10 CHARACTERISTICS OF AN INNOVATIVE CLASSROOM- by Matthew Lynch

10 CHARACTERISTICS OF AN INNOVATIVE CLASSROOM

BY MATTHEW LYNCH

APRIL 3, 2018

1

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If your goal is to engage and educate students to the greatest extent possible, you need to consider the benefits of an innovative classroom. An innovative classroom will possess several key traits, including:

1. Reflection

Innovative classrooms engage in constant reflection and inquisition. They think about what is working as a class and independently and what is not. Reflection can be uncomfortable, but for a class to be constantly evolving and innovating, this process must occur. Furthermore, an innovative classroom will always be asking itself, “what if?” Students won’t be satisfied with the status quo and will push themselves to be always learning more. Invite and encourage students to ask questions.

2. Constant learning

An innovative classroom never stops to catch its breath. Every event is seen as a teachable moment, and students will benefit from a fast-paced, ever-changing environment.

3. Creativity

A creative classroom not only comes up with unique solutions to everyday problems, but it also develops the responses necessary to deal with future challenges. A creative classroom fosters innovation by encouraging students to think outside of the box.

4. Connection

An educator must always know his or her students, as well as the trends that are emerging in the profession. He or she will seek out new techniques and technologies and encourage students to do the same.

5. Principles and routines

You should exist and function on strong principles and routines. Incorporate strong values to guide the class. The teacher in an innovative classroom will encourage consistency and diligence by establishing hard-and-fast guidelines for how the day is run.

6. Problem-finding

Innovative classrooms don’t wait for problems to appear to them–they actively seek out problems in the classroom, in their learning, and in the world. Innovation starts with a question–not with an answer. New technologies and understandings can only be developed when students begin to ask questions about “why” or “how.”

7. Collaboration

A collaborative classroom encourages innovation by pushing students to work with others who may be different from them, either in their beliefs, behavior, or background. Collaboration in the classroom encourages discussion, which is the father of all innovation.

8. Variation

Don’t rely on one teaching or learning technique to get a point across. An innovative classroom includes teaching strategies that are always evolving, and are different from day to day.

9. Goal setting

Innovative learners will set goals for themselves, and crush them. These goals may be large or small, or ideally contain some aspects of both types, but should guide learners towards innovation.

10. Opportunities for revision

Not only are innovative learners risk-takers, but they also recognize that nothing is ever perfect. As a result, an innovative classroom is resilient and pushes students and teachers to always be changing, adapting, and improving. Innovative learners will look to themselves and others to better every aspect of their performance.

These ten characteristics are important in establishing an innovative classroom. Although they don’t necessarily always come naturally, it is important for teachers to be aware of them and to incorporate an action to help develop each characteristic on a daily basis.

Contoh penulisan kritikal

(This post is still under construction)

Yang manakah antara berikut merupakan ulasan karya yang kritikal?

Nyatakan alasan anda.

Contoh 1:

Dapatan kajian ini menunjukkan bahawa……….. Hasil dapatan ini menyokong apa yang telah didapati oleh Tan (2002), Hamzah (2005), Laili (2007), Salwa (2007) dan terkini Rafi (2017), Norliza (2018) dan Zulkifli (2019). Walaupun dalam kajian ini, peserta kajian adalah guru yang mengajar peringkat sekolah rendah sedangkan dalam kajian Tan adalah ......., didapati kedua-dua kajian memaparkan ........... Maka, ini memberi implikasi bahawa guru tanpa mengira tahap pelajar yang diajar…. Pernyataan ini sebenarnya telah pun diutarakan oleh beberapa kajian terdahulu seperti … namun terdapat sebilangan pengkaji dan sarjana yang menyangkal pernyataan ini (citation) Ini kerana mereka berpandangan bahawa …. yang pada hemat pengkaji/penulis adalah boleh diterima atas dasar.......

Contoh 2:

Norzita (2004) dalam kajian mendapati min tahap kemahiran guru.......

Johari Shasudin dan Baharudin Mustafa (1999) membuat kajian atas 160 orang guru....Dapatan kajian menunjukkan bahawa......

Kajian Norizan (2003) mendapati bahawa guru kurang mempunyai.......

Tan (2002b) membuat kajian atas 4 buah sekolah telah mendapati.........

Contoh 3

Kajian tempatan mengenai sikap guru boleh dibahagi kepada dua kategori, iaitu a) ___- dan  b) ______. Didapati kebanyakan kajian memfokus kepada jenis pertama (misalnya, Norzita, 2014; Norizan, 2015). Kedua-dua kajian Norzita dan Norizan menjalankan kajian atas __________ dan dapatan mereka menunjukkan bahawa…………Bagi jenis kedua yang lebih menekankan kepada ............., kajian Tan (2010b) telah memaparkan bahawa……….Walaupun membuat kajian atas sampel yang berbeza, Johari Shamsudin dan Baharudin Mustafa (1999) telah pun menunjukkan bahawa……….. Tetapi, pada keseluruhannya, masih kekurangan kajian yang menyentuh tentang sikap guru dari segi……Oleh itu, satu kajian yang bertujuan ……. adalah sangat diperlukan pada masa kini.

Jawapan:

Literature Review: 'Mother Article Hunting' as Compulsory Preliminary Technique

Certainly, there are many ways to do a literature review.
And of course, there is no one model that fits all conditions.

The following guide is what I normally use when reviewing the literature. It's a preliminary step before you actually head on to start the reviewing process. 

Perhaps you have other ways, please share!
(Note: this article is best read with this article: https://norlizakushairi.blogspot.com/2019/05/according-to-guna-jangan-sembarangan.html)

********************

When you do a literature search 📖for your literature review, one important part is to search for the original article or known as 'mother article'💎. 

Most of the students tend to forget the importance of tracing the original guru(s) or sifu of the field whereby the ideas were originated or emerged while reviewing takes place. They simply cited and used the word "According to XXX' while XXX is not even a guru or scholar in that field. 

To avoid this situation, you can follow the following steps proposed.

Why we need to be cautious about this matter?

The answer is simple and logical: By tracing the mother article(s), you give justice to the flow of historical development of one's idea as you allow yourself to appreciate those pioneers who contributed to that particular field. 

Here are the steps you can follow when searching for the mother article during your literature review. 

Steps:

1. Let's say our objective in the review is to find the definition of Flipped Classroom (FC) or Flipped Learning (FL)

2. Skim all the potential articles and focus on the parts where the particular information that you need is given by the authors. Let's name this article as A, B, C, D, and E.

3. Spot the place where the authors of A-E's articles mention a significant statement pertaining to your query (Figure 1).

Figure 1: Showing Article A mentioning 'potential mother article'

 

4.   Let's say that in these articles (A-E) that we are reviewing, the name of Strayer appears so many times when authors refer to the definition of Flipped Classroom

5.   At this point, we may mark "Strayer" as the "potential mother article(s)"

But we have to really make sure that we do it correctly (deciding that Strayer is the mother article), so the process needs to be repeated.

6. Now in articles A-E, go to the Bibliography section, and find the articles by Strayer. In these articles by Strayer, he mentions and cited a few more names backdated earlier than his studies where he based his arguments.

7. Let's say we found two articles written by Strayer. We shall name the articles by Strayer as F and G.

8. Now, in Strayer's articles, do a backward trace by referring to the Bibliography section.  We are repeating the steps in 3-6 here (Figure 2).

Figure 2

9. Repeat process 3-8, until you find a few names that keep appearing repeatedly and consistently whenever the concept and definition of Flipped Learning is discussed. At this point, we may also find how the idea of flipped learning first emerged and coined. So, these are the original or the mother articles where the idea of FL concepts emerged. We may also initially infer that the authors of those articles are the sifus or gurus in this area.

Note: 

📌1. This method is to ensure that we do not simply jump into a proposed idea by the latter researchers by merely citing their names, ignoring the original scholars proposing the ideas in the first place.

📌2. This is to ensure that the ethic of research is adhered to. And what is more important, you will be abreast of the historical development of the particular idea, theory or model and subsequently, this makes you more well-versed in reviewing the issue at hand.

📌3. This whole process sounds tedious but if you really walk through these steps, it's just as easy as A, B, C.

📌4. Practice makes perfect🎉✅

Figure 3: The whole process of searching for 'mother article'

Note: 

💟Share if you think this article worth sharing.
💟Have your say if you think you can help me flourish the idea.

Thank you.

Learning how to learn: Exploring Blogger at the age of 50s, do you know what it takes?

I have created my blog since 2007. Doing my PhD at that time. Just a thought of compiling my research journey in a place where I could access anywhere. So back then it was just a throw of writings, without any intention (not 'creativity' as time envied me!)  to set up a nice blog appearance.

So I just wrote and wrote and wrote...

The feeling of 'Envy'

Then, after 10 years of setting up my blog for the first time, I felt envy looking at other people's blog. So crisp, attractive and dynamic!

So, for the recent few years, and till now, here I am, modifying and learning, read and rereading, watching and rewatching the youtube that guide me on how to configure an attractive blog!

A lot of choices offered. Also, new blog sites keep appearing that I couldn't get hold on to. Thought of changing to new blog tools but..yeahhh...it would be just the same, I still need to learn to get myself fluid with the features.

So, well, still learning. Being a 50+++ ( and gonna be a granny soon), i know deep down my heart that I am not young to pick up things anymore. But life has to go on....the professionality of our career is the motivation.

Lifelong learning is a manifestation for a  granny (cum a working mother) like me!

That's my take!

What follows is my discovery on how to use email to post my entries (of which ease me with not having to sign into my blog).
How come I didn't know this before? {coz' I never care to explore before :)} so exploration at the expense of your time leads to the discovery.

Use email to post to your blog

Turn on posting by email

1. Sign in to Blogger.
2. In the top left, click the Down arrow .
3. Click the blog.
4. In the left menu, click Settings  Email.
5. Next to "Posting using email," type a unique word to create an email address to send posts to.
6. Choose whether to publish emailed posts immediately or to save them as drafts and publish them yourself later.
7. In the top right corner, click Save settings.

Post by email

1. Create an email with your post title as the subject.
2. The body of the email will be the post:
   • To mark the end of your post, enter #end.
   • To include an image, attach an image to your email.
3. Send the email to the email address you created: (username.[secretword]@blogger.com).

Note: Anyone who emails this unique email address will be able to post as you on your blog.

Aku Bukan Liabiliti-catalogued in Kelantan Library

ABL-Kelantan public lib catalog.png

3-D Lexic (Dyslexic Aid): bukan sekadar alat belajar (Kisah Guru yang Gigih)

Best paper presentation! 3D Lexic.
Tahniah Cikgu Bibi Maslina. Kegigihanmu terbayar! Alhamdulillah.

Bukan sekadar alat belajar. Tersirat di sebaliknya, sebuah kisahnya...

****************************************************

Ini asalnya ialah paper Master student yg saya supervise, Cikgu Bibi.
Dia seorang guru, sangat kental, optimis dan mudah terima teguran.

Dia tido bangun rumah saya buat tesis hingga siap. Ini cerita lama. 2017-2018.

Dia berkampung tiap kali cuti dan hjg minggu di rumah saya semata2 nak belajar dan menimba ilmu dan pengalaman.


Senang berkongsi ilmu dgn orang sebegini. Tidak sombong dan merendah diri.
Sentiasa menghormati saya sebagai guru. Malah sebenarnya kami dah seperti adik bradik.

Masalah dia masalah saya juga.
Setelah lama diuji Allah, akhirnya beliau berjaya melepasi satu demi satu halangan.

Mastersnya 5 tahun, bermula 2013.
Waktu tu saya memberi ceramah dan bengkel utk penerima biasiswa KPM/HLP.

Lama dia mencari saya utk berguru.

Akhirnya, 2017, bertemu kembali setelah terputus hubungan.

Sejak itulah dia berkampung di rumah saya. Pengalaman yg menyeronokkan menyiapkan tesisnya, hinggalah kami berganding bahu utk jadikan bahan itu sbg inovasi.

Memasuki banyak pertandingan termasuk iDBOS17, iDBOS18 dan PRISM19.

Alhamdulillah sentiasa dapat Gold.

Tapi Ckg Bibi tak pernah berhenti. Ckg Bibi proaktif cari peluang perbaiki produknya.

Kami mempunyai chemistry.

Perjalanan masih jauh. Semoga masa depan Ckg Bibi semakin cerah.

Sbg kakak, sahabat, penyelia, ahli akademik, saya akan terus mendoakannya.

Saya harap kisah ini inspirasi buat anak2 semua.

Aku Bukan Liabiliti: Pelukan vs Stress

Cerita sikit.

Tentang “S-t-r-e-s-s”.

Semasa ceramah di sebuah sekolah pada Sabtu 5 Okt 2019 (SMKSS), dengan tajuk ‘Bagaimana menjadi guru yg relevan di abad ke-21’, sempat saya kongsi pengalaman menangani stress belajar PhD dahulu.

Kerana saya juga guru, saya tau stress seorang guru.

Senang saje. Semua orang boleh buat.Senang saje. Semua orang boleh buat.

Kisahnya...

“Pulang dr universiti. Setelah selesai jumpa penyelia yg minta baiki itu ini.


Aduhhhh. Stress. Sabar. Ini proses belajar.


Sampai rumah. Sebaik saja pintu rumah saya tolak, terkedek-kedek si kecik tu datang.


Bajunya tebal warna merah, pipinya nipis kemerah-merahan, dek sejuk angin winter, rambutnya lurus di depan menutup dahinya.


Waktu tu saya cukup penat. Sejak dalam kereta rasa nak tidor saja. Dan saya plan nak terus naik bilik dan tidor.


Tapi bila dia terkedek-kedek meluru ke arah saya, bertatih-tatih hampir jatuh, melemparkan senyum menampakkan barisan gigi susunya yang jarang, buat saya kesian dan geraammm.

Lalu saya rendahkan badan saya, tolak beg sandang ke tepi badan, tangan saya depangkan. Saya sambut dia dengan pelukan.

Ya! Saya peluk dia kuat-kuat! Dia spontan mencium pipi saya. Pipi saya yg sejuk dr angin Bristol 5C menyentuh pipinya yang suam dari haba pemanas di rumah kami di Leinster Avenue.


Magik! Terasa satu aliran keluar tenaga negatif dr badan saya

Terasa mengalir masuk tenaga positif dr anak yang saya peluk tu.


Malam itu, saya berjaga hingga 3 pagi dalam dingin winter, menyiapkan draf utk penyelia saya baca. Saya diberi masa 2 minggu.

Memang saya boleh pilih ‘break’ di hujung minggu.

Tapi tenaga dari pelukan anak saya berumur 3 tahun tadi buat saya kuat. Ia tonik. Waktu tu, saya cuma ingat nak bagi draf siap.’

Itulah kisahnya.

Sekarang dia dah 14 tahun. Sedang menghafaz quran di sebuah sekolah. Sehingga sekarang saya masih suka memeluknya. Memeluknya kuat-kuat. Merangkulnya kemas-kemas.

Terutama bila dia pulang hujung minggu; sebelum kami solat jemaah, dan selepas solat jemaah. Saya peluuuukkk kemas2.

Hakikatnya, saya menumpang tenaganya. Tenaga penghafaz quran.

Dia pula menumpang saya. Tenaga dari seorang ibu.

Kami simbiosis.

Dialah sebahagian perjalanan “Aku Bukan Liabiliti” saya.

Terima kasih Adik! Semoga Allah merahmati Adik.


Bacalah #AkuBukanLiabiliti




https://www.facebook.com/eyja.joe.3/posts/10156827520768337?comment_id=10156829576463337&notif_id=1570445956990739&notif_t=feed_comment

Flip Flop: A Novice Flipper Experience

'Flipped or Flopped: A novice flipper experience to learn, unlearn and relearn'.

'My experience of flipping a classroom' shared at Digital Education Show Asia (DESA) 2014. 27-28 May. Represented MoE (IPGM).

Remark:Alhamdulillah.

May the sharing session inspire some teachers out there and accounted for as part of my jariah.

The exhibition and seminar were a good platform for those who want to upskill their 21st-century learning and teaching competencies (of which the latter is more crucial, in my opinion).

Not many visitors from IPG though (the room is fully housed by about 300 participants, some of them were standing just to listen due to packed room), of whom should be the frontiers in getting the first-hand info on the current tech for teaching and learning as they legitimately proclaimed themselves and by the public as trainers of the 21st-century educators. Well, a bit ironic.
Received heated discussion during QnA session, and was crowded by the audience after the session who'd love to know more about my presentation.

Approached by Regional Apple Officer offering a workshop, and some officers from KPM to share experience at their institution.

A teaser for FRGS Phase 1/2019 research project.

Happy watching and do give feedback.


https://www.youtube.com/watch?v=-aqvXKazj3c

Bimbingan Penulisan (Bahagian 1- Aspek Teknikal)

Siri: Road to Scholarly Teachers


Video ini merupakan panduan asas aspek teknikal dalam penulisan esei untuk tugasan pelajar persediaan di IPT.


Perkara yang dibincangkan:


1. Konvension dalam penulisan

2. Kandungan:

• domain kognitif
• domain afektif- penggunaan 'saya' sebagai elemen naratif pembelajar sambil menekankan keilmiahan.

Pesanan penulis: Follow the youtube channel



https://www.youtube.com/watch?v=MiOAcFxd47M

Bila ‘spacebar’ bertemu ‘colon’, ‘slash’ dan ‘hyphen’

Semua orang tak kira peringkat usia tak boleh lari dari keperluan menulis, kan?

Terutamanya para pelajar dan para pendidik.

Oh ya! Para ‘journalists’ or ‘even bloggers’!

Sering kedapatan penulis menulis dengan tatacara yang menyalahi ‘grammar rules’, atau ‘punctuation rules’. Dalam kalangan pelajar, kes sebegini sangat banyak ditemui.

Kalau anda merupakan cikgu yang memeriksa kerja murid yang sebegini, sakit mata dan kadangkala menggelegak hati membacanya. 

Berdasarkan pengalaman saya memeriksa kerja pelajar dan memerhatikan bahan penulisan orang atau rakan-rakan, kelihatan seperti perkara ini dipandang remeh.

Sudah tiba masanya perkara-perkara asas tatacara penulisan ini diberi perhatian serius. Hal ini kerana, kesilapan remeh yang berulang-ulang berlaku dalam teks atau dokumen, menjejaskan kualiti kandungan. Pembaca akan rasa terganggu! (terutamanya yang tahu bab punctuation ini. Dan semestinya semua orang

wajib tahu kerana ia sangat asas!)

Jadi saya coretkan sedikit di sini beberapa tips.

Mohon perhatikan perkara-perkara asas berikut:

1. Tatacara penggunaan *‘colon’* ie “:”

Grammar rules say *no space* before a colon “:”😁

Sebelum colon, tidak perlu spacebar

Cth betul:

Berikut adalah senarai barang:

Cth salah:

Berikut adalah senarai barang :

2. Tatacara penggunaan slash ‘/‘

Grammar rules say *no space* before and after a slash "/". 😁

Contoh betul:

suka/tidak suka

Contoh salah:

suka / tidak suka

3. Tatacara penggunaan sempang/hyphen:

Grammar rules say *no space* before and after a hyphen"-". 😁

Contoh betul:

Kanak-kanak

Contoh salah:

Kanak - kanak

Tolong gitau pelajar-pelajar kita yang sedang menulis assignment, RPH, laporan, minit mesyuarat dan seumpamanya 😁.

(Pada saya , kesilapan-kesilapan yang *bakal guru perlu elakkan, kerana guru adalah contoh)

Juga kepada rakan-rakan guru atau bukan guru yang memang kerjanya menghadap penulisan je sehari-harian!

#proofreaders hat’s on 🎩 ! 😁

#Road to scholarly teachers

Jika rasa bermanfaat, sila share. 

Terima kasih.

p/s Credit to proofreader Eve

DrNK

Life Is a Redox - A monologue: Memetik Sumber Kedua: Kesilapan yang sering diabai...

Life Is a Redox - A monologue: Memetik Sumber Kedua: Kesilapan yang sering diabai...: Siri Penulisan: "Road to Scholarly Teachers" Kawan-kawan, jika penulisan ini bermanfaat, mohon kongsikan dengan para pelajar aga...

"According to": guna jangan sembarangan

Kawan2 yg sdg semak pelaporan pelajar, jika boleh, pesan pd pelajar spt mana di bawah ini:

‘According to’ (Menurut) x boleh simply use especially dlm tesis/ academic paper. ‘According to’ must be followed by scholar(s), meaning, the writer must cite scholar yg ada h-index and memang pakar dlm bidang tu. 

...Cth yg salah: ‘according to Norliza (2016),  problem-based learning ....

Who is norliza, is she guru/sifu/scholar in PBL? How many papers have she published (and being cited) in this area? (Tgk dlm google scholar/ SJR or the like utk tgk h-index). 

Kalau nak refer jugak kpd Norliza yg bukan sifu PBL tp findings dr paper dia tu menarik sesangat ttg PBL, jadi kita katalah,

 ‘based on a study by norliza (2016) who worked on a theory developed by bla bla bla, she found that teachers who exercised PBL approach in their teaching process ... this finding suggest a contradicting impact on students in contrast to the findings suggested by xxx (researcher or study lain plk).

According to  Piaget (2010), PBL approach used by a teacher could be the promoting factor towards bla bla bla however in some circumstances ... bla bla bla... 

The scenario has fuelled debate in...’

*In a nutshell, “According to’ must be used sparingly, and must refer to ‘real scholar’ .*

Maksud Scholar tu students kena faham betul2. 

Ini hasil workshop academic writing yg saya sering ikut. Ramai students x faham ni. Tugas kita betulkannya.

Wallahua’lam... betulkan jika saya salah... sini kita semua penyelia penyelidikan dan doctorates, kita blh buat percambahan minda bersama2

Dilema pelajar: Ghairah persembah data sama berulang-ulang

Kawan/kawan, mohon laluan untuk berkongsi. Jika penulisan ini bermanfaat, mohon share dgn pelajar-pelajar kita:

*************
Mungkin rakan2 penyelia pernah alami keadaan seperti di bawah:

Kerap kali terjumpa kes pelajar terlalu ghairah present data mereka dalam laporan.

Apa maksudnya?

Data yg sama, diulang-ulang dalam persembahan yg berbeza.

Contoh: Norliza (bukan nama sebenar) ada data taburan jantina. Dalam laporan, Norliza present dalam tiga bentuk persembahan; jadual taburan Norliza beri, histogram Norliza beri dan carta pai juga Norliza paparkan: semua cerita sama - taburan jantina lelaki dan perempuan dalam sampel Norliza (lihat rajah).

Mungkin pelajar tersebut seronok dapat  gambarkan taburan jantina sampel  dalam bentuk jadual. Beliau juga seronok dapat tunjukkan taburan jantina melalui histogram. Dan beliau juga ghairah nak guna carta pai untuk tunjukkan taburan jantina responden beliau.

Secara positif, bagus bila nampak pelajar passionate sebegitu- menggambarkan betapa ghairahnya mereka semasa kumpul dan analisis data. Bersungguh-sungguh mereka bila melaporkan data tersebut. Syabas!

Namun, perlu diberitahu kpd pelajar, sangat penting utk memilih *presentasi yg wajar* dengan data atau dapatan, yg ingin dikongsi dgn pembaca.

Sebagai penyelia, beritahulah pelajar:
Satu sudah memadai, kerana ia cerita yg sama.

Agak annoying bila memeriksa laporan yg persembahan datanya berulang-ulang, bukan? Tambahan pula jika ia tidak menyumbang kpd dapatan kajian secara signifikan. Ia cuma, mungkin, ‘mencantikkan rupa’ laporan (kerana mungkin carta pai yg berwarna warni) dan menebalkan laporan pelajar.

Jika anda seorang penyelia yg ‘enjoy’ atau ‘tidak rasa apa-apa’ dengan pelbagai bentuk persembahan berbeza utk data yg sama, perlu berhati-hati kerana dibimbangi, ia menggambarkan penyelia/ pemeriksa pun *tidak faham* persembahan data yg sesuai dgn data yg ada...

Jadi, semasa memeriksa laporan/tesis, dan terjumpa kes di atas, tanya diri dengan kritikal:

*Perlukah ulangan sebegitu?*
*Apakah presentasi yang paling sesuai utk data tersebut?*

Utk pelajar pula, sblm buat persembahan data, minta mereka fikir dan tanya diri:
*Yang mana satu lebih substantif?*

Pesan pd pelajar, tujuan kita laporkan kajian ialah utk berkomunikasi data dan dapatan dgn pembaca. Mereka (pembaca) tidak berada di lapangan sebagaimana anda yg mengkaji dan melaporkannya.

Membuat dan melaporkan kajian melibatkan proses membuat keputusan  yang strategik:   *Just be precise and concise! *


Analoginya:

Jalan cerita yg sama,
heroin yg sama,
cuma tukar baju dan make- up,
tidak akan mengubah plot cerita yg anda  garap.

*KISS: Keep It Significant and Substantive! *

Betulkan jika saya silap... mari kita kongsi dan belajar bersama-sama.

*Lautan biru,*
*Putih pantainya*
Wallahua’lam...DrNK

Pt 06: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson, diolah semula: DrNK

Siri Guru Belajar bersama DrNK: Sehari selembar info

Pt 06: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)


Diolah semula: DrNK
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6. Teachers that don’t share what they do

Teachers who work silently, don’t tweet, blog and discuss ideas with people around the world are obsolete. Teachers are no longer working locally but globally and it’s our job to share what we do and see what others are doing. If a teacher is no longer learning then he shouldn’t be teaching other people.

We should all be tweeting, blogging and sharing what works and doesn’t work, get and give advice to and from co-workers around the world. We should constantly be improving our craft because professional development isn’t a 3 hour workshop once a month but a lifelong process.

“We do not learn from experience…we learn from reflecting on experience.” -John Dewey

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DrNK writes:

 “Cikgu tu kedekut” “ Dia tu kemut ilmu” sering kita dengar apabila menggambarkan orang yang tidak suka berkongsi ilmu.

Benar, berada di zaman yang penuh dengan tool/alatan bersosial ni menjadikan ilmu senang dipelajari, dikongsi dan disebarkan. Dalam istilah lebih  akademik, berkolaborasi dalam hal ehwal keilmuan.

Guru suka sebut 4C- komunikasi kolaborasi…

Tapi tahukah makna kolaborasi tu?

Jika dalam satu panitia pun, masing-masing buat hal sendiri, “ABM aku, aku punya, ABM hang, hang punya”Awat jadi lagu tu? Tak boleh share, takut nanti hilang ilmu?

Jika guru sendiri kedekut berkongsi ilmu dengan rakan-rakan sejawatan, apa makna kolaborasi pada dia agaknya? Sibuk minta murid kolaborasi bila buat aktiviti dalam kelas, tapi guru sendiri pun tidak amalkan kolaborasi dengan rakan-rakan satu sekolah, satu PPD, satu JPN, satu panitia, satu bidang. 

Apatah lagi nak berkolaborasi dengan rakan-rakan di luar negara…tidaklah jawabnya.

Maksud hadis “Sebarkanlah ilmu walau satu ayat…” mencerminkan betapa Islam terbina atas dasar nasihat menasihati, berkongsi ilmu dan seumpamanya.

Di sini saya nak sarankan, berkaitan dengan Flipped Learning Approach ni, untuk menjadi Flippers, kawan-kawan kena tau apa yang omputih dah buat dalam hal ini. Jadi kena banyak baca, join keahlian mereka, dan berkongsi pandangan dengan mereka.

Saya join bengkel Flipped Learning Global Initiative oleh Bergmann kerana saya nak tahu apa yang mereka dah buat, dah sampai mana FCr/FL, betulkan apa yang saya buat selama ini, atau dah ketinggalan?

Sudah tentu ini memerlukan pelaburan: wang ringgit, masa, tenaga, idea.

Yang palingpenting, pelaburan sikap: SIKAP mesti berubah kepada positif

Tak de masa, tak de kena mengena, tak sesuai, tak larat, dah nak pencen dan pelbagai lagi,alasan-alasan itu sudah obsolete-lapuk!!!.

Jika kita benar-benar faham apa fungsi menjadi umat islam, kita mesti mahu jadi orang pertama yang berkongsi ilmu yang benar dengan orang lain.

Dan satu lagi, penyampai ilmu itu terlebih dahulu akan disoal di akhirat, oleh itu, seiring dengan menyampai, amalkanlah.

"Orang mukmin yang memudahkan urusan mukmin yang lain, Allah akan mudahkan urusannya di akhirat."

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Humble lines: DrNK