actions and own reflection upon the effects of those actions. Action research combines a substantive act with a research procedure; it is action discipline by enquiry,a personal attempt at understanding while engaged in process of improvement and reform.

Action research is different from other types researchers where:

• It is a systematically-evolving process of changing to both researcher and the situations in which he or she works and involves collecting evidence on which to base on reflection.
• It involves problem-posing, not just problem-solving and where motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.
• It is a research by particular people on their own work to help them improve what they do, including how they work with and for others.
• It is not the scientific method applied to teaching. Action Research is not just about hypothesis-testing or about using data to come to conclusions. It is concerned with changing situations, not just interpreting them. It takes the researcher into view.

Types of Action Research

1. Classroom research - Individual teacher research usually focuses on a single issue in the classroom and may be seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning.
2. Collaborative action research- Include as few as two teachers or a group of several teachers and others interested in addressing a classroom, common problem shared by many classrooms or department issue.
3. School-wide research - Focuses on issues common to all. For example, a school may have a concern about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways.