Buku Panduan Pedagogi Untuk Pensyarah IPG Kampus Ipoh

Salam bahagian semua,

Harapan saya agar semua sihat terutama Jk Fasilitator Bimbingan Pedagogi. Kita sudah di peringkat akhir dalam menyiapkan buku panduan ini. Kami baharu sahaja selesai menjalankan kursus di Berjaya Hotel Penang. RPH utk pensyarah dah hampir siap. Mudah-mudahan akan segera juga dibukukan.......

Kursus Bimbingan Praktikum

Salam bahagia Tuan dan Puan,

Sudah selesai satu episod latihan bimbingan praktikum yg telah diusahakan oleh KUpraktikum dan fasilitator IPGKI. Tahniah kepada semua peserta yg pada pandangan saya berjaya menguasai ilmu praktikum spt yg telah disampaikan. Semua pensyarah telah menunjukkan komitmen yg hebat sekali. Harapan saya sebagai salah seorang fasi, tuan puan pensyarah akan mampu membimbing siswa siswi kita pada masa akan datang....

Creativity is everywhere

Disember 14, 2011 Sunway Hotel, Penang.

A very creative person who managed to decorate chandelier light by crafting empty  mineral bottle. it is really amazing handycraft that we can also try. A first step to inovation. A bery good example for preschool and primary school teachers.

Kursus Fasilitator Bimbingan Pedagogi

Assalamualaikum and good day everyone,

As I mentioned earlier, one course regarding to enhance my bimbingan pedagogy group will on. As a result the package is now on, so that all family members of the group will attend the course on 8 - 10 December. The transportation will provided. Details will sent to you soon by AMY (LDP).
My hope is that every one should show their effort in achieving our tremendous goal becoming a great facilitator

tq

A great leader produces an insane result without driving people crazy 

Kursus Fasilitator Bimbingan Pedagogi

Salam semua, dah selesai pun kursus fasilitator pedagogi, cuma kerja terakhir ialah mengemaskini  panduan menggunakan RPH pensyarah. Harap dapat dibuat secepat mungkin....

Another meeting awaits

Salam and hello to all friends,

Year End-Holidays are just round the corner. Meaning is that long journey to go and stay for KDC's enchanted.I'am sure many of us are struggling to arrange a tremendous time table for KDC. Nevertheless, as a secretariat of IPGKI MS ISO's, jobs are never ending. APra MKSP or Majlis Kualiti  meeting will be held on 16  of November and followed by another  last meeting for M3P on the 22nd till 24th end of this month.
Yah... what ever it's all a part of my jobs and hopefully it's end with fruitful moment and amazing result.

tq.

My professional Jurnal

Introduction.

My teaching philosophy and style have been shaped by my real life experiences, particularly during the period of my academic preparation that spanned across three categories –during my teacher certificate,  bachelor  of education level  and post graduated level-. A failure moment to further study in university which  forced me to continue study in teacher education program  at early age.  I refused to give up the hope of fulfilling my goals in life and got offered study to gain admission into a 4-year study in university to be trained as an secondary school teacher. But early then that I began my career by putting so much effort on primary school education and from there I really succeeded to sharpen my own tacit knowledge, fell in love with the early childhood education. I started my job by implementing  some method and strategies just to ensure my student will be able to read as early as they could. After teaching for three years, I passed required interview and entered university where I studied for   a bachelor degree in Early Childhood Education and a Professional Teachers' degree just after graduated and became as a Geography teacher, for my first posted in secondary school.  I taught for eight  more years before I further my master level. I realized that for this time my opportunities to explore and learn more about childhood education become deeper and my zone proximal of development came true.

My professional and academic preparation as a Geography Teacher has therefore occurred both within and outside the classroom. Even though I have been the instrument of my own development, my motivation and efforts were enriched by the actions of some dedicated teachers. These instructors showed me affection and care, challenged me to do my best, taught me problem-solving skills, and gave me the opportunity to be what I am today. My life experience is therefore the strategic filter through which I select and evaluate my teaching strategy and place my courses, advising and supervision. It is also my source of strength, inspiration and professional guidance.

My Views about Teaching and Learning

My philosophy of teaching is entailed in the following statements that provide the fundamental structure of my beliefs about teaching and learning.

Learning is a process through which we adapt to the world around us. It is not the result of something done to us but something we do ourselves. The most crucial step in learning therefore is choosing to make the effort. It follows that although as teachers we cannot make our students learn, we can make it possible and easier for them to do so. We can either ignite or extinguish our students' curiosity and readiness to learn depending upon attitudes we project in and out of our classrooms.

Teaching and learning for me are cooperative acts. The teacher not only imparts knowledge but also prepares and motivates students to accept and learn skills for future life. I believe from what I have gained from education that teachers do not transmit only academic information but social and personal life skills as well. University teaching is therefore about equipping students with the skills they will need to navigate the uncharted journey of adult life. It is more than teaching contents but also about teaching habits of thinking and habits of being. I therefore consider training in critical thinking as an important part of preparing students for the personal, occupational and political challenges they would soon come to experience in society.

Students are human, unique and different. Experience with students from different backgrounds and grade levels have made me aware that students have some needs a teacher must necessarily fulfill to keep them wanting to learn. This common need apart, each student is unique and has a different motive for education. They enter the classroom with different experiences, backgrounds, learning capabilities and interests. In a classroom therefore effective learning occurs when the teacher understands the world of students, sees each student as unique and adjusts his/her teaching to meet the interests and expectations of the group.

I find teaching and research to be inseparable components of  scholarship in higher education. Research contributes to my teaching by supplying up-to-date information and experiences to share with students. It also frees me from over-reliance on text books to explore varied concepts and teaching strategies. Teaching in turn provides contextual questions for my research. Research is therefore the means by which I attain renewal and growth.

Putting my Philosophy into Practice

During my progression from a novice to the more experienced  teacher and lecturer I am today, I think of my teaching first in terms of what goes on in students' minds. I believe that effective  lecturer not only know their subject matter but also know the misconceptions their students bring to the classroom that might interfere with their learning. Some of my main principles in teaching therefore are: understanding the subject matter, understanding how it might be or is being represented in the minds of students and then being able to generate representations that will bridge the subject matter and students experiences. In the classroom, I deliver lectures in a systematic fashion and provide summaries of major points on the board to help students construct a hierarchical mapping of the concepts. Placing students at the center of the classroom learning situation helps me to quickly notice when students are motivated to learn and also when they get confused or bored so to prompt a change in strategy.

A major focus of my teaching is helping students learn how to think critically and to articulate orally and in writing. Consequently, I continually design problems in class and then guide students in resolving those problems. I devote early lessons in upper level courses I teach to training students to identify and distinguish facts from opinions and propaganda in materials they read. I try not to allow students accept superficial explanations for complex causes to environmental and spatial problems. I use the lecture method to provide facts students can assimilate, reflect upon and explore critically. I require students to apply the knowledge, conduct research and present results in class or do a lot of writing (essays and essay-type examinations).

I do not believe teaching begins and ends outside the classroom. Effective teaching is also effective mentoring and must occur as frequently outside the classroom as inside. I therefore routinely make time for conferences with students before and after classes, during interaction hours and at scheduled meetings to offer them valuable personal attention.

I know of the difference that can be made by working in an environment where a community spirit contributes to everyone's benefit. I try to instill a similar sense of community in my classes, where students work together both in and out of class to help each other learn. My sense of humor, often extracted from experiences I have gained living and studying in various district, is an important part of my teaching arsenal. My experience with first year experience (FYE) students has revealed that freshmen students expect recognition and care from their teachers. I believe that mutually respectful student-instructor relationship is essential to convincing students that what I offer them, and require of them, is of interest and merit. I therefore show genuine interest in my students and maintain a comfortable and non-threatening but orderly atmosphere in my classes.

My approach to teaching and learning is best summarized by the Chinese proverb: I hear I forget, I see I remember, I do I understand, with a new addition . . . I teach and I learn. Because student populations in classrooms are diverse in many forms, I try to adopt a variety of teaching and learning styles in my classes to meet the varied needs of the groups. I supplement traditional lectures and readings with films, video clips, computer-based presentations and overheads to emphasize issues and facilitate students understanding of complex topics. I also ensure that course readings reflect a wide variety of perspectives. I strive to understand the world of students, expect different ability levels, and treat each student with respect. Whilst challenging bright students to do more, I never discourage or embarrass weaker students when they make mistakes. Rather, I use gentle persuasion to stimulate their thinking and to help them correct their mistakes.

Professional Challenges and Goals

I believe one of the most challenging demands of teaching is the ability to cultivate a delicate balance and peculiar relationship with students. It is a relationship in which I have to function simultaneously as admirer and critic, an advocate and a judge. I also find teaching education subject to be a stimulating job for which I am well suited and trained, and to which I have dedicated my life. This implies that I make a commitment to be actively involved in continuing scholarship in the discipline, make valuable contributions to the discipline, departmental and college  communities, and help students acquire as much problem-solving and spatial analytical skills as they are able. My teaching philosophy therefore continues to evolve.

By

En Zulkufli bin Mahayudin

Head Of Education Department

IPG Kampus Ipoh

Kursus Fasilitator Bimbingan Pedagogi

Pada 2 dan 3 November 2011, Jawatankuasa Bimbingan Pedagogi IPG Kampus Ipoh akan mengadakan kursus, bertujuan membina satu pasukan fasilitator yg boleh dijadikan sumber rujukan berkaitan dgn pedagogi berkesan. Fasilitator-fasilitator yg akan lahir daripada kursus ini akan membantu bidang dan jabatan masing-masing mengikut kepakaran yg mereka ada dan boleh dikongsikan bersama dengan pensyarah yang lain. Dengan cara ini kita semua pensyarah IPG Kampus Ipoh akan mempunyai satu pasukan yg mantap yg akan dapat membantu pula siswa siswi kita dalam mengendalikan p & p di bilik darjah terutama apabila mereka berada di sekolah kelak. Dalam masa yg sama dapat menjawab dan memenuhi kehendak Pelan Strategik IPG K.Ipoh.

Semoga usaha kami ini akan mencapai kejayaan.

Audit Dalaman MS ISO 9001:2008 bil.1/2011

Salam dan selamat sejahtera serta salam 1 Malaysia

Tuan-tuan dan puan-puan  pada tarikh 18 - 20 Oktober 2011 ni, kita kena audit lagi. Kadang-kadang rasa tertekan juga. maklumlah semua perkara kita kena sediakan. cuma jika bersedia awal tentu kurang masalah, terutama kepada pemegang, penggerak dan juga pensyarah-pensyarah, istimewanya LAM PT 05-1b.
Harapan saya esok tidak ada masalah, semuanya ok. Buatlah yang terbaik. Tengok le.. bunga ni.. kot-kot boleh holang rasa tention.

bye...

Mintzberg Model of Management

Three Main Elements should bear in mind:

1.  information plane
2.  people plane
3.  action plane

 These planes will work together with three models, for instance DECISION MAKING
 think first, seeing first or Doing first.

more information will come soon...... please wait..

A model of Managing - Henry Mintzberg

This is a new thing that I have learnt from the course:
Just a short note that we can share; actually I have another important elements but that one too complicated later on I' ll paste it here.
Competencies of Managing
A. Personal Competencies
     1. managing self, internally (reflecting, strategic thinking)
     2. managing self, externally (time, information, stress, career)
     3. schedulling (chunking, prioritizing, agenda setting, juggling, timing)

B. Interpersonal Competencies
     1. Leading individuals (selecting, teaching/mentoring/coaching, inspiring, dealing with experts)
     2. Leading groups (team building, resolving conflicts/mediating, facilitating processes, running meetings)
     3. Leading the organization/unit (building culture)
     4. Administering (organizing, resource allocating, delegating, authorizing, systematizing, goal setting,
         performance appraising)
     5. linking the organization/unit (networking, representing, colaborating, promoting/lobbying,protecting
         (buffering)
C. Informational Competencies
     1. communicating verbally( listening, interviewing, speaking/presenting/briefing,writing, information
         gathering, information disseminating)
     2. communicating nonverbally (seeing[visual literacy], sensing [visceral literacy])
     3. Analyzing (data processing, modelling, measuring, evaluating)
D. Actional Competancies
     1. Designing (planning, crafting, visioning)
     2. Mobilizing (firefighting, project managing, negotiating/dealing, politicking, managing change)

source: Compiled from various sources; adapted from Mintzberg (2004:280)

Buku Panduan Pedagogi Untuk Pensyarah IPG Kampus Ipoh

Tuan/Puan yang dihormati....

Saya dan Jawatankuasa Bimbingan Pedagogi sedang menyiapkan buku panduan bimbingan pedagogi yang meliputi hampir semua mata pelajaran yang berkaitan dengan pengajaran dan pembelajaran di bilik kuliah. Apabila buku panduan ini berjaya disiapkan kursus bimbingan pedagogi akan dilaksanakan kepada pensyarah-pensyarah dalam usaha memantapkan pengajaran dan pembelajaran di bilik kuliah. Antara kandungan buku ini ialah:

• Pengenalan kepada bidang Ilmu Pendidikan (Falsafah Pendidikan, Pedagogi, Psikologi, Pengurusan Bilik Darjah dll)
• Cadangan cara penyampaian pensyarah dalam P & P.
• Contoh RPH untuk pensyarah bgm mengendalikan pengajaran menggunakan sesuatu kaedah
• Pengenalan kepada KSSR

APAKAH PEMBELAJARAN KONTEKSTUAL ?

Pembelajaran kontekstual ialah kaedah pembelajaran yang menggabungkan isi kandungan dengan pengalaman harian individu, masyarakat dan alam pekerjaan.  Kaedah ini menyediakan pembelajaran secara konkrit yang melibatkan aktiviti  hands – on dan minds – on.

Effective Learning

Faktors which promote effective  learning
Fourteen general research findings about effective learning
To dear lecturer, you may use this to encourage our student to be more concern when they are in the classroom........

In general, students learn more when they…………………….

•are actively engaged with the work

•have high but realistic expectations and goals

•receive regular, timely and specific feedback

•focus on what’s most important

•are aware  of their learning

•experience a balance of intellectual challenge and academic support

•are explicitly aware of preconceptions and prior learning are willing to unlearn

•connect new and prior knowledge

•organise their learning in a meaningful way

•apply their learning to real –world situation

•are  assessed appropriately and understand the assessment criteria

•work regularly and productively with instructors

•work regularly and productively with other students

•invest time and make a committed effort

Kemahiran Insaniah

KEMAHIRAN INSANIAH, PENILAIAN DAN PENTAKSIRAN PERSEMBAHAN TUGASAN TUTORIAL PELAJAR DALAM KURIKULUM PROGRAM IJAZAH SARJANA MUDA PERGURUAN GURU SEKOLAH RENDAH DENGAN KEPUJIAN

            Berikut adalah satu kertas konsep yang ingin membincangkan bagaimana penerapan kemahiran insaniah boleh dicadangkan sebagai alat ukur berkesan dalam penilaian dan pentaksiran khususnya kepada tugasan pembentangan pelajar (tutorial) yang mengikuti program ijazah sarjana muda perguruan sekolah rendah dengan kepujian. Sebagai seorang pensyarah di Institut Pendidikan Guru kampus Ipoh, pensyarah ada melaksanakan penilaian markah untuk pelajar-pelajar semasa mereka membuat persembahan tutorial secara kumpulan. Namun tiada keselarasan pemberatan gred markah antara satu subjek dengan subjek yang lain, sehingga kita terlepas aspek- aspek yang patut diukur  dalam membina kemahiran pelajar seperti komunikasi atau etika semasa melakukan pembentangan yang melibatkan sesi soal jawab. Kita mempunyai satu standard permarkahan dalam pengredan kerja kursus pelajar, misalnya kategori isi kandungan, pemerolehan ilmu dan sahsiah pelajar. Tetapi dalam menilai persembahan pelajar untuk pembentangan tajuk-tajuk yang ditugaskan untuk pelajar mempersembahkannya pengredan tiada keselarasan, malah mengikut kesesuaian pada pandangan individu pensyarah itu sendiri.

Baca seterusnya...atau sila rujuk En.Zul untuk mendapatkan gambaran lanjut..


terima kasih..

Adakah anda sudah cukup kompeten dari segi kecerdasan emosi?

Emotional Inteligence

“ … a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate them, and to use the information to guide one’s thinking and actions.”

-John Mayer & Peter Salovey

“EQ is a basic requirement for the effective use of IQ. If the brain areas with which we feel are damaged, we think less effectively”

  -Daniel Goleman, 1995.

Kecemerlangan Kecerdasan Emosi

Seseorang guru yang memiliki kecekapan emosi yang menonjol akan menampilkan tingkah laku kerja yang cemerlang. Guru seperti ini akan sentiasa tahu diri, mampu memimpin diri sendiri dan bekerja tanpa pengawasan orang lain. Guru yang memiliki kecerdasan emosi ini akan sentiasa memberi inspirasi kepada pelajar-pelajar untuk meningkatkan kecemerlangan di dalam bilik darjah.

Kecerdasan Emosi (EQ) dapat ditakrifkan sebagaimana berikut:‘Kemampuan mengenali dan mengendalikan emosi sendiri itulah dinamakan Kompetensi Kecerdasan Emosi atau EIC (Emotional Intelligence Compentence).(Salovey & Mayor; 1990)Dengan perubahan-perubahan yang semakin mencabar dalam sistem pendidikan masa kini, kurikulum kita nampaknya terlalu berfokus untuk membentuk minda pelajar dan agak kurang tumpuan kepada menata emosi pelajar.

Jika anda ingin memiliki tahap kompetensi Kecerdasan Emosi yg tinggi... calonkan diri utk menghadiri kursus yg akan dianjurkan oleh JIP dalam sedikit masa lagi.... dan anda juga boleh berhubung terus dengan fasilitator-fasilitator drp JIP yg berkemahiran ....En.Zul,Pn.Tan Ai lee, Dr.Wong, En.teh dan lain-lain lagi..... selamat berjaya

Seminar Penyelidikan Kajian Tindakan

Salah satu usaha meningkatkan dan mengembangkan nilai-nilai profesional keguruan para siswa siswi guru IPG Kampus Ipoh ialah dengan melaksanakan seminar penyelidikan kajian tindakan. Siswa siswi ini dilatih menjalankan kajian tindakan sebagai bukan sahaja memenuhi tuntutan keperluan latihan perguruan tetapi juga membudayakan siswa siswi dengan aktiviti penyelidikan dan dalam masa sama meningkatkan amalan profesionalisme guru khususnya mencapai kecemerlangan amalan-amalan di bilik darjah dan pengurusan pengajaran dan pembelajaran di sekolah.oleh itu seminar yang akan diadakan pada 26 September 2011 di mana salah satu kumpoulan di bawah jagaan Jabatan Ilmu pendidikan ialah Unit F! (Prasekolah). 

Selamat maju jaya......

Antara usaha menghabiskan sukatan pelajaran dengan memenuhi tuntutan Transformasi pendidikan

Isu yang diperolehi semasa memantau praktikum pelajar PISMP di sekolah:

• ada amalan guru pembimbing yang tidak boleh dicontohi oleh siswa siswi guru kita
• usaha memenuhi tuntutan supaya cepat membaca oleh ibu bapa
• ada elemen penting dalam tunjang tertentu KSPK terabai

Salam 1 Malaysia - Pendidik Jiwa Bangsa

Memartabatkan profesyen perguruan perlu dijadikan satu pegangan dan falsafah dalam jiwa diri insan bergelar guru. Baik buruk, maju mundurnya profesyen ini bergantung penuh kepada amalan guru sama ada berdasarkan paksi etika perguruan sedia ada atau amalan-amalan di bilik darjah di samping nilai personaliti guru itu sendiri.