ALAT PEMIKIRAN DALAM
Apa itu Alat pemikiran?… Apa dia? Mengapa ia perlu? Bagaimana cara menggunakannya?
Thinking Tools…
Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan berkesan.
Alat Pemikiran…
Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p yang berkesan.
Alat Pemikiran/Thinking Tools Taxanomy Bloom Thinking maps 6 thinking hats Thinkers keys Mind maps Multiple intelligences Venn diagram SWOT Cort1 PMI (plus,minus, interesting chart)
Scamper Question matrix KWHL T-chart Y-chart Graphic organisers Lotus diagram Flow chart Bone diagram Fishbone diagram
I THINK
APA ITU I THINK? Lapan peta pemikiran (Proses pemikiran) adalah alat berfikir visual
yang memudahkan murid-murid dalam memahami konsep, menganalisis masalah dan mencari penyelesaian.
PETA MINDA I THINK Peta minda mengandungi 8 proses pemikiran, setiap satu diwakili oleh
satu alat pembelajaran visual-verbal dan kedua-duanya bergabung sebagai satu set alatan yang menunjukkan hubungan.
I THINK
• 8 Peta pemikiran
• 8 Proses minda
circle map (peta bulatan)
Tree map (peta pokok)
Multi flow map (peta pelbagai alir)
bubble map (peta buih)
Brace map (peta dakap)
Bridge map
double bubble map (peta buih berganda)
Flow map (peta alir)
(peta titi)
8 KUNCI KEMAHIRAN/PROSES PEMIKIRAN: Sumbang saran / mendefinisi Menerangkan membanding beza membuat pengelasan Hubungan seluruh-bahagian Urutan Sebab dan akibat Analogi (hubungan yang sama)
Mendefinisi mengikut konteks PETA BULATAN
Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.
Peta Bulatan Circle Map
Adapted from “Thinking Maps® - Tools for Learning” © 1995
mendefinisi mengikut konteks Peta Bulatan Sempadan Konsep yang
Topik utama anda tahu Proses sumbang saran
Adapted from “Thinking Maps® - Tools for Learning” © 1995
mendefinisi mengikut konteks
Peta Bulatan Dokumen Standard P Moral
Kepercayaan kepada Tuhan hormat bertanggungjawab Hemah tinggi Keadilan
Kerjasama
Kasih sayang
14 Nilai Universa l
Kederhanaan
Berterima kasih
Toleransi Kejujuran
Kerajinan
Keberanian
Baik hati
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Menerangkan PETA BUIH:
Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.
PETA BUIH BUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Untuk menerangkan (adjektif) Peta Buih Adjektif 2
Adjektif 3
Konsep utama
Adjektif 1
Adjektif 6
Adjektif 4
Adjektif 5
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Peta Buih Untuk menerangkan, guna adjektif budi bahasa
rajin
Krishnan
Amanah
ikhlas
baik hati
jujur
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Membanding beza PETA BUIH BERGANDA:
Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza
PETA BUIH BERGANDA DOUBLE BUBBLE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Untuk banding beza PETA BUIH BERGANDA beza
konsep 1
beza
beza
sama
sama
beza
konsep 2
beza
beza sama
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Untuk banding beza PETA BUIH BERGANDA Cina
THAN
Buddha
Thn Baru Cina
India
SAINS SOSIAL
BPK
Hindu
VELU
Deepavali
UPM
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Membuat Pengelasan PETA POKOK:
Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.
Membuat Pengelasan PETA POKOK
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Membuat Pengelasan PETA POKOK Pendidikan Moral
Fokus Penaakulan Kognitif
Perlakuan
Tema
Nilai
Diri Saya Saya & Jiran
Psikomotor
Reading Skills: Main Ideas & Details; Taxonomy Adapted from “Thinking Maps® - Tools for Learning” © 1995
Hubungan Seluruh- bahagian PETA DAKAP:
Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.
PETA DAKAP BRACE MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Hubungan seluruh & bahagian PETA DAKAP mental menaakul Penaakulan
Fokus PM Sek Ren
Perasaan
perlakuan baik/jahat salah/benar Tindakan
Perlakuan
tanggungjawab
akauntabiliti
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Urutan PETA ALIR:
Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu.
PETA ALIR FLOW MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
URUTAN PETA ALIR Langkah 1
Langkah 1a
Langkah 1b
Langkah 2
Langkah 2a
Langkah 2b
Langkah 3
Langkah 3a
Langkah 3b
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Urutan PETA ALIR
Membersihkan bilik darjah
Sapu lantai
Buang sampah
Pengajaran & Pembelajaran
Pendidikan Moral
Pendidikan Islam
Aktiviti ko-kurikulum
Kelab & persatuan
Unit Beruniform
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Sebab dan Akibat PETA PELBAGAI ALIR:
Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakantindakan yang diambil dan cara untuk mengubahnya.
PETA PELBAGAI ALIR MULTI FLOW MAP
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Sebab dan akibat PETA PELBAGAI ALIR Sebab 1
Akibat 1 Masalah/ isu
Sebab 2
Akibat 2
Adapted from “Thinking Maps® - Tools for Learning” © 1995
SEBAB
AKIBAT
suka bantu keluarga
Disayangi keluarga
Hock Seng Rajin belajar
Cemerlang dalam pelajaran
Suka tolong kawan
Disayangi rakan-rakan
Analogi (hubungan yang sama, mencari faktor penghubungan) PETA TITI:
Membantu menyenaraikan beberapa pasangan butiran yang berkaitan antara satu sama lain supaya dapat memahami perkara-perkara di dunia yang mempunyai hubungan yang serupa (analogi).
PETA TITI BRIDGE MAP
Sama seperti
Adapted from “Thinking Maps® - Tools for Learning” © 1995
Analogi PETA TITI
Sama seperti
Adapted from “Thinking Maps® - Tools for Learning” © 1995
tokong Taoist
kuil as
Hindu
gereja as
Kristian
vihara as Buddhist
Faktor Penghubungan: tempat ibadat dengan penganutnya
THINKING TOOL
PMI (Plus, Minus, Interesting/ Tambah, Tolak, Menarik)
LATIHAN
MENGHADIRI KURSUS JU DI PARK AVENUE HOTEL, SG.PETANI
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve)
Tambah ilmu Makan percuma Ramai kawan baru Tingggal di hotel Membeli belah
MINUS (-ve)
Tekanan/pening Berat badan bertambah Kerja di sekolah tertangguh Jauh dari keluarga Duit habis
Interesting
Terdahulu mendapat maklumat tentang KSSR Menikmati pelbagai jenis makanan Berkongsi idea dari pelbagai negeri Kepuasan Dapat berjumpa dgn Makanan tak sedap Ramai kawan Penulis buku Tak ada wi-fi Ada kolam renang Menambah ilmu Mabuk lift Berdekatan dgn Berkongsi ilmu Lift jammed pusat membeli Penceramah yang Letih Jadual padat belah peramah Tak dapat mandi di Pemandangan yg 19/10/2014 52 kolam cantik
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve)
Dapat tambah pengetahuan baru Tambah kenalan Pengalaman baru sbg JU Kongsi idea dan pngalaman Banyak pengalamn Kawan baru Kongsi idea Dapat maklumat awal 19/10/2014
MINUS (-ve)
Pertambahan tugasan Gangguan pdp Matlamat MMI terjejas Tugasan sekolah tertunggak Wifi berbayar Jauh dari keluarga Keluar kos Pdp tertangguh Tambah tanggungjawab
Interesting
Peluang melancong Seronok bersama kawan Penceramah yg hebat Makanan yang sedap Dapat rasai tempat baru Dapat beli belah Dapat duduk hotel Makanan percuma 53
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve)
MINUS (-ve)
Interesting
Dapat memahami bidaya pelbagai bangsa Mendapat motivasi dan latihan sebagai JU
Bilik hotel kurang selesa bilik perbincangan tidak kondusif Tekanan Kursus sampai malam Hujan tak henti-henti, tak boleh shopping Masa terlalu suntuk
Di tengah pusat Bandar Eratkan perpaduan Bercukup rehat Benda baru kenalan dgn pakar bidang
Ketahui pedagogi terkini OverTime HOTS
19/10/2014
Merapatkan hubungan sesama peserta tanpa mengira kaum Interaksi yang berkesan antara kawan-kawan Budaya 1 malaysia diwujudkan Penceramah yang 54 berkaliber dan peramah
THINKING TOOL
6 THINKING HATS
six thinking hats
Six hats Six colors
Six types of thinking The hats are directions, not descriptions of thinkers Each thinker should be able to use all of the hats Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
The Six Thinking Hats® Tool Kit Blue Hat Thinking- Process Thinking about thinking What thinking is needed? Organizing the thinking Planning for action
White Hat Thinking- Facts Information and data Neutral and objective What do I know? What do I need to find out? How will I get the information I need?
Green Hat Thinking - Creativity Ideas, alternative, possibilities Provocation - "PO" Solutions to black hat problems
Yellow Hat Thinking- Benefits Positives, plus points Logical reasons are given. Why an idea is useful
Black Hat Thinking - Cautions Difficulties, weaknesses, dangers Logical reasons are given. Spotting the risks
Red Hat Thinking - Feelings Intuition, hunches, gut instinct My feelings right now. Feelings can change. No reasons are given.
six thinking hats Ways to Use the Hats
Individually (i.e., thinking alone) In conversation
In meetings Reports and presentations
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
white hat What information is available? What information do we need? How are we going to get the missing information?
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
red hat What are my feelings right now?
What does my intuition tell me? What is my gut reaction?
Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
black hat What are some possible problems? What difficulties could we encounter? What are points for caution?
What are the risks? Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
yellow hat What are the benefits?
What are the positives? What are the values?
Can this be made to work? Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
green hat What creative ideas do we have?
What are the alternatives? How can we overcome the black hat difficulties? Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
six thinking hats
blue hat Where should we start? What is the agenda?
What are the objectives? Which hats should we use?
How can we summarize? What should we do next? Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group
THINKING HATS WHITE HAT
RED HAT
YELLOW HAT
BLUE HAT
BLACK HAT
GREEN HAT
Identify the fact and details of a topic
Looks at a topic from the point of view of emotions and feelings
Focuses on the positive aspects of a topic
Focuses on reflection, metacognition (thinking about thinking that is required) and the need to understand the big picture
Examines the problems associated with a topic
Requires creativeness, imagination and lateral thinking about a topic
THINKING TOOL
BLOOM-REVISED VERSION
Bloom’s Taxonomy F
Bloom’s Taxonomy H
T
I
H
G
T
I
H
H
N
E
I
K
N
A
R
T
I
O U N
D
I O N
K
N G
O
I
R
N
D
G
E R
Taxonomy = Klasifikasi mengkelaskan aras pemikiran
6 aras pemikiran kognitif
Mengapa Taksonomi Bloom perlu? • Merangka dan mengkaji objektif pembelajaran • Membina kurikulum • Mengenali kemahiran mudah dan kemahiran sukar • Menyepadukan objektif pembelajaran dengan teknik penilaian secara efektif
Mencipta Menilai Menganalisis
mengaplikasi Memahami Mengetahui
Mencipta
Murid dapat mencipta produk baru @ idea baru
Menilai
Murid dapat mencari rasional @ justifikasi ke atas sesuatu pandangan/pegangan atau keputusan. Murid dapat membanding bezakan bahagian-bahagian yang berlainan
Menganalisis
Mengaplikasi
Murid dapat menggunakan pengetahuannya.
Memahami
Murid dapat menerangkan idea@konsep
Mengetahui
Murid dapat mengingati sesuatu informasi
Thomas A.Edison
Hakim
Bahagian kereta
Menggunakan manual pengguna Kamus
Ensaiklopedia
Questioning . . . • Higher level questions require complex application, analysis, evaluation or creation skills • Higher level questions – Encourage students to think more deeply and critically – Facilitate problem solving – Encourage discussions – Stimulate students to seek information on their own Handout #
University of Illinois (2006)
Mengetahui Murid dapat mengingati & menyatakan apa yang telah dipelajari – Describing – Finding – Identifying – Listing
– Retrieving – Naming – Locating – Recognizing
Can students recall information?
“Remembering” stems What happened after...? How many...? What is...? Who was it that...? Name ... Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, 2000)
Memahami Murid dapat menginterpretasi maksud /apa yang telah dipelajari – Classifying – Comparing – Exemplifying – Explaining
– Inferring – Interpreting – Paraphrasing – Summarizing
Can students explain ideas or concepts?
“Understanding” stems Explain why… Write in your own words… How would you explain…? Write a brief outline... What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify… Illustrate… (Pohl, 2000)
Mengaplikasi Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan daripada yang dipelajari. – Implementing – Carrying out
c
=
– Using – Executing
Can students use the information in another familiar situation?
“Applying” stems Explain another instance where… Group by characteristics such as… Which factors would you change if…? What questions would you ask of…? From the information given, develop a set of instructions about…
(Pohl, 2000)
Menganalisis Murid dapat menghuraikan/ menganalisis maklumat yang dipelajari untuk memahaminya dengan lebih detail. – Attributing – Comparing – Deconstructing – Finding
– Integrating – Organizing – Outlining – Structuring
Can students break information into parts to explore understandings and relationships?
“Analyzing” stems Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Explain what must have happened when... What are some or the problems of...? Distinguish between... What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, 2000)
Analyzing Verbs
Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Discriminate
Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize
Products
Questionnaire Database Abstract Report Graph Spreadsheet Checklist Chart Outline Comparison Graphic organizer
(Tarlinton, 2003)
Analyzing Project Ideas Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information and analyze the results Make a flow chart to show the critical stages of an event or story plot Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Conduct an investigation to produce information to support a point of view Review a work of art in terms of form, color and texture Create a Decision Making Matrix to help you decide which breakfast cereal to purchase (Tarlinton, 2003)
85
Menilai Murid dapat membuat keputusan berdasarkan kritikan/ penilaian/rekfleksi yang mendalam – Checking – Critiquing – Detecting – Experimenting
– Hypothesising – Judging – Monitoring – Testing
Can students justify a decision or a course of action?
“Evaluating” stems Judge the value of... What do you think about...? Defend your position about... Do you think...is a good or bad thing? How would you have handled...? What changes to… would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences...? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain & who will loose?
(Pohl, 2000)
Evaluating
Verbs
Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure
Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject
Products
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech (Tarlinton, 2003)
Evaluating Project Ideas Persuasive presentation for a new school rule/suggesting changes needed Prepare and conduct a debate Prepare a list of criteria to judge Presentation about five rules you see as important and convinces others of their importance Write a half-yearly report evaluating personal progress Evaluate the character’s actions in the story
(Tarlinton, 2003)
Evaluating Questions
Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14)
Mencipta Murid mencipta idea baru atau maklumat dengan menggunakan apa yang telah dipelajari – Constructing – Designing – Devising – Inventing
-Making –Planning –Producing
Can students generate new products, ideas, or ways of viewing things?
“Creating” stems Design a...to... Devise a possible solution to… If you had access to all resources, how would you deal with...? Devise your own way to... What would happen if ...? How many ways can you...? Create new and unusual uses for... Develop a proposal which would... (Pohl, 2000)
Creating
Questions Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
Creating
Verbs Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate
Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Imagine Generate
Products Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech
(Tarlinton, 2003)
Creating Project Ideas Invent a machine to do a specific task Design a robot to do your homework Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product (Tarlinton, 2003)
The New Bloom’s
LATIHAN
DILEMA HEIZ- GUBAH SOALAN BERDASARKAN VERSI BARU BLOOM
"Di Eropah, seorang wanita sedang menghadapi maut kerana sakit tenat. Para doktor mengesahkan bahawa hanya terdapat satu ubat sahaja yang dapat menyembuhkan penyakitnya itu. Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam wang yang secukupnya untuk membeli ubat berkenaan. Beliau berjumpa dengan semua orang yang dikenalinya untuk meminjam wang. Tetapi, beliau hanya dapat setengah daripada jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki yang membuat ubat itu dan mengatakan bahawa isterinya sedang sakit tenat lalu meminta supaya ubat itu dijual dengan harga murah sedikit ataupun membenarkannya membayar harga ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya telah membuat ubat ini dan saya akan mendapatkan wang daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al., 1983, hlm 81)
HEINZ • Isteri sakit tenat • Ubat mahal • 10 kali ganda kos asal • Heinz tak mampu • Pinjam duit tapi xcukup duit • Rayu pada sipenjual
• Sipenjual tidak berganjak • Heinz terdesak • Pecah masuk kedai • Curi ubat untuk mengubati isterinya
THINKING TOOL
SWOT ANALYSIS
19/10/2014
103
19/10/2014
104
LATIHAN
MENJADI JURULATIH UTAMA PENDIDIKAN MORAL BAHAGIAN / DAERAH
THINKING TOOL
FISH BONE
19/10/2014
111
19/10/2014
112
Sekian TERIMA KASIH XIE XIE NANDRI