PISMP IPGM

LAM-PT05-01b

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN

AKADEMIK/ KOKURIKULUM

PROGRAM: PISMP TESL 2 SEMESTER: 1 TAHUN: 1 Mata Pelajaran/Kursus/: PHILOSOPHY AND EDUCATION IN MALAYSIA Kod: EDU3101 Kredit: 3+0

W/DCONTENT TOPIC

LEARNING OUTCOMESLECTURE (2Hours)TUTORIAL(1hour)PRACISL

(2 Hours)COMMENTS/

REMARKS

116/1/1210.30 - 1.30Development of the Education System in Malaysia

Pre-Independence

Types of schools

Education reports

Problems which arises

Post Independence

Types of schools

Education reports

Problems which arisesAt the end of the lesson, the student can :

1.1 Elaborate on the historical development of the Education System in Malaysia before , during and after Independence. (1.1,1.6)

1.2 Compare and contrast the education system before and after Independence (6.1)Explanation on:

Development of the Education System in Malaysia:

Pre-Independence

Post-Independence

Clarification on tutorial sessions & Independent Student Learning (ISL)

Group formation and tutorial topics for discussion during tutorial

Compare and contrast the Educational System in Malaysia by using appropriate graphic organizers Preparation for tutorial:

In groups of 3-4 find materials on branches of educational philosophy and summarize in a mind map

.

2

8/2/122.30 5.30Current Education

Types of schools

Education reports

Changes in the national education systemBasic Concepts of philosophy of Education

Introduction to Philosophy

Meaning of Philosophy

Branches of Philosophy

Introduction to Philosophy of Education

At the end of the lesson, the student can :

1.3 Elaborate on the current development of the Education Syst2.1 Clarify the concepts

of philosophy and education (1.4)

2.2 Elaborate branches of

Philosophy (1.2,2.3)

2.3. Discuss and present

importance of

understanding

philosophy of

education.(1.3,1.4)Introduction to Philosophy

Meaning of Philosophy

Branches of Philosophy

Introduction to Philosophy of Education

Students present mind maps on the different branches of philosophy.Students search for resources or information on Islamic philosophers and write short notes on them .

Reference:

Abdul Rahman Arof & Zakaria Kasa.(1995).Falsafah dan konsep pendidikan (2nd ed.).Shah Alam: Penerbit Fajar Bakti.

3

13/2/1210.30 1.30Philosophy of Islamic Education Introduction to Philosophy of Islamic Education

- concept and principles

Eastern Philosophy of Education

- concept and principles

- functionsAt the end of the lesson, the student can :

3.1 Elaborate concepts and principles of Philosophy of Islamic Education (1.4,3.4,4.5,5.5)

3.2 Elaborate concepts and principles of Eastern Philosophy of Education (1.4,2.3,3.4,4.5,5.5)

Explanation on:

Philosophy of Islamic Education - function

Eastern Philosophy of Education

- concept and

principles

- functionsIn groups, students select an Islamic Philosopher of Education and an Eastern Philosopher of Education and present their viewpoints Surf information in the internet/ library on development of Western Philosophy of Education and compare contrast between branches in Western Philosophy using suitable graphic organizers. Reference:

Mohd Yusuf Ahmad.(2002).

Falsafah dan sejarah pendidikan Islam. Kuala Lumpur:Penerbit Universiti Malaya.

4

20/2/12

10.30 1.30- Implications towards educational development in Malaysia

Development of Western Philosophy of Education - Traditional (Perenialism and Essentialism)

Concept and principle

aims

role

emphasis

At the end of the lesson, the student can :

3.3 Analyse implication of Islamic Philosophy of Education and Eastern Philosophy of Education towards the educational development in Malaysia.(1.6,6.1)4.1 Characterize Traditional Western Philosophy of Education.(1.6)

Implications of Islamic and Eastern Philosophy of Education towards educational development in Malaysia Traditional (Perenialism and Essentialism)

Concept and principle

aims

role

emphasis

Students compare and contrast between branches in Western Philosophy of Education dan present them in class. Using the PMI ( Plus, Minus and Interesting) analysis form, analyse any one of the branch of the Western Philosophy of Education

5

27/2/12

10.30 1.30Modern/Progressive (Progressivism, Reconstructivism and Existentialism)

concept and principle aims role

emphasis

At the end of the lesson, the student can :

4.2.Characterize modern /progressive Western Philosophy of Education.(1.6)

Modern/Progressive (Progressivism, Reconstructivism and Existentialism)

Modern/Progressive (Progressivism, Reconstructivism and Existentialism)

concept and principle aims role

emphasis

In groups, students select any one of the branches of Western Philosophy of Education which they consider to be the most appropriate to be used currently. Present rationale of selection/choice Students write briefly ((maksimum of 3 pages) on their own philosophy of education. The writind should comprise of the aims of education, societal needs, studentsneeds and roles of teachers.

6

19/3/12

10.30 1.30Implications towards educational development in Malaysia

National Philosophy of Education (FPK) - Concept and principle of FPK

At the end of the lesson, the student can :

4.3.Explain and evaluate implications ofWestern Philosophy of Education towards education in Malaysia.(1.1,1.6,6.1,7.2)5.1 Explain concepts and principles of National Philosophy of Education (FPK) and FPG (1.1)5.2 Identify the elements of metaphysic, epistemology, axsiology dan logic in FPK.(1.6,2.2)

Implications towards educational development in Malaysia

National Philosophy of Education (FPK) - Concept and

principle of

FPK Elements in FPKStudents make analysis on the FPK and see its relationship to Western, Islamic and Eastern Philosophy of Education. Present it to the class.Subsequently, students make comparison between their Philosophy of Education with the FPK Students download video clip Teacher make a difference from internet and show the teaching values that can be emulated.

7

21/3/12

2.30 5.30National Philosophy of Education (FPK) Elements in FPK

National Philosophy of Teacher Education (FPG)

Concept and principle of FPG

Elements in FPG

Aims of FPG

Teacher Education Conceptual Model

Teaching values

At the end of the lesson, the student can :

5.3.Analyse elements in National Philosophy of Education (FPK).

5.4 Analyse elements in FPG.5.5 Discuss how teachers can appreciate and practise FPG in the teaching and learning process.(3.2,3.5,4.1,5.1,7.1,8.1)National Philosophy of Education (FPK) - Elements in FPKNational Philosophy of Teacher Education (FPG)

Concept and principle of FPG

Elements in FPG

Aims of FPG

Teacher Education Conceptual Model

Teaching values

Students watch video clip teacher make a difference and comment on the characeristics and teaching values in the video clipSearch and surf the internet and library on different religious views on education. Students are required to make notes on it.

8

22/3/1211.15 2.15Concept of Human Capital

Meaning of human capitalCharacteristics of human capital Teachers career as religious obligation

Religious perspective

Islam

Christianity

Buddhism

Hinduism

TaoismAt the end of the lesson, the student can :

6.1 Interprete concepts of human capital (1.3,2.4)6.2.Explain characteristics of human capital .(1.4)

6.3Elaborate teachers career from different religious perspectives.(1.6,6.1)

Concept of Human Capital and characteristics of human capital

Teachers career as religious obligation

Religious perspective

Islam

Christianity

Buddhism

Hinduism

TaoismCompare and contrast between different religious perspectives and present them in class

Surf and search information on the struggles and noble efforts of educationists /philosophers. Make notes for tutorial

Kementerian Pelajaran Malaysia.(2008). Modal insan cemerlang:Minda kelas pertama.Putrajaya: Kementerian Pelajaran Malaysia.

9

23/3/12

11.15 2.15Teachers careerStruggles and Noble Efforts of Educationists

Philosophers

Plato, Rosseau

Confucius, Lao Tze

Al-Ghazali

Western and Eastern Renowned educators

At the end of the lesson, the student can :

6.4. Analyse roles of teacher from the perspectives of philosophers .(1.6,6.1)7.1. Introduce Western and Eastern philosophers/

educationists(1.1,2.5)Struggles and Noble Efforts of Educationists

Philosophers

Plato, Rosseau

Confucius, Lao Tze

Al-Ghazali

Discuss the roles of one of philosophers/educationists in human capital development Gather information and resources on any one of the philosophers/educationists to produce a folio on him

1026/3/12

10.30 1.30Teacher in developing human character

National renowned educators

Characteristics of renowned

Contributions

Roles of teachersRoles of teachers in the realization of the National Philosophy of Education

At the end of the lesson, the student can :

7.2.Introduce national renowned educators (1.1,2.5)7.3Elaborate the contributions of philosophers/ educators from Western, Eastern and national renowned educators 1.1)

7.4 Reflect on ones philosophy as a teacher .(7.2)8.1 List the tasks of a teacher in developing human capital (2.5)

Teacher in developing human character

National renowned educators

Characteristics of renowned Contributions Roles of teachers in the realization of the National Philosophy of Education Teacher as an agent of change or teacher as a maintenance of traditionguru adalah agen perubahan Give responses to the statement above based on students prior knowledge Complete the folio on the philosopher/ educationistUpdate the SBE folio and prepare report for presentation

112/4/12

10.30 1.30Teacher in developing human character

Roles of teachers in the realization of the FPK

At the end of the lesson, the student can :

Analyse roles of teacher in the realization of FPK (6.1).

Teacher in developing human character

Roles of teachers in the realization of the FPK

Presentation of reports on SBE during sharing of information sessionSearch for articles on current issues related to teachers. Summarize based on the roles of teachers in developing human capital and keepin the folio

129/4/12

10.30 1.30 Roles of teachers in the realization of the FPG Development and Implementation of Integrated Primary School Curriculum (KBSR) and Standard Primary School Curriculum (KSSR)

Curriculum development

Theories of curriculum construction (Objective and process Models)At the end of the lesson, the student can :

Analyse roles of teacher in the realization of FPG (6.1).

9.1.Explain curriculum construction theories and models (Objective Model and process model).(1.1,1.2)

Roles of teachers in the realization of the FPG Theories of curriculum construction (Objective and process Models)

Students compare and contrast between curriculum construction theories based on objective model with the process model .Present in classSearch and surf the :

internet and library on model-model of curriculum construction including KBSR and KSSR besides objective model and process model.

13

16/4/12

10.30 1.30Curriculum development

Models of curriculum construction (Objective and process Models)

Development of KBSR and KSSR Aims

Objectives

Main characteristics At the end of the lesson, the student can :

9.2.Discuss factors that influence curriculum construction.(1.4,1.6)

9.3.Elaborate goals, objectives and characteristics of KBSR and KSSR (1.2)

Models of curriculum construction (Objective and process Models)

Development of KBSR and KSSR Aims

Objective

Main characteristics Students compare and contrast KBSR and KSSR. Present in class.Do a library search on issues related to the implementation of KSSR.

14

23/4/12

10.30 1.30 Development of KBSR and KSSR structure

component

Implementation process of KBSR and KSSR- Approach

- StrategyAt the end of the lesson, the student can :

9.4.Clarify structure and component of KBSR and KSSR (1.1)

Development of KBSR and KSSR structure

component

Implementation process of KBSR and KSSR

- Approach

- StrategyStudents are asked to explain the concept of learning is fun with appropriate examples. Surf the internet/library and make notes on the strengrh and weaknesses in the implementation of KBSR and KSSR in Malaysia.

15

30/4/12

10.30 1.30

Development and Implementation of Integrated Primary School Curriculum (KBSR) and Standard Primary School Curriculum (KSSR)

Implementation process of KBSR and KSSR towards Vision 2020At the end of the lesson, the student can :

9.5 Explain implementation process of KBSR and KSSR.(1.1,6.1) Implementation process of KBSR and KSSR towards Vision

2020

Do reflective writings on the implementation of KBSR and KSSR and its aims towards Vision 2020 and present it in class

Discuss the current changes in the primary school curriculum (KSSR)Search for information and articles on Vision 2020 and make short notes on it

Search for materials on the current changes in the curriculum prior to At the end of the lesson, the student can :

2020

Tandatangan pensyarah Tandatangan Ketua Jabatan/

Ketua Unit Kokurikulum

___________________________________ _______________________________ (Nama : ABD RAZAK BIN KAPRAWI ) (Nama: )

Tarikh: ___________________ Tarikh: ________________________ Jun 2011