Kitar Pembelajaran 5E

Kitar Pembelajaran 5 Es
Oleh Enchum binti Ibrahim Jabatan Sains
Constructivism
Adalah proses di mana murid memperolehi dan membina pengetahuan sendiri secara individu dan juga bersama Berkaitan : Piaget (konstruktivisme kendiri) dan Vygotsky (konstruktivisme sosial)
Pembelajaran daripada Perspektif Konstruktivisme

Pembelajaran dilihat sebagai suatu proses di mana murid membina makna secara aktif daripada pengalaman yang dilaluinya dan bersangkutan dengan pengetahuan sedia ada serta dalam konteks sosial. Peranan guru adalah menyediakan satu situasi yang mencabar murid.
Kitar Pembelajaran
Dapatan kajian mencadangkan guru memperingkatkan pengajarannya kepada beberapa siri pengajaran atau fasa pembelajaran Pemeringkatan ini dinamakan Kitar pembelajaran
Lesson Design Menu Appetizer (Exploration) Focus and Review Statement of Objective Main Course (Concept Development) Teacher Input Presentation Guided Practice Dessert (Concept Application) Independent Practice Closure
Exploration Phase
Purpose
Activate prior knowledge Draw students into the lesson Focus students attention on task with clear purpose
Activating prior knowledge

Goal is to establish a connection between what they know and the new information (advanced organizers, anticipatory set, external mediators) External Mediator
Class discussion Provocative objects Graphic outlines of material to be covered
Discussion Sequence
Existing knowledge Thought association Rapid recognition Quick lesson review Open discussion
Graphic Organizers
Bubble trees Prediction charts K-W-L Venn Diagrams Cycles Thinking Maps (see Course Packet p. 95)
Establishing a Clear Purpose

Children ask: Why is this important? Knowing what is expected is important Must be linked to prior knowledge and lessons Generally comes last during introductory sequence Focuses student attention
The Development Phase

This is the main learning experience This is III. Teacher Input or Presentation Key Questions:
What basic concepts or skills are to be taught? What learning materials should be used? How can the teacher help students construct key concepts and skills? What strategies can be used to ensure that students understand and master the skill?
Teaching the Concept

1 Provide Information
Explain the concept Define the concept Provide examples of the concept Model
2 Check for understanding

Pose key questions Ask students to explain concept/definition in their own words Encourage students to generate their own examples
Concepts and Examples

Community
Wilmington Washington, DC Tokyo
Island
Hawaii Cuba Wrightsville Beach
Mountain
Mt. Everest Mt. Fuji Grandfather Mountain
Justice
Taking turns Writing down rules Applying rules equally to everyone
Factstorming
Process of finding relevant details associated with a concept
Fact
Fact
Fact
Concept
Fact
Fact
Fact
Task Analysis
Skills are mental or physical operations having a specific set of actions that are developed through practice Task analysis: process of identifying component parts of skills and sequencing the steps Modeling of skills is highly effective and efficient
Materials for Instruction

Bruners three level of learning Enactive Iconic Symbolic Select materials that represent a balance of these three levels
Assisting students as they construct key concepts

Use of language-based strategies
General instructional conversations Small group instructional conversations Graphic organizers
Conceptual Sequential Cyclical Hierarchical
Questioning Strategies
Two types of questions: Purposes?
Closed Open-ended
Art of Questioning (Dewey) p. 297 Framing questions and Wait time

Ask question Pause 3 5 seconds Call on someone to respond Pause 3 5 more seconds to give think time
Concept/Skill Application Phase

Opportunity to apply and practice new skill or concept through special projects or independent activities Two parts:
Guided Practice Independent Practice or Functional Application
Should result in constructing deeper meaning
Guided Practice
Many kinds of practice for new learning Use of concept mapping/graphic organizers
Conceptual Sequential Cyclical Hierarchical
Thinking Maps
Independent Practice
Independent Activities (different activity from Guided Practice!) Focus on creativity and choice Provide for extension, application, relevance, and usefulness
Closure
Involves summarizing, sharing, reviewing, extending the concept May provide transition to new lesson or learning

Kitar Pembelajaran 5E

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Kitar Pembelajaran 5E

Uploaded by

Kitar Pembelajaran 5 Es

Oleh Enchum binti Ibrahim Jabatan Sains

Pembelajaran daripada Perspektif Konstruktivisme

Activating prior knowledge

Establishing a Clear Purpose

The Development Phase

Teaching the Concept

2 Check for understanding

Concepts and Examples

Materials for Instruction

Assisting students as they construct key concepts

Art of Questioning (Dewey) p. 297 Framing questions and Wait time

Concept/Skill Application Phase

Should result in constructing deeper meaning

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