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    THE 3H (HEAD-ON, HEART-ON AND HANDS-ON) APPROACH

    TO PRODUCE COMPETENT TEACHERS

    Dr Tan Aimei

    [email protected]://sites.google.com/site/3happroach/about-3h-approach

    http://aimei99.wordpress.com

    Could you imagine the power could be generated by a teaching model on teaching and

    learning, and its effects on both teachers and students? The 3H (Head-on, Heart-onand Hands-on) model developed by Dr Tan Aimei is grounded in 5 learning theories.

    The power of this model is proven in the production of trainee teachers who are notonly aspiring but the birth of three blogs, namely http://aimei99.wordpress.com,

    http://sites.google.com/site/ebuletinjipik2012/, http://sites.google.com/site/3happroach/

    and including publication of a book, entitled Panduan Kerja Kursus Ilmu Pendidikan:idea, Contoh dan Aplikasi Teori. The 3H approach has now been further applied by by

    Dr Tan in areas of curriculum, course work and rubric design which is witnessed in the

    birth of Pentaksiran 3H as documented in the http://ebuletinjipik.wordpress.com .

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    1.0 Introduction

    In an effort to produce teachers equipped with vision, passion and action

    (competency), the author has conducted three years of action research in her classes and

    developed a teaching model, to be called the 3H Approach to Produce Competent

    Teachers. This paper illustrates the power of 3H as a teaching model and the

    transformation of her trainee teachers into reflective and competent practitioners. The

    incorporation of 3H in the authors training of teachers has given rise to an advancement

    in pedagogy and knowledge generation as well as enhancement in teacher

    professionalism which is partially documented in the book Panduan Kerja Kursus Ilmu

    Pendidikan: Idea, Contoh dan Aplikasi Teori (Tan, 2010), and can be accessed from

    http://www.sites.google.com/site/3happroach/ and http://www.aimei99.wordpress.com .

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    Another major contribution of 3H as a teaching model is its power to integrate the

    5 learning theories: Heart-on illustrates the power of the Humanist approach in

    motivating learners towards realizing their potentials, Head-on develops the cognitive

    and the constructive capacity of learner as posited in the Cognitive and Constructive

    Theory, while Hands-on demonstrates the effect of Social Modeling and Behaviorist

    Theory which spells the charm of practice makes perfect. How to get 3H works

    effectively? In order to make teaching and learning effective, the author points out the

    need to pay emphasis to the sequencing of 3H and teaching to be activity oriented

    through cooperative learning approach, as well as an observation of knowledge culture

    and reflective practice by students. Teachers to assume the role as effective facilitatorsand students as active learners.

    3H IMPLEMENTATION IN THE CLASSROOM

    The effectiveness of 3H model in producing competent and confident teachers lies

    in the emphasis in administering teaching and learning as a process. This model

    illustrates the art and science of producing effective teachers who are not only competent,

    but reflectiveand visionary as presented below. The use of 3H as an art refers to the use

    of creativity and resourcefulness in motivating and inspiring the subject teachers towards

    becoming reflective and enthusiastic, while the use of 3H as a science refers to the need

    in compliance to some rules and procedures in order to facilitate effective learning in

    students as presented below. In order to get the 3H model to work, an appreciation of the

    concepts as explained below is a prerequisite.

    WHAT IS 3H?

    3H stands for Head-on, Heart-on and Hands-on. Head-on exemplifies both the

    cognitive and constructive process, Heart-on exemplifies the essence of both the

    humanist approach and social modeling while Hands-on exemplifies the demonstration of

    modeling and the behaviorist approach entailing the philosophy of practice makes

    perfect. In greater detail:

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    Head-on refers to the use of head to acquire knowledge and develop concept

    process and thus a development of strategy towards problem solving in the execution of

    tasks. It enables students engaging in practices like reading, internet search, discussion

    and thus a development of an inquisitive mind and hence thinking capacity and VISION.

    In the author's teaching class, trainee teachers are required to prepare for tasks assigned,

    which include planning, discussion and acquisition of adequate knowledge for lesson

    delivery with activities that require a knowledge culture for which trainees must practice.

    This preparation will have a positive influence to gear teachers towards being resourceful

    and visionary.

    Heart-on simply means get connected. In the process of teaching and learning,

    first of all, teachers must ensure they are connected to the students needs and state of

    being. In addition is to connect students with the learning curriculum. And more

    importantly students are able to connect learning with themselves. In order to achieve

    such effect, teachers need to provide students with motivation and support, in particular,

    recognizing students potentials and urging them towards self-achievement through acts

    of self reflection and participation in activities. This requires instilling in subject teachers

    self-awareness and confidence which generate intrinsic motivation in subject teachers,

    thereby releasing their potentials in the teaching profession.

    Hands-on is associated with direct involvement of subject teachers in planning,

    and execution of teaching and learning activities. Findings of the authors action research

    indicate that emphasis on the command of both thinking and people skills by the teacher

    consititutes the thrust towards the acquisition of all other related teaching task skills

    which include concept building, bridging students experience with learning,

    communicating, motivating, evaluating, facilitating, counseling etc.

    The excerpt below demonstrates the perception of one of the trainee teachers towards

    3H:

    Apa itu 3H?Dalam kontekspendidikan 3H adalah salah satu cara atau skill dalam

    pelaksanaanpengajarandanpembelajaran.Handsonadalahmaklumatyangdiberikan

    secaralangsungkepadapelajarpadaketikaitujugadenganjawapanyangkonkritdan

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    kritikalyangmanacarainilebihberkesan.Headonadalahmaklumatyangdisampaikan

    berdasarkan kepada unjuran kognitif yang tinggi olehpelajardandibantu oleh guru.

    Contohnyamencabarkognitifpelajardenganpersoalan persolalanyangkritikaldengan

    subjekyang

    mana

    secara

    tidak

    langsung

    akan

    meningkatkan

    daya

    fikir

    pelajar

    untuk

    berfikir dengan lebih kritis, kreatif dan reflektif lagi. Seterusnya Hearton adalah

    pengajarandanpembelajaranyangberkonsepkankasihsayang.Konsep inimerupakan

    antara salah satu peneguh yang paling berkesan dalam mendidik dan membentuk

    perilaku murid yang bermasalah kerana melalui kasih sayang, ia seterusnya boleh

    menjadisalahsatumotivasiinstrinsikkepadamuriduntukterusbersemangatdalam

    P&Pdankehidupanmereka.

    (Abdul Mat Azilah : 2009)

    As noted by one of the trainee teachers, Wan , The 3H approach is actually

    grounded in the 5 Learning theories as described in the excerpt below: -

    Apa yang dapat saya simpulkan, ciriciri lima teori pembelajaran ada pada Dr. Tan. Beliau

    seorang yang menggunakan teori humanis dengan pandai ambil hati pelajar (Hearton),

    gunakanteoribehaviourisdenganmemberitugasanuntukpengukuhan(Handson),rolemodel

    untukkamisemuaiaituteoripembelajaransosial(Hearton),menggunakanteoripembelajaran

    kognitifdengansentiasabersoaljawabdanmenggunakanteorikonstruktivissupayakamidapat

    berfikirsecarametakognitif(thinkhowtothink)melaluihubungkaitideayangsediaadadengan

    ideayangbar(Headon).

    . The acquisition of both hard and soft skills, including a multitude of teaching

    skills through the Head-on and Hands-on approach, will lead to the development of

    competent and confident teachers. This indirectly serves to professionally train and

    nurture teachers to be effective life-long learners and knowledge practitioners.

    2.0 How does 3H Work?

    In order to make the 3H approach a success, the sequence of emphasis in the

    shaping of teachers has to be commenced with the Heart-on, followed by Head on, andsubsequently the Hands-on though the three elements interplay and inter-phase

    throughout the training process. This is because when teachers get inspired (heart-on),

    self intrinsic motivation will lead teachers to engage with thinking, planning and

    knowledge inquiry to establish goal including problem solving (Head-on).

    Simultaneously, the full involvement of students with the doing of the task repetitively

    (Hands-on) will lead to the acquisition of the task skill and other generic skills. It is noted

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    that both thinking and people skills constitutes the thrust to facilitate the acquisition of

    the hands-on skills.

    Figure 2: HOW DOES 3H WORK?

    ACCOMPLISHMENTS OF 3H

    The charm of 3H is evident in its power to generate not only interest and

    enthusiasm, but motivation and processes in producing promising educators for teachers.

    This is indicated in the following journal excerpt ( see Tan: 2010, Chap 3) :

    Bilamenyatakantentangproses pembelajaran, iamenunjukkankepadaperubahantingkah

    laku sebagai output. Jika tiada perubahan yang terjadi, maka proses pembelajaran tidak

    berjaya. ....Ini terjadi kerana perubahan diperlihatkan daripada tingkah laku. ... Dari aspek

    kognitif, sayamengalamaiperubahandalamgayaberfikir .... Sayajugamerasakanbanyak

    kelemahandiri

    seperti

    kurang

    yakin,malu,rendah

    diri

    telah

    berkurangan

    dari

    masa

    ke

    masa.

    Konsepkendiripositifsayaaplikasikandalamhidup.(MohdIzwan:2007,in Tan:2010, Chap 3)

    ... Disebabkan teknik pengajaran Dr. Tan yang pelbagai dan sudah pastinya menarik.Mengadakanlakonandanperbentangankumpulantelahmemotivasikansayauntukmendalamiilmupendidikan.Selain itupelajaran inijugabanyakperkaitandengandirisendiri.Sayadapatmembuatpenilaiantentangdirisendiri.Motivasiinidinamakanmotivasiintriksik.

    (Hafizah:2007,in Tan:2010,Chap3)

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    Gurumestilahpekadengankeperluansosioemosimurid.Muridsememangnyabolehmembaca

    keikhlasan seorangguru.KeikhlsanDrTanmemberikanpenghargaandanpeneguhanpositif

    sememangnyamemberikanimpakkepadasaya.Saya lebihberkeyakinankinidarisebelumnya.

    Inikerana

    saya

    mempunyai

    banyak

    kekurangan

    dan

    sering

    melihat

    orang

    lain

    lebih

    hebat

    daripadasaya.Sayasememangnyatidakpernahmengharapkanapaapauntukdirisaya.Namun

    kini,berkatpengajaranP&PDrTan,sayamempunyai misiyangpalingpentinguntukmendidik

    anakmuridsayamenjadiinsanyangbergunakepadabangsa,agamadannegara.(Farah:KPLI:2008)

    Impak secara Head on

    Sememangnya sekilas saya melihat,saya dapat membuat kesimpulan

    DrTansarat dengan pengetahuan dan dapat memberikan ideaidea

    yangbernas dengan hujahhujah dan bukti yanglengkap. Persiapan

    dan perancangan yangstrategiklah yangmenjayakan setiap apa yang

    ingin dilakukan. Dalam P&PDrTan,saya banyak berfikir secara lebih

    mencapah .Sebelum ini saya hanya melihat sesuatu dari 1 aspek

    sahaja,namun kini,pemikiran saya mula berkembang dan mula

    mengambilkira banyak aspekaspek lain. Selain daripada itu,DrTan

    juga kelihatan cooltetapi mempunyai inisiatif lainsekiranya

    perancangannya gagal.Sebagai seorang guru,saya perlu lebih proaktif

    dan efektif.

    (F

    a

    r

    a

    h

    K

    o

    h

    o

    r

    t

    K

    P

    L

    I

    /

    2

    Impaksecara heart on

    Gurumestilah peka dengan keperluan sosioemosi murid. Murid sememangnya boleh membacakeikhlasan seorang guru.Keikhlsan DrTanmemberikan penghargaan dan peneguhan positif

    sememangnya memberikan impak kepada saya.Saya lebih berkeyakinan kini dari sebelumnya.Ini kerana

    saya mempunyai banyak dansering melihatorang lain lebih hebat dari saya.Saya sememangnya tidak

    pernah mengharapkan apaapauntuk diri saya.Namun kini,berkat pengajaran p&p DrTan,saya

    mempunyai misiyangpalingpenting untuk mendidikenam muridsaya menjadi insaneyangberguna

    kepada bangsa,agamadan negara.mempunyai misiyangpalingpenting iaitu untuk mendidik anak murid

    saya menjadi insanyangberguna kepada agama,bangsa dan negara. Farah

    (FarahKohortKPLI/2008)

    AMALAN

    REFLEKSI

    AMALAN

    REFLEKSI

    ********

    IMPAK3HTerharu

    Kesedaran

    Perubahan

    KewujudandalampenampirandiriDrTan Aim ei @IPIK' 2009

    Figure 2: The Impact of 3H on the Trainee Teachers as recorded in their Journal Wrtings

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    Slide 3 (Video Clip) : A movie produced by three 18 year olds trainee teachers depicting

    issues of EQ confronting teenagers in the present Malaysian society

    I NNOVATI ON I N STUDENTS T& L

    ONSTRUCTIVISTAPPROACH

    (NUR AND RINA)

    BEHAVIORISTAPPROACH

    (NIK AND AZMI)

    ENRICHMENT

    AND

    REHABILITAION

    (NUR AND RINA)

    SMART SCHOOLSTRATEGY

    (LIZA AND WAN)

    TEACHERS

    ACCOUNTABILIT

    (WAN)

    Slide 4: Innovative activities designed in teaching and learning demonstrated

    by Dr Tans trainee teachers.

    In addition to the development of motivated trainee teachers, the power of 3H approach is

    evident in its contribution towards generation of knowledge and advancement in teaching

    pedagogy. This is clearly evident in the work produced by the trainee students to include

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    creative presentation of mind-maps, reflective journal writing, insightful school-based

    inquiry research as well as their resources and the variety of ideas displayed in the design and

    delivery of activities in teaching and learning( see Slide 4). These have been documented in

    the form of script, forum, simulation, video clip, CD and VCD which in turn have given rise

    to the following 4 major accomplishments stated below:

    (i) Development of an effective teaching model. This model stood out from among the

    33 groups of participants, comprising both private and public higher education

    institutions in Malaysia. It was awarded the Bronze Medal in a national competition,

    Research and Innovativeness in Education held by University Malaya.

    (ii) Book publication entitled, Panduan Kerja Kursus Ilmu Pendidikan: Idea, Contoh

    and Aplikasi Teori (2010) (i.e. Coursework guide in Education: Ideas, Illustrations and

    Application of Theories) comprised reflective writings of trainee teachers in educational

    psychology and presentation of their school-based action research findings which ranged

    from students disciplinary, behavioral to classroom management as well as strategies in

    enhancing pedagogy and the teaching profession.

    (iii) Establisment of websites: aimei99.wordpress.com (2008) and

    www.sites.google.com/site/ 3happroach/ (2010). Both these websites demonstrate the use

    and effect of 3H in teaching, including the documentation of work produced by subject

    teachers in the form of mind-maps, role-play, stimulation, movie and excerpts of journal

    writing etc.

    (iv) A series of forthcoming publications in print, videos and illustrations covering areas

    such as Emotional Quotients(EQ), Education philosophy, Applications of diffferent

    Teaching Methods and Learning theories as well as activities sharing through blogs

    covering thinking is fun and the teaching of social cultural aspects in education.

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    3H TEACHING MODEL: THE THREE PHASES OF EXPERIMENTING

    Development of 3H as a teaching model is a result of a 3 year action research

    conducted by the author in her teaching classrooms. It commenced in 2005 as a year of

    exploration, 2007 as a year of consolidation and 2008 as a year of distinguished success.

    Methods used in this action research comprised of interviews and feedbacks from the

    trainee teachers in oral and written forms of reflection, as well as video recordings of

    various sessions of experimenting in teaching and learning in the classrooms.

    In 2005, the author was assigned to teach a class of 35 post-secondary traineeteachers in a teaching institute in Malaysia. The trainee students were considerately

    bright with ideas. However, they were lax in their learning attitude and expected notes to

    be provided by lecturers. They did not read nor prepare for their assigned tasks and

    classroom presentations. On the contrary, they complained of heavy workload and that

    the author was too speedy in her teaching. In the face of such a challenge, she resorted to

    the use of tutorial questions which delineate the assignment of tasks and activities to be

    delivered in groups by the trainee teachers. This set the beginning of the Head-on

    experimenting in the classroom. In parallel, time was allocated for the trainees to discuss

    their work and reading in the classroom. That constituted the practice of a knowledge

    culture as observed by the trainee teachers. Simultaneously, the author played the role of

    facilitator to provide them with feedback and guidance for further enhancement of their

    work production.

    In the year 2007, the subject trainee teachers consisted of 2 classes of university

    graduates: 19 and 21 of them from each class. However during the first 4 weeks of the

    course, these were combined due to the shortage of classrooms. The author was

    overwhelmed by her own enthusiasm and passion for teaching and oblivious to the

    pressure faced by these adult students. She was ignorant of the trainees' background,

    whereby their past learning experiences in schools and universities were highly academic

    and examination oriented. As a result, a considerable number of these students found her

    requirement on them to prepare for presentation of tasks through activities burdensome

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    and stressful. Casual interviews with the unhappy students disclosed the impact of

    different learning styles and the dominance of the left and right brain on their

    preference for teaching. The author was also aware that students acceptance for new

    ideas is related to their learning experiences, externally or internally, negative or positive,

    cognitive or affective, and that will have an impact on the students. This has enlightened

    her to give priority and connected to the Heart of the students. She was aware too

    that an observation of reflective practices by students seemingly has an effect to get the

    students to connect with themselves from the inside, and in turn the generation of their

    self awareness and intrinsic motivation eventually. With the right emphasis given

    between the Head-on and the Heart-on, where Heart-on is given priority, as is the casementioned above, she realized that the sequencing of the interplay of the 3H elements

    makes a difference on the impact of teaching and learning.

    2008 was the phase of accomplishment. Drawing from past experiences of 2005

    and 2007, she began to realize that in order to motivate the students to enjoy and excel in

    learning, the emphasis in observation of knowledge culture, the Head-on, and the

    preparation for the execution of activities, the Hands-on did not work with all the

    students. Instead to those who are less positive and lacking confidence , foremost

    attention should be given to the Heart-on component, namely to connect with students by

    providing them care, support, opportunities and affirmation towards realization of their

    potential. This has therefore laid the foundation for her success in teaching trainee

    teachers in 2008.

    By 2008, the author had acquired the insight in interplaying the elements of the

    3H. Instead of focusing on students weaknesses, she facilitated them to think, to reflect

    and to enjoy learning through the use of humour and effective question asking technique.

    Also, she paid much attention to identify trainee teachers potentials to acknowledge

    them openly and in warm recognition in class. It had a tremendous effect on the Heart-on

    of the students and that was the impetus to their intrinsic motivation. She reinforced in

    students the use of related thinking and people skills, to lead them to acquire the

    various teaching skills such as communicating, emotivating, building relationships,

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    drawing students attention etc. Such Hands-on training develops the necessary teaching

    competency in the trainee teachers. It also provided them with lots of tips and gains in

    deeper reflection towards problem solving. Her biggest discovery in 2008 was the power

    of journal writing and the effect reflective sharing have on the passion generated in

    trainee teachers towards the teaching profession.

    Since 2008 until the present, the author has mastered the art and science in

    interplaying the elements of 3H towards realizing her aims in shaping teachers to be

    reflective, visionary and passionate which will be presented in the following paragraphs.

    The joy, effect and meaning of students learning experience have been documented invideos, research reports and students reflective writing. Others in the pipeline will be

    shared through blogs and book publications in the near future.

    The Four Factors Contributing To The Success Of 3H

    The building of Head-on can be very effective through emphasizing an

    appreciation of knowledge culture in the students. A prerequisite to the success of the

    3H is building on the impact of modeling where the trainer has to be both an effective

    model and a competent facilitator (see video-clip the art of facilitating in

    aimei99.wordpress). Another ( a must ) teaching approach to facilitate development of

    3H students is the activity oriented cooperative approach. These are discussed below:

    I. Teaching to be activity oriented through cooperative learning approach

    II. The Role of teachers as effective facilitators and students as active learners

    III. An observation of knowledge culture practice in the subject teachersIV. Enhancing transformation in teachers through reflective writings

    (i) Cooperative Learning with Activity-Orientation

    In the author's teaching classroom, students are divided into groups. They take

    turns to present the task assigned with activities and power point presentations by pooling

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    resources, sharing their joy and sorrow, experiencing the swimming or sinking together

    in cooperative learning of group work.

    In their learning process the students engage the Head-on to come out with ideas

    and solutions for problem solving as well as tapping into the strength and resources

    of their group members. This obviously contributes to the intellectual development in

    the subject teachers. Besides, the need to interact and to communicate, to discuss and to

    argue, the trainee teachers will at the same time develop the art of people skills as

    described in the following excerpts.

    Dariaspek

    kognitif,

    saya

    mengalami

    perubahan

    dalam

    gaya

    berfikir.

    Semasa di peringkat ijazah, saya hanya belajar tentang teori. Tetapi

    berbezapulaapabilaberadadidalamkelaspsikologibersamasamaDr.

    Tan. Saya telah mempelajari perkara baharu, iaitu melihat sesuatu

    dengan lebih makro, membuat hubung kait dan dicabar untuk

    membuat pandangan kritikal, menguji teori sepertipembelajaran di

    peringkat Sarjana dan melatih diri saya untuk mengeluarakan teori

    sendiri (Izwan:KPLI:2007)

    Dalam

    aspek

    sosial

    melalui

    aktiviti

    kelas

    yang

    dijalankan,

    saya

    menjadi

    seorangyang lebihakrabdengankawankawan.Kamiberkongsitawa,

    tangis, dan menghadapi tekanan bersamasama. Di sini menunjukkan

    empatidankomunikasisayadenganoranglainmenjadisangatbaik.

    (Izwan:KPLI:2007)Dr. Tanpernah berkata Kelas sayamemerlukanpengorbanan dari

    segimasa,jadi kamuperlu berkorbanmasa untukmemastikan dapat

    menguasaipelajaran ini. Akan tetapi katakata itu tidak cukupuntuk

    memotivasikan

    saya.

    Ada

    sesuatu

    sebab

    lain

    yang

    telah

    memotivasikan

    sayauntukmelakukanulangkaji ilmupendidikan. Ia ialahdisebabkan

    teknikpengajaranDr.Tan yangpelbagaidan sudahpastinyamenarik.

    Mengadakan lakonandanperbentangankumpulantelahmemotivasikan

    saya untuk mendalami ilmu pendidikan. Selain itu pelajaran ini juga

    banyakperkaitan dengan diri sendiri. Saya dapat membuatpenilaian

    tentangdirisendiri.Motivasiinidinamakanmotivasiintriksik.(Izwan:KPLI:2007)

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    Collaboration and sharing of resources within and between groups develop

    in students the benchmark by which such cooperative approach directly facilitates

    learning, living up to the motto of the four pillars of education of UNESCO, namely (i)

    learning to know, (ii) learning to work together; (iii) learning to solve problems, and (iv)

    learning to being.

    (ii) The Role Of Teachers As Effective Facilitators

    The success of 3H implementation in the classroom is closely related to the

    effective role played by teachers as facilitators and students as active learners. This

    means that the students take ownership in their learning and the teachersresponsibility is to generate interest, enthusiasm and motivation in students towards

    realizing their potentials to be motivated learners and effective life-long learners.

    Good facilitating skills are not confined only to provide students with resources,

    moral support, affirmation and guidance to learn and to excel, but stimulations and

    challenge as well as feedbacks and alternatives for students to reflect in learning. Other

    dimensions of effective facilitating skills include a demonstration of skills, knowledge

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    16

    and assessment to facilitate students to look back and to leap forward. The art of

    facilitating in the 3H strikes at both the Head-on and Heart-on of the trainee including the

    Hands-on effect on teachers which in turn motivates them to strive towards realization of

    their full potentials as clearly noted in the following excerpt:

    Galakan di dalam kelas membuatkan semuapelajar bersemangat untuk mengikuti

    kelasini.Motivasiinipuladinamakanmotivasiekstrinsik.Kesimpulannyabanyakteknik

    yangDr.Tanterapkandidalamkelassamaadasecaralangsungatautidaklangsung.

    (iii) Appreciation OF Knowledge Culture

    An observation of knowledge culture practice is a prerequisite to build up the

    Head-on component of the 3H, that is to develop in students the thinking capacity, thus

    the capability to generate ideas and alternatives towards problem solving. This is

    especially important for teachers who are required to live up to their roles as knowledge

    practitioners and human engineers, entrusted with the mission to open up the minds of

    students with knowledge, ideas, alternatives and inspiration for a greater good.

    Slide 5 : An observation of knowledge culture by both teachersand educators in Dr Tans classroom and workshops.

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    A knowledge culture comprises not only reading or searching for information

    through the internet but of utmost importance, the researching and inquiring mind

    brought about through sharing, group discussion and an engagement in research and

    reflection. Below is an excerpt demonstrating the benefit of knowledge culture

    appreciation by the trainee teachers:

    3H inijugamudahdilaksanakan terutama kepadaguru yangmembudayakan ilmu

    kerana ia memerlukan satupengetahuan yang luas dan tidak terbatas. Oleh yang

    demikian ini akan menjadi satu cabaran kepada guru untuk terus menjelajahi dan

    menguasi ilmu di dadamereka kerana apa yang akan mereka sampaikan kepada

    pelajarnantimemerlukanmerekamenguasaiilmudalambanyakaspekdanbarulah

    mudahuntukmerekabertindaksebagaiejenpenyampaiilmuyangbaikdanberjaya.

    Secaratidak

    langsung

    3H

    ini

    akan

    meningkatkan

    kejayaan

    dan

    penampilan

    seseorang

    guruitunanti. (AbdulMatAzizlah:2008)

    (iv) Reflective Practice Observed By Teachers

    Engagement in teacher reflections, oral or written, in a group or on an individual

    basis has the charm to enhance ones awareness about the self, and thus an effective

    approach to facilitate changes in teachers attitudes, as shared by the trainee teachers in

    the following excerpts:

    Oneofthewaysshehasmotivatedstudentsisthroughreflection,byengagingstudentstothink

    aboutwhattheyhavelearntandwhattheyarelearning.Studentsarefreetogivetheiropinions

    and comments. This strategy is democratic, and students take ownership in learning. This

    reinforcement technique isverygoodbecause it ishighlymotivatingand studentscouldeasily

    engagewithactiveparticipationduringlecturehours. (Saiful:KPLI2007)

    Refleksimerupakanprosesmemikirkan ataumerenung kembalipengalaman dan implikasinya

    terhadapdirikita.Iaadalahsalahsatuusahabermaknauntukmenjiwaiprosespengajarandan

    pembelajara(P&P),

    membantu

    guru

    mengimbangkan

    tindakan

    guru

    dengan

    keperluan

    pelajar.

    Apabila guru membuat refleksi, kita menjadi lebih sedar dan kritis mengenai amalan diri

    sebagaiguru.Sebagaikesan,keberkesananP&Pdankualiti pendidikandipertingkatkan.

    (Liza:KPli 2009)

    ..Kinisayaselalumerenungdiridalamseharihariuntukmencarijawapandalamtindakansaya

    agar sayamenjadi lebih baikpada hari esoknya.Dari segi emosi, saya berubah kerana dapat

    mengenaliemosisendiri,mengawal,danmembezakannya.Selainitu,sayadapatmerasakan

    satumotivasidalamanyangselalumenggerakkansayauntukterusberjayadalamhidup.

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    The above excerpt clearly outlines the power of reflective practice on teachers to

    become more self aware and critical of their strengths and weaknesses. As a result, the

    observation of regular reflective practices will directly upgrade a teachers teaching and

    learning practice, including enhancing the psychological attitude of a more effective

    educator.

    CONCLUDING NOTES AND IMPLICATIONS

    The effectiveness of 3H model in producing competent and confident teachers lies

    in its emphasis in administering teaching and learning as a process. This model illustrates

    the art and science in developing effective teachers who can effectively producemotivated students.

    3H also echoes with a mission to educate with the ASK, the shaping ofAttitude,

    Skill and Knowledge in students, which has been given due emphasis in the delivery of

    education in many schools in Singapore. Head-on signifies the Knowledge, Heart-on

    draws on the Attitude and the Hands-on produces the Skills

    This model works in line with the contemporary learning model developed by

    INTEL called GRAPE, the acronym for Goal, Role, Audience, Product and Evaluation,

    where in the 3H model, the Head-on corresponds with the Goal and Role, the Heart-on

    corresponds with the Evaluation and Audience as in the engaging with reflection and

    attending to its audience, while the Hands-on corresponds with the product, its

    achievement in a thinking and people-related skills, including the application of

    knowledge.

    .

    One major contribution of 3H as a teaching model attributed to its power to

    integrate the 5 learning theorie. . This model works well to cater to the different

    preferences for learning owing to different learning styles and the dominance of multiple

    intelligence in learners as pointed out in the earlier part of the article . Heart-on illustrates

    the power of the Humanist approach motivating learners towards realizing their

    potentials, Head-on develops the cognitive and the constructive capacity of learner as

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    posited in the Cognitive and Constructive Theory, while Hands-on demonstrates the

    effect of social modeling and Behaviorist Theory which spells the charm of practice

    makes perfect.

    Finally, in the challenging environment of globalization, it is obvious that the 3H

    model sits in the framework of globalization to produce teachers who are effective life-

    long learners and reflective knowledge practitioners.

    REFERENCES

    Hord, Shirley M (1997). Professional Learning Communities: Communities Of Continuous

    And Improvement. Retrieved On 7 January 2009, Www.Ncrel.Org/Sdrs/Areas/Issues/

    Content/Currclum/Cu3lk22.Htm

    Porter, P. (1997). Knowledge, Skills And Compassion? Education Research And The

    Universities. Australian Educational Research, 24(1), April, 79-96.

    UNESCO (2007). Education For Sustainable Development: Quality Education. Retrieved onJuly 2008 from Http://Portal.Unesco.Org/Education/En/Ev.Php-/URL_ID= 27542&

    URL_DO_TOPIC&URL_SECTION=201.Html.

    Mok Soon Sang. (2009). Teks Komprehensif PTK Pengajaran Dan Pembelajaran (P&P).Selangor : Penerbitan Multimedia Sdn Bhd.

    Chubb, I. (1992). The Idea Of Quality In Higher Education: An Academic Perspective. ScholasticTimes, 2(3), April, 16-18.

    Tan Aimei (2002). Malaysian Private Higher Education: Globalisation, Privatisation,Transformation And Marketplaces. London: Asean Academic Press.

    Tan, Aimei (2006). The Heavy School Beg Issues Embedded In Politics, Policies, MarketplacesAnd Leadership. Petaling Jaya: Strategic Information And Social Research Centre.

    Tan, Aimei (2010). Panduan Kerja Kursus: Idea, Contoh Dan Applikasi Teori. Shah Alam,Malaysia: Oxford Fajar.

    JOURNAL WRITINGS

    Abdul Mat Azizlah (2008). Bagaimana 3H Meningkatkan Kejayaan Dan Penampilan SayaSebagai Sorang Guru. in Tan, Aimei (2010), Panduan Kerja Kursus: Idea, Contoh DanApplikasi Teori. Shah Alam, Malaysia: Oxford Fajar. p.

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    Che Rozaini Bt Azizan (2007). Pemahaman Saya Tentang Teori Kecerdasan Pelbagai (M.IQ),

    EQ Dan Motivasi Diri Semasa, Sebelum Dan Selepas. In Tan, Aimei (2010), p..

    Farah Sabrina Bt Choh(2008). Bagaimana 3H Meningkatkan Kejayaan Dan Penampilan SayaSebagai Sorang Guru. In Tan, Aimei (2010), p.

    Farizah Binti Buyong ( 2008). Kerja Kursus: Penulisan Secara Reflekif Tentang BagaimanaSeorang Guru Boleh Meningkatkan Tahap Profesionalisme Keguruan. In Tan, Aimei(2010).

    Mohd Izwan Bin Mustafa Kamal (2007). Perkembangan Diri Selepas Belajar PsikologiPendidikan Selepas 3 Bulan Belajar. Mohd Saiful (2007). Refleksi Kelas PsikologiBersama Dr Tan. In Tan, Aimei (2010), p.

    Nursyahirah Bt Adam (2007). Refleksi Diri Tentang Tajuk Motivasi. InTan, Aimei (2010),

    Roshidi Romalji (2008). Refleksi Tentang Perubahan Diri. In Tan, Aimei (2010), p.

    Wan Zanariah Binti Wan Ishak (2008). REFLEKS Kerja Kursusi : Aplikasi Strategi, Kaedah DanTeori Pembelajaran Ke Arah Keberkesanan P&P Dan Penghasilan Insan Pelajar YangSeimbang. In Tan, Aimei (2010), p.