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Designing Research of Lesson Study
Zanaton binti H IksanFaculty of Education
Universiti Kebangsaan Malaysia
DR. ZANATON BINTI H IKSAN
• Timbalan Dekan Prasiswazah(Deputy Dean of Undergraduate)
• Centre of STEM Enculturation
• BSc(UKM) (Sains Nuklear), DipEd(UM), MSc (UTM) (RadioKimia), PhD (UM) (Pendidikan Sains)
• Chemistry Education/ Science Educatio , Pendidikan Sains
• Tel: 03-89216252/6245• HP: 019-6004627 • E-mel: [email protected]
Mulakan langkah kananmudengan “Bismillah” dan niatkan
menuntut ilmu dengan ikhlaskerana ALLAH…
Study
Plan
Teach
Reflect
Rancang(Plan)
Action (Do)
Refleksi(Reflect)
Action Research Lesson Study
Observe (Do)
Study
Plan
Teach
Reflect
Pelajari sumberrujukan
Kaji kurikulumdan sukatan
pelajaran
• Study curriculum and standard• Consider long-teams goals for
student learning and development
Study
Plan
Teach
Reflect
Pelajari sumberrujukan
Kaji matlamatkurikulum dan
sukatanpelajaran
Kenali pelajar/ masalah
pembelajaranpelajar
Study
Plan
Teach
Reflect
Pelajari sumberrujukan
Kaji matlamatkurikulum dan
sukatanpelajaran
Kenali pelajar/ masalah
pembelajaranpelajar
Ambilkiramatlamat
jangka panjang
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
• Study several lesson • Finally choose one lesson – to
be focused and discussed in-depth
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
TentukanResearch
Lesson
What do you want to focus on? (Research Lesson)
- Learning goal and curriculum achievement- Teaching and learning strategy
(teacher/student centre approach, PBL, flip classroom, questioning, ICT, ext.)
- Student behaviour - Student thinking- Logistic (facilities, classroom)- Communication (student engagement- Integrated elements/skill: Values, creativity,
entrepreneur, environment, ext.- Science element: science process skill,
manipulative skill, thinking skill, computational skill, inquiry, STEM
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
TentukanResearch
Lesson
Bincangkanmethod
yang sesuai
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
TentukanResearch
Lesson
Jangkakanpemikiran
pelajar & cuba“tugasan”
Bincangkanstrategi yang
sesuai
• Teachers try the problem in order to anticipate student thinking
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
TentukanResearch
Lesson
Jangkakanpemikiran
pelajar & cuba“tugasan”
Bincangkanstrategi yang
sesuai
Plan data collection
Study
Plan
Teach
Reflect
Ambil kirasemua unit danperanan setiapunit dalam satusesi pengajaran
TentukanResearch
Lesson
Jangkakanpemikiran
pelajar & cuba“tugasan”
Bincangkanstrategi yang
sesuai
Plan data collectionPresent dan
check
Plan the lesson
• Study several lesson
• Finally choose one lesson – to be focused and discussed indepth
• Use student needs to determine the focus of the lesson
• Teachers join to draw up a detailed lesson plan
• Clarify learning goal and design interaction
• Teachers try the problem in order to anticipate student thinking
• Can patterns help us find an easy way to answer the question: how many sears fit around a row of triangle tables:
Study
Plan
Teach
Reflect
PerhatiPerkembangan
pelajar
Fokuspemerhatian
kepada pelajar(tidak ganggu
pelajar)
Study
Plan
Teach
Reflect
PerhatiPerkembangan
pelajar
Tumpu“Research
Lesson” Fokuspemerhatian
kepada pelajar(tidak ganggu
pelajar)
Study
Plan
Teach
Reflect
PerhatiPerkembangan
pelajar
Tumpu“Research
Lesson”
Kumpul data ataumaklumat untuk
refleksi
Fokuspemerhatian
kepada pelajar(tidak ganggu
pelajar)
Study
Plan
Teach
Reflect
PerhatiPerkembangan
pelajar
Tumpu“Research
Lesson”
Tidak fokuskepada guru
Kumpul data ataumaklumat untuk
refleksi
Fokuspemerhatian
kepada pelajar(tidak ganggu
pelajar)
Study
Plan
Teach
Reflect
PerhatiPerkembangan
pelajar
Fokuspemerhatian
kepada pelajar(tidak ganggu
pelajar)
Tumpu“Research
Lesson”
Tidak fokuskepada guru
Kumpul data ataumaklumat untuk
refleksi
Bukti Pemerhatian:- Interaksi guru-pelajar- Soal-jawab- Tingkah laku- Kerja pelajar- Aktiviti- dll
Open class – classroom observation
• Plan used by one teacher to teach the lesson
• One group members observe the lesson
• Observer take note during the lesson
Study
Plan
Teach
Reflect
• Share data• What was learned about student
thinking?• What are implications for this unit and
more broadly?• What learning and new questions do we
want to carry forward in our work?
Study
Plan
Teach
Reflect
End of Cycle Reflection (Lesson
study Journey)
Ulasanpemerhati
Knowledgeableothers/
moderatorRefleksi
guru
Ulasan pakar
Post observation discussion
• Group meets to discuss observations
• Discussion focused on data collected and notes recorded
• Lesson plan revised based on group discussion
• Findings• All 22 students fill out the worksheets numbers correctly
• But only 5 students describe the “plus two” pattern
• 5 additional students describe the “plus one” pattern
• Despite te correct worksheets, few students can explain the pattern in word or express it as equation
Study
Plan
Teach
Reflect
FASA REFLEKSI
• Meneliti semula hasil pembelajaran
• Perkongsian maklumat berdasarkan
eviden/ bukti
• Fikirkan penambahbaikan
• Perbincangan akrif
• Refleksi secara mendalam beserta bukti
• Refleksi bersifat profesional – kritikan
untuk meningkatkan profesional guru
• Tidak judge lesson atau guru
• Komen dicatat – dokumen dan rujukan
penambahbaikan
Study
Plan
Teach
Reflect
END-OF CYCLE REFLECTION
• Did you learn something valuable?
• Did you develop “the eyes to see
students”?
• Did you strengthen relationship among
team members?
• What do we want to change in our next
cycle?
Analysis
• Transcript • Speech possessation – teacher and student voice• Do not judge the lesson and teacher • Analysis the transcript – different lens or view
A Case of Mathematics in Lesson Study: Multiplication3×16 and 16×3Q: Dose the order of the numbers in a multiplication sentence affect the answer? Explain why or why not?
• T (1): I borrowed 16 bags for you from library. In each bag there are some books for you. Please tell me how many books I borrowed from library
• T (229): Please see again the solutions.
• Sahar (230): Is it different between 16×3 and 3 ×16?
• T (231): It is a good question? Please think well. Do you understand the question?
• Charles (232): Yes.
• Golara(234): She said what is different between 16×3 and 3×16?
• T (235): ... and you Ms.Parmida, can you tell us your idea?
• Parmida(236): The answer is the same but in mathematic problem the order number is different.
• T(237): How do you think Ms.Ariyana?
• Ariyana(238): The order of numbers changed and a little bit difficult to solution.
• T(239): What is difficult? The solution or…?
• Ariyana(240): Yes, the way of solution.
• T(241): Ms. Hady, How do you think?
• Hady (242): I think its meaning is changed. The meaning…!
• T243 : and you Maral?
• Maral (244): In case of 16×3, it means we have 16 bags within 3books but in case 3×16, it means we have 3bags within 16books. The answer is the same but the mathematical concept of the multiplication sentence is different.
Zanaton & Daniel (2016) Types of Wait Time during Verbal Questioning in the Science Classroom. International Research on Higher Education. 1(1): 72- 80.