Perjalanan Kita Bersama Bermula drp Lesson Study bertuju kpd Kajian Tindakan Fasa Pelaksanaan Lesson Study (Jun-Okt 2015) Penulisan Kajian Tindakan Fasa 1 (9-10 Okt 2015) Penulisan Kajian Tindakan Fasa 2 (27-28 Nov 2015) Pembentangan Lesson Study Unit Matematik_ 1 & 15 Okt 2015

Planning together, learning together

LESSON STUDY CYCLE Decide goals for lesson Revise lesson plan (4) Evaluate / Reflect lesson (3) Teach / Observe lesson (2) Plan lesson plan ( optional ) Note: Knowledgeable others is involved in Step 3 & 4

What is Tight, and Loose, in a PLC? 3 Big Ideas 4 Critical Questions Loose Content of Learning Teams Collaborative Tools PLC operates on a Tight-Loose Structure. Schools are advised on key concepts such as the 3 Big Ideas and 4 Critical Questions that they are to adhere to, whilst allowing autonomy as to how these concepts may be achieved. Tight – The 3 Big Ideas and 4 Critical Questions are key to the PLC concept. Loose – Learning Teams are free to choose their topics under certain guidelines. Alignment to National Learning Areas & School Goals. – Learning Teams are free to choose an Inquiry Tool best suited for their purpose. By deprivatising practice in the classroom, teachers collectively engage in an ongoing cycle of reflection that promotes deep team learning through shared experience. 4

THREE BIG IDEAS BIG IDEA # 1 BIG IDEA # 2 BIG IDEA # 3 ENSURING THAT STUDENTS LEARN (MEMASTIKAN PEMBELAJARAN PELAJAR) A CULTURE OF COLLABORATION (BUDAYA KOLABORASI) A FOCUS ON RESULTS ( FOKUS KEPADA PENCAPAIAN) BIG IDEA # 1 BIG IDEA # 2 BIG IDEA # 3

4 CRITICAL QUESTIONS What do we want our students to learn? (Focus) How will we know they are learning? (Inquiry) How will we respond when they don’t learn? (Innovation) How will we respond when they do learn? (Impact) 6

Lesson Plan Session: _____ Subject: _____________ Tut. Group (Enrolment) : ________ Date (Time): _________ Place: _______ Previous Knowledge: __________________________________ Teaching Materials: ____________________________________

Lesson Plan Topic (Subtopic) Content: Lesson Stages: Set Induction Teacher’s Activities: Reflection *Self Reflection: **Team members’ reflection: **Knowledgeable others’ reflection: Learning Outcomes: Development Students’ Activities: Learning Objectives Closure * The strengths of my lesson, aspects that that can be improved & something new that I tried out in my lesson **Reflection: Things that went well, things that can be improved & interesting aspects of the lesson

How to turn Lesson Study into Action Research?

When is Action Research done? To solve an educational problem To help educators reflect on their own practices To address school-wide problems When teachers want to improve their practices

Action Research is NOT Writing a Research Paper ACTION RESEARCH HAS THE POTENTIAL TO GENERATE GENUINE AND SUSTAINED IMPROVEMENTS IN SCHOOLS AND PUBLIC SERVICES.

Action Research WILL NOT land you in this Condition

How Action Research is Done? Using a Cyclic or Spiral process which alternates between Action and critical Reflection, and Continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles.

The ‘Action Research Spiral’ Plan Act Observe Reflect REVISED Figure 4.1 The ‘action research spiral’ (based on Kemmis and McTaggart 1988:14). Kemmis and McTaggart, 1988

PROSES PENYELIDIKAN TINDAKAN MEREFLEK GELUNG 3 MEREFLEK MERANCANG MEMERHATI MEMERHATI MERANCANG Ucapan salam kepada peserta kursus. Perkenalkan tajuk refleksi/renungan yang serius: Bukan merupakan sesuatu yang baru/asing bagi kita, cuma, sejauhmana telah kita gunakan refleksi dalam kehidupan kita/tugas kita. Mengapa pentingnya refleksi dalam KT? Memberi ruang kepada seseorang untuk mengadakan ruang-lingkup ke atas kepercayaan beliau terhadap sesuatu perkara daripada dibina secara konstruk (self-control and command over her own thinking and beliefs instead of being socially constructed. Tujuan adalah untuk penambahbaikan. GELUNG 2 GELUNG 1 BERTINDAK BERTINDAK

PROSES KAJIAN TINDAKAN MEREFLEK Muhassabah/Mereflek bagi melihat kekuatan & amalan sendiri/ proses TINJAUAN AWAL Pengumpulan data awal bagi mengesahkan & mengenalpasti isu sebenar Mengenalpasti fokus isu yang menjadi keprihatinan MEMERHATI Mengumpul dan menganalisis data bagi menilai keberkesanan tindakan MERANCANG Merancang tindakan/ intervensi bagi mengatasi masalah yang dihadapi/difokus GELUNG 1 BERTINDAK Melaksana tindakan bagi mengatasi masalah yang menjadi fokus Ucapan salam kepada peserta kursus. Perkenalkan tajuk refleksi/renungan yang serius: Bukan merupakan sesuatu yang baru/asing bagi kita, cuma, sejauhmana telah kita gunakan refleksi dalam kehidupan kita/tugas kita. Mengapa pentingnya refleksi dalam KT? Memberi ruang kepada seseorang untuk mengadakan ruang-lingkup ke atas kepercayaan beliau terhadap sesuatu perkara daripada dibina secara konstruk (self-control and command over her own thinking and beliefs instead of being socially constructed. Tujuan adalah untuk penambahbaikan. MEREFLEK KE GELUNG SETERUSNYA GELUNG 2 MEMERHATI MERANCANG PROSES KAJIAN TINDAKAN BERTINDAK

The ‘Action Research spiral’ My students think that science means recalling facts rather than a process of enquiry. How can I stimulate enquiry in my students? Change my questioning? Settle on questioning strategies. Plan Reflect Act Observe Revise Plan Plan My enquiry questioning is disrupted by my need to keep control in ways the class expects. Shift questioning strategy to encourage students to explore answers to their own questioning. Act Observe Record questions and responses on tap for a couple of lessons to see what is happening. Keep notes of my impressions in a diary. Try questions which let students say what they mean, what interests them. Figure 4.1 The ‘action research spiral’ (based on Kemmis and McTaggart 1988:14). Enquiry developing but students are more unruly. How can I keep them on track? By listening to each other, probing their questions? What lessons help? Continue general aim but reduce number of control statements. Record on tape questioning and control statements. Note in diary effects on student behaviour Use less control statements for a couple of lessons. Based on Kemmis and McTaggart, 1988

Five Phases of 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? Is the problem stated clearly and in the form of a question? Is it broad enough to allow for a range of insights and findings? Is it narrow enough to be manageable within your timeframe and your daily work? Phase II - Plan of Action Will you develop and implement a new strategy or approach to address your question? If so, what will it be? Will you focus your study on existing practices? If so, which particular ones? 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? How will you ensure that you have multiple perspectives? What resources exist and what 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? What meaning do these patterns, insights, and new understandings have for your practice? for your students? 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? How will you write about what you have learned so that the findings will be useful to you and to others?

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