alat pemikiran pendidikan moral

ALAT PEMIKIRAN DALAM

PENDIDIKAN MORAL

Apa dia? Mengapa ia perlu?Bagaimana cara

menggunakannya?

Apa itu Alat pemikiran?…

Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan berkesan.

Thinking Tools…

Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p yang berkesan.

Alat Pemikiran…

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 THINKI THINK

APA ITU APA ITU I THINKI THINK??

Lapan peta pemikiran (Proses

pemikiran) adalah alat berfikir visual

yang memudahkan murid-murid

dalam memahami konsep,

menganalisis masalah dan mencari

penyelesaian.

PETA MINDA PETA MINDA I THINKI 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 THINKI THINK

• 8 Peta 8 Peta pemikiranpemikiran

• 8 Proses 8 Proses mindaminda

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 konteksPETA BULATAN

Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.

Peta BulatanPeta BulatanCircle MapCircle Map

Adapted from “Thinking Maps® - Tools for Learning” © 1995

mendefinisi mengikut konteksmendefinisi mengikut konteksPeta Bulatan Peta Bulatan


Topik utama

Konsep yang

anda tahu

Sempadan

Proses sumbang saran

mendefinisi mengikut konteksmendefinisi mengikut konteksPeta BulatanPeta Bulatan


14 Nilai Universa

l

Kepercayaan kepada Tuhan hormat bertanggungjawab

Hemah tinggi Kasih sayang

Keadilan Kederhanaan

Kerjasama Berterima kasih

Kejujuran Kerajinan Keberanian

Baik hati

Toleransi

Dokumen Standard P Moral

Menerangkan PETA BUIH:

Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.

PETA BUIHPETA BUIHBUBBLE MAP


Untuk menerangkan (adjektif)Untuk menerangkan (adjektif)Peta BuihPeta Buih


KonseputamaAdjektif

1 Adjektif

4

Adjektif2

Adjektif3

Adjektif5

Adjektif6

Peta BuihPeta BuihUntuk menerangkan, guna adjektifUntuk menerangkan, guna adjektif


jujur

rajin

Amanah

baik hati

ikhlas

budi bahasa

Krishnan

PETA BUIH BERGANDA:

Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza

Membanding beza

PETA BUIH BERGANDAPETA BUIH BERGANDADOUBLE BUBBLE MAPDOUBLE BUBBLE MAP


Untuk banding bezaUntuk banding bezaPETA BUIH BERGANDAPETA BUIH BERGANDA


konsep 1

konsep 2

sama

beza

sama

beza

beza

beza

beza

beza

sama

Untuk banding bezaUntuk banding bezaPETA BUIH BERGANDAPETA BUIH BERGANDA


BPK THAN

VELU

India

UPM

Thn BaruCina

Buddha

Cina

Deepavali

Hindu

SAINS SOSIAL

Membuat Pengelasan PETA POKOK:

Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.

Membuat PengelasanMembuat PengelasanPETA POKOKPETA POKOK


Membuat PengelasanPETA POKOKPETA POKOK


Reading Skills: Main Ideas & Details; Taxonomy

Pendidikan Moral

Fokus Tema Nilai

Kognitif Psikomotor

Diri Saya Saya & JiranPenaakulan Perlakuan

Hubungan Seluruh- bahagian PETA DAKAP:

Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.

PETA DAKAPPETA DAKAPBRACE MAPBRACE MAP


Hubungan seluruh & bahagianHubungan seluruh & bahagianPETA DAKAPPETA DAKAP


Fokus PM Sek Ren

Perasaan

Penaakulan

Tindakan

tanggungjawab

akauntabiliti

Perlakuan

mental menaakul

perlakuan baik/jahat

salah/benar

PETA ALIR:

Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu.

Urutan

PETA ALIRPETA ALIRFLOW MAPFLOW MAP


URUTANURUTANPETA ALIRPETA ALIR


Langkah 1 Langkah 2 Langkah 3

Langkah 1a Langkah 1b Langkah 2a Langkah 2b Langkah 3a Langkah 3b

UrutanUrutanPETA ALIRPETA ALIR


Membersihkanbilik darjah

Pengajaran & Pembelajaran

Aktiviti ko-kurikulum

Sapu lantai

Buang sampah

PendidikanMoral

Pendidikan Islam

Kelab &persatuan

UnitBer-

uniform

Sebab dan Akibat PETA PELBAGAI ALIR:

Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakan-tindakan yang diambil dan cara untuk mengubahnya.

PETA PELBAGAI ALIRPETA PELBAGAI ALIRMULTI FLOW MAPMULTI FLOW MAP


Sebab dan akibatSebab dan akibatPETA PELBAGAI ALIRPETA PELBAGAI ALIR


Masalah/isu

Sebab 2

Sebab 1 Akibat 1

Akibat 2

suka bantu keluarga

Rajin belajar

Suka tolong kawan

Hock Seng

Disayangi rakan-rakan

Cemerlang dalam

pelajaran

Disayangikeluarga

SEBAB AKIBAT

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 TITIPETA TITIBRIDGE MAPBRIDGE MAP


SamaSama sepertiseperti

AnalogiAnalogiPETA TITIPETA TITI


SamaSama sepertiseperti

tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist

Faktor Penghubungan: tempat ibadat dengan penganutnya

THINKING TOOLTHINKING TOOL

PMI PMI

(Plus, Minus, (Plus, Minus, Interesting/Interesting/

Tambah, Tolak, Tambah, Tolak, Menarik)Menarik)

LATIHANLATIHAN

MENGHADIRI MENGHADIRI KURSUS JU DI KURSUS JU DI

HOLIDAY VILLA BEACH HOLIDAY VILLA BEACH RESORT, RESORT,

CHERATING ???CHERATING ???

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TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU

PLUS (+ve) MINUS (-ve) Interesting

Tambah ilmuMakan percumaRamai kawan baruTingggal di hotelMembeli belah

Tekanan/peningBerat badan bertambahKerja di sekolah tertangguhJauh dari keluargaDuit habis

Terdahulu mendapat maklumat tentang KSSRMenikmati pelbagai jenis makananBerkongsi idea dari pelbagai negeriKepuasan

Dapat berjumpa dgn Penulis bukuMenambah ilmuBerkongsi ilmuPenceramah yang peramah

Makanan tak sedapTak ada wi-fiMabuk liftLift jammedLetih Jadual padatTak dapat mandi di kolam

Ramai kawanAda kolam renangBerdekatan dgn pusat membeli belahPemandangan yg cantik

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Dapat tambah pengetahuan baruTambah kenalanPengalaman baru sbg JUKongsi idea dan pngalaman

Pertambahan tugasanGangguan pdpMatlamat MMI terjejasTugasan sekolah tertunggakWifi berbayar

Peluang melancongSeronok bersama kawanPenceramah yg hebatMakanan yang sedap

Banyak pengalamnKawan baruKongsi ideaDapat maklumat awal

Jauh dari keluargaKeluar kosPdp tertangguhTambah tanggungjawab

Dapat rasai tempat baruDapat beli belahDapat duduk hotelMakanan percuma

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Dapat memahami bidaya pelbagai bangsaMendapat motivasi dan latihan sebagai JU

Bilik hotel kurang selesa bilik perbincangan tidak kondusifTekananKursus sampai malamHujan tak henti-henti, tak boleh shoppingMasa terlalu suntuk

Di tengah pusat BandarEratkan perpaduanBercukup rehatBenda baru kenalan dgn pakar bidang

Ketahui pedagogi terkiniHOTS

OverTime Merapatkan hubungan sesama peserta tanpa mengira kaumInteraksi yang berkesan antara kawan-kawanBudaya 1 malaysia diwujudkanPenceramah yang berkaliber dan peramah


6 THINKING HATS6 THINKING HATS

six thinking hats

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

Six hats

Six colors

Six types of thinking

The hats are directions, not descriptions of thinkers

Each thinker should be able touse all of the hats

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

six thinking hats


white hat

What information is available?

What information do we need?

How are we going to get the missing information?

six thinking hats


red hat

What are my feelings right now?

What does my intuition tell me?

What is my gut reaction?

six thinking hats


black hat

What are some possible problems?

What difficulties could we encounter?

What are points for caution?

What are the risks?

six thinking hats


yellow hat

What are the benefits?

What are the positives?

What are the values?

Can this be made to work?

six thinking hats


green hat

What creative ideas do we have?

What are the alternatives?

How can we overcome the black hat difficulties?

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?

WHITEHAT

REDHAT

YELLOW HAT

BLUEHAT

BLACKHAT

GREENHAT

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 HATS


BLOOM-REVISED BLOOM-REVISED VERSIONVERSION

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DD

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KK

II

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Bloom’sBloom’s

TaxonomyTaxonomy

Bloom’sBloom’s

TaxonomyTaxonomy

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

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

University of Illinois (2006)Handout #

MengetahuiMurid dapat mengingati & menyatakan apa yang telah dipelajari

– Describing– Finding– Identifying– Listing

– Retrieving

– Naming

– Locating

– Recognizing

Can students recall information?

“Remembering” stemsWhat 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” stemsExplain 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

– Using

– Executing

Can students use the information in another familiar situation?

c =

“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” stemsWhich 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 Experimen

t Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Discriminat

e

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)

MenilaiMurid 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” stemsJudge 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)

MenciptaMurid 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

LATIHANLATIHAN

DILEMA HEIZ- GUBAH DILEMA HEIZ- GUBAH SOALAN BERDASARKAN SOALAN BERDASARKAN

VERSI BARU BLOOM 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)

HEINZHEINZ

• Isteri sakit tenatIsteri sakit tenat• Ubat mahalUbat mahal• 10 kali ganda kos 10 kali ganda kos

asalasal• Heinz tak mampuHeinz tak mampu• Pinjam duit tapi Pinjam duit tapi

xcukup duitxcukup duit• Rayu pada Rayu pada

sipenjual sipenjual

• Sipenjual tidak Sipenjual tidak berganjakberganjak

• Heinz terdesakHeinz terdesak• Pecah masuk Pecah masuk

kedaikedai• Curi ubat untuk Curi ubat untuk

mengubati mengubati isterinyaisterinya


SWOT ANALYSISSWOT ANALYSIS

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LATIHANLATIHAN

MENJADI MENJADI JURULATIH UTAMA JURULATIH UTAMA

PENDIDIKAN MORAL PENDIDIKAN MORAL BAHAGIAN / BAHAGIAN /

DAERAHDAERAH


FISH BONEFISH BONE

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SekianSekian

TERIMA KASIHTERIMA KASIH

XIE XIEXIE XIE

NANDRINANDRI

alat pemikiran pendidikan moral

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