Pt 3: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)

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Pt 3: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)

Diolah semula: DrNK

3. Schools that don’t have WiFi




Schools that don’t have a robust WiFi network for staff and students are not only missing a big change for teaching and learning but robbing the students of access to knowledge and also limiting their chances to learn about the internet and using technology in a safe way.

21st century schools make it possible for students and staff to learn anywhere, anytime and schools that don’t allow that are obsolete. (Ingvi)
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DrNK writes:

So, is banning the phone in schools, right? The move to BYOD (Bring your own device) is allowed in many schools out there but not to all schools in Malaysia.

There are many opinions and perspectives on this issue.

For one, if you educate and train your students to use the device morally, in a safe way, you won’t have to be afraid of your own shadow. To do this—educating students to use the Internet morally—it takes all angle of considerations by all stakeholders. Let’s ask ourselves: Which place is more suitable to train students in this matter, other than school, other than by their teacher? You think parents are influential enough to educate their children about how to use the Internet morally? About not to use it while it’s their bedtime? I bet parents would surrender should they be given the responsibility.

Two, since the absence of Wi-Fi at school, is obsolete, take a look around you and see if there are happy faces in school when it comes to using Wi-Fi in the classroom, for teaching and learning processes? I heard laments all over the places from the teachers—in the canteen, at the conferences, at the workshops — grumbling about how slow the Wi-Fi was at their school when they needed to fill up online forms imposed by the Ministry and State Education Department.

Yes, we yearn so much to uphold ‘learning happens anywhere, anytime’. Only God knows. So, to whom should we lament? Barking at the tree without anybody hearing, is an endless agony. Only teachers can understand teachers.

Humble lines:DrNK

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Pt 2: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)

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Pt 2: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)

Diolah semula: DrNK

2. Isolated classrooms



Classrooms can be isolated in two ways. One where parents, teachers or guests are not welcome because the door and drapes are always shut… which has the words “Don’t come in here” written all over it. The other way is being isolated to all the knowledge outside the 4 walls. For example from the internet, videos, blogs, websites and visits from authors or scientists through Skype, to name a few.

Tony Wagner, the author of the Global Achievement Gap says: “Isolation is the enemy of improvement”. The classroom should be open, teachers should be able to walk in and learn from each other, parents should visit often, f.x. with so called Extra Open Schooldays (where all parents are encouraged to visit classrooms anytime during the day). Isolated classrooms are therefore obsolete.


DrNK:

Sekarang ni sekolah di Malaysia dah banyak buat program seperti Hari Terbuka Sekolah, Hari Jaya Waris dan sebagainya yang bertujuan untuk libatkan ibubapa dalam perbincangan tentang prestasi anak-anak. Mesyuarat PIBG juga saban tahun diadakan. Amalan yang baik. Tradisi yang perlu diteruskan.

Namun berpegang kepada slogan, 'betulkan yang biasa, biasakan yang betul', kita juga perlu adakan sesi refleksi atau post-mortem iaitu dengan bertanya, sejauhmanakah objektif program-program ini berjaya dicapai? Semasa ibubapa dijemput ke hari jaya waris atau apa saja nama programnya, benarkah setiap keprihatinan ibubapa terhadap anak-anak dilayan oleh guru? Itu salah satu contoh.

Selain dari itu, adakah mesyuarat PIBG benar-benar menjadi platform mendengar idea daripada ibubapa dan sesi percambahan minda antara pihak sekolah dan ibubapa/waris? Atau ia hanya dipenuhi dengan ucapan-ucapan dari VVIP semata-mata kerana inginkan tujuan tertentu dan pihak sekolah hanya bercerita yang elok-elok sahaja dalam ucapan dan menutup mata tentang perkara-perkara yang betul-betul perlu di’mesyuaratkan’? Adakah ia merupakan platform satu hala? Jika adapun dialog dua hala, sejauh manakah idea-idea diambil tindakan dari mesyuarat/dialog tersebut setelah selesainya mesyuarat?

Quoting Tun M: Check and balance-periksa dan imbang.

Datang waris berjalan, berkereta,

Mesyuarat PIBG, hari terbuka

Duduk berbaris, berbincang semeja

Sudahkah warganya minda terbuka?

Humble lines: DrNK

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Pt 1: 14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)-Pt 1

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14 obsolete things in 21st century school (tulisan asal Ingvi Hrannar Ómarsson)-Pt 1

Diolah semula: DrNK

1. Computer Rooms



The idea of taking a whole class to a computer room with outdated equipment, once a week to practice their typewriting skills and sending them back to the classroom 40 minutes later, is obsolete.

Computers or technology shouldn’t just be a specific subject, that’s not sufficient anymore but rather it should be an integral part of all the subjects and built into the curriculum.

Masih adakah lagi sekolah di Malaysia yang menggunakan kaedah ini?
Ingatkah apa yang berlaku semasa mula-mula komputer diperkenalkan di sekolah? Dan juga pernah sekitar awal lewat abad 20 iaitu dalam tahun 1997 hingga awal tahun 2000, konsep sekolah bestari diperkenalkan dan makmal-makmal komputer mula diwujudkan dengan pelaburan yang sangat tinggi?

Setujukah anda bahawa, setelah hampir dua dekad, kini makmal komputer dalam ruangan dinding 4-segi seolah-olah kurang relevan. Ini sebahagiannya disebabkan oleh kemunculan teknologi maklumat dan komunikasi melalui peranti mudah-alih (mobile gadgets). Akses kepada maklumat melalui Internet telah merubah corak komunikasi manusia secara global. Maka, hakikatnya pendidikan, yang merupakan sistem jaringan keilmuan dalam ketamadunan manusia, juga turut berubah.

Namun perubahan inilah yang sering diperbahaskan. Kelajuan perubahan dan kemajuan pendidikan di setiap Negara sangat subjektif dan bercorak relatif. Frasa pendidikan abad ke-21 kedengaran di mana-mana.

Yang maju, yang ketinggalan, yang masih termangu-mangu, yang buat tak tahu, yang rasa macam tahu tapi tak buat apa satu, yang takut nak tahu, yang tak tahu tapi malu nak mengaku, yang beri alasan selalu bila peluang menjengah untuk jadi tahu— macam-macam ragam manusia kelihatan.

Biarkan mereka. Cuma kita sebagai pendidik di abad ke-21, perlu tanya diri sendiri, relevankah lagi diri untuk mengajar anak-anak yang dikelilingi lambakan maklumat yang akses kendiri? Jika info sudah mampu diakses kendiri oleh anak-anak ini, maka aspek mana lagi yang kita masih boleh menjadi relevan?

Spiritualiti—yang mungkin makin tercicir dan dipencilkan—maka menjadi tanggungjawab kita untuk memastikan spiritualiti subur seiring teknologi.

Quoting Dr Maszlee “Happiness, Love, and Mutual Respect – key to positive learning environment”, I would love to rephrase it this way: Happiness, Love, and Mutual Respect- key to positive LEARNING ECOSYSTEM. Ecosystem resembles loads of mutual relationships-symbiosis among the entities. If one goes wrong, the rest will fall down.

Humble lines: DrNK

Literature review, should be earlier or later

Excerpt from a Fb Post (DG Support group):

I have a rather odd question with regards to lit reviews.

In my research, I have done 2 reviews, i.e.
1) the general lit review that covers all aspects of my research. For example, entrepreneurship, innovation and creativity
2) I also did a systematic lit review to specifically answer one part of a my research question. For example, what is entrepreneurship? This is due to the many perspective and definitions of entrepreneurship and has arguably given more confusion to this specific body of knowledge.

My question is, due to the nature of lit review and systematic lit review (for its purpose in relevance to answering research question(s):

1) can I have 2 reviews in on one thesis?

- If so, any recommendations on how to position the two reviews? Obviously, the normal lit review can be in Chap 2. BUT the systematic lit review is a method chosen to answer one of the RQ thus not making it part of Chapter 2?

- if I have no options and I need to have only 1 review, i.e. in Chap 2, how do I then differentiate the two reviews when the Systematic Lit Review is answering a specific question in the RQ?

Thoughts / advice on the matter is greatly appreciated.

Thank you.

My response:

The problem with Malaysian theses is that they are to be looked and appeared structured or linear. But the fact is that, thesis writing and doing research are not linear processes. I faced the same problem too while I was doing my PhD- where to put the review that I recently found after my data collection? If I put it in the later chapter it may look awkward for I appeared to be doing an insufficient review before my data collection. On the other hand, if I put it earlier, then the suspense ends there since the answer is already known, why bother to do the research then? This chronical can just go on and on in order to fix and conform to the norm of a linear process.

Luckily, my supervisor's idea and mine are parallel-don't worry too much about where and when it should go into your thesis, the main thing is that you just know how to make your thesis/argument a case. Embed and intertwine the info from lit reviews as to support your case and argument. If you feel it should support your discussion then bring it in in your discussion chapter. If you feel like putting it earlier then give some hints (and only hints) earlier just to create some curiosity (and make a case that the issue should be researched on).

Well, i dunno whether I have made myself clear to you. But the gist is, only you know how to craft your own thesis to make it convincing. Writing a thesis is like playing with a magic spell, it's nothing, believe me, it's nothing at all, it's just so small, to others.  But since you are the one who feels that it's a big issue and that you feel you are the magician, the magic wand is all yours and with that, you "make things happen"!

Just my 2 cents. All the best.

Do we need to use sophisticated gadget during lesson starter (induction set)

Watch this video: A simple yet effective lesson starter



Do we need to use sophisticated gadget during lesson starter (induction set)?

The answer is Yes and No

Why?

Well, if you have access to a sophisticated gadget that will make your students wide-mouthed watching you and your gadget, then, YES!!!! on your mark!!!!! Get set Go!!!!


But, unfortunately, you're 'dumped' at a rural school, a mediocre school, with no access to internet , or no electricity to plug in your gadget, or no projector to flare your beautiful powerpoint, then what choice do you have as a lesson starter?

Now, look around you.

What do you have? what the environment can offer you?

Oh! My pupils always mess their places. Really? Then, use that as your 'weapon'.

"C'mon boys and girls, do you want some treat? Those who have the cleanest table will get a treat from me during recess tomorrow "

Your voice!!!! Make it sound fun. Of course, use your sense of humor.

You know your students better than me. Do homework on your students' background- part of a teacher's job -  and a  compulsory trait for effective teachers.

well, to get some idea, you may watch this video.

This teacher wants to teach 'Verb: jump, run, stomp, etc" but she needs to get her students to listen attentively to her prior to the lesson.

This video shows how she deliver her induction set.

Follow my channel if you like: N Kushairi

Thank you very much.
DrNK

Set induksi: mengapa perlu fikir terlalu kompleks?

'teacherlearn Series' -DrNK
Siri 'gurubelajar'- DrNK


Saya nak minta semua pelajar seliaan saya perhatikan perkara berikut:

1. Set induksi gunakan kaedah atau bahan bantu mengajar yg hampir dgn kehidupan murid.

Tujuannya: galakkan murid respon dengan aktif apabila mereka sendiri pernah alami peristiwa atau kejadian yg guru sedang ceritakan.

Cth:
Guru nak ajar pasal jenis tanah.

Guru nak tarik minat murid pd pelajaran dan juga nak korek pengetahuan sedia ada murid.

Guru mulakan dengan soalan:
Siapa pernah pergi pantai?( ini soalan ringkas, tahap rendah, tapi cukup utk cetuskan respon murid dan hikangkan rasa takut murid)

Murid respon. Soaljawab berlaku:
Pantai mana?
Dgn siapa?
Seronok?

Baik tutup mata kamu. Bayangkan sebuah pantai yg kamu pernah pergi. (Guru guna nada yg sesuai, bercerita)

Kamu nampak awan...
kamu nampak langit...
Pohon nyior...
Pasir... kamu pijak dgn tapak kami... apa kamu rasa?....dapat rasa tak?
Mcmn rasanya?
Best tak?

Baik buka mata.
(Waktu ini guru nk tnjk gambr pantai pn boleh)

Mula Soaljawab ttg rasa tanah, sentuh ttg teksturnya dll.

Baik. Apa lagi jenis tanah yg kamu tahu??

Cungkil idea murid
Jana idea murid

Baiklah agak2 kita nak belajar apa hari ini?

Lalu... cikgu masuk ke dalam aktiviti utama.

Set induksi ini berlaku dlm 5 -7 minit sahaja.
Harus smooth flow ke dlm topik hari itu.

Tujuan aktviti permulaan:
-Tarik minat murid
-Sediakan minda murid
-Korek pengetahuan sedia ada murid.

Ingat! Aktiviti permulaan yang relate dgn kehidupan murid lebih berkesan.

Think aloud!
Share your deas.

DrNK

Hands-on but minds-off? Where does the constructivism go?

'Ohh! That dreadful practicum' series-DrNK

Today I observed a trainee-teacher  teaching Science to Year 3 students.

The teacher told me that he had prepared a constructivist-approach lesson.

A very well-planned lesson, I would say, which I would like to share it with you.

Topic: Tanah (Soil)- types and properties
Objectives: Pupils will be able to differentiate the types of soil in terms of their texture.



While watching the video, please help yourself with these questions:

1. What do you understand from a constructivist approach?
2. Do you think the approach the teacher used is a constructivist one (video 1)?
3. Compare the first video with the second video.
Are there any differences that you see?

have your say.

Video 1: students line up

Then, read this:
In the first video, teacher called upon a group to line up and touch and feel the soil. then they went back to their table.

While other students were forced to wait at their table and did nothing.

Questions:
-Were the students remember 'the soil' once they got back to their table? Why didnt the teacher gave a set of soils for each group and let them explore on their own?
-Why made the other pupils waited without doing anything?

video 2: students 'do' the soil thing

In the second video, pupils are given the chance to 'feel' the soil. What do you think the pupils feel about this learning experience? Compare with the first video, were they happy?


apart from the above matters, it's not only about hands-on that we should focus on. The more crucial part is how we foster the 'minds-on', in other words, the HOTS in students while they carry out such activities?

Well, it's your turn to think!

#teacherlearn
#gurubelajar

DrNK