Chapter 1: Learning Environment

Concept: - 2 main components Physical component } classrooms, teaching learning aids, facilities inside and outside classroom. Psychosocial component } safety, cleanliness, healthy, sense of belonging & other humanity elements. Other componentsTechnical elements } leadership & teacher proficiency. Social-cultural elements } school cultures, customs, religious beliefs & social system.

Bronfenbrenners Ecological Theory Eric Bronfenbrenner -was primarily on childrens sociocultural development since birth. - the theory focuses on the influence of people & environment in which children live in & contact with Consists of 5 environmental systems -ranging from childrens interaction within family, peers & adults to the culture influence of the family & society. -the system: Microsystem- setting in which children interact with parents, peers, teachers & other adult } home, school, neighbourhood. Mesosystem- linkages between microsystem } family & school, family & peers. Pupils who were given positive interaction & communication in the system showed better performance. Exosystem- external setting in which pupils do not play an active role but indirectly influenced by the roles played by the communities } decision to implement certain program by Teacher-Parent Association & the school authority. Macrosystem- setting that involves culture influence. Influencing factors } gender, ethnicity, custom, values & socioeconomic status in childrens dev. (poverty) Chronosystem- focuses on sociohistorical condition & events that influence childrens dev } ICT age student vs student before computer invention.

Importance of Bronfenbrenners ecological theory -reminds the educators not only emphasize the learning environment in the classroom, but also outside. - teachers shouldnt only consider teaching & learning in the classroom, but need to consider students interaction between their environment } family, peers, & neighbourhood. Implication of Brons Eco Theory on T&L Teachers should consider the 5 system that influence pupilsdev Specifically focus on the connection between pupils & their family thru formal & informal contact Identify the importance roles of the community, sociocultural & socioeconomic status.

Chapter 2: Child Dev & Play

CONCEPT

PLAY IS INSTRINSICALLY MOTIVATED & IT IS DONE 4 SHEER PERSONAL SATISFACTION FREELY CHOSEN (NOT BEING FORCED) PLEASURABLE & ENJOYABLE (NOT UNDER PRESSURE). NON LITERAL (HAVE FICTITIOUS ELEMENT OF MAKE BELIEVE TO GAIN INTEREST). ENGAGE BY PLAYER PHYSICALLY & PSYCHOLOGICALLY.

Importance of play - to discharge the energy of the body (H.Spencer) -to reduce anxiety by giving children sense of control & an acceptable way to express forbidden impulse. Vital for emotional & social dev. (S.freud) Characteristic of Learning thru play -a kind of activity which children enjoy to participate. -related to the exploration & interaction with the environment. -children play freely in an organised activity. -no restricted schedule to be followed. Importance of learning thru play -helps to consolidate the acquired knowledge & skills. -develops childrens potential harmoniously & holistically. -motivate pupils to learn happily & effectively.

Categories of Social play -Solitary play/onlooker play : lowest level of play around age of 2. Play in their own imaginary world. Even though there are other children, theyre only spectator.not active. -Parallel play: children play separately & independently with the same type of activity, at same place, same time. they aware of other presence. Leads into more intense social interaction. Occur in similar age groups of children. -Associative play: similar to parallel play, except they engaged in considerable amount of time in sharing, lending, asking, taking turn, communicating & assisting each other. Age 3 to 4. -Co-operative play: highest level. Happens when 2 or more children are engaged in certain play that has common goal. They divide the roles. Age 4 to 5. THE COGNITIVE-DEVELOPMENT APPROACH TO VARIOUS TYPES OF PLAY: PIAGET ADAPTATION -ASSIMLATION= ADAPTATION PROCESS OF NEW SKILLS ACCOMMODATION=ADJUSTMENT PORCESS TO INCORPORATE THE NEW SKILL. TYPES OF COGNITIVE PLAY SENSORIMOTOR PLAY PLAY WITH OBJECTS-BABY DEVELOPES MOTOR SKILLS TO GRASP AND HANDLE PLAY MATERIALS SUCH AS GRASPING SQUEEZING FEELING SUCKING. SYMBOLIC PLAY-SOCIODRAMATIC PLAY (MAIN FAMILY, MAIN KAWIN2) Games with rules(chess.hide n seek, marble etc.) Games with obstruction(lego, blocks)

Teaching steps Preparation-indentify type of play & activity,determine rule of play,determine play duration 1st step-explaination of aim rule method & required time for play, teacher demonstrate as model 2nd step-a pupil is picked to follow the teachers demonstration, teacher observe & comments 3rd step-pupils play, teacher obseve, supervise facilitate & guide Closure-teacer & pupil assess performance through discussion, teacher to give reinforcement & plan follow-up actions.

Chapter 3 : Concept of Teaching &learning Learning Process(Phase) Model of Gagne: 1-Motivation phase: expectancy 2-Apprehension phase: observation-perception selection 3-Acquisition phase: encoding-prestoring 4-Retention phase: memory retention 5-Recall phase: recall-searching 6-Generalisation phase: transfer 7-Performance phase: response 8-Feedback phase: reinforcement

Types of learning: (Gagnes) -Signal learning: primitive form of learning. -Stimulus-response learning: to produce changes in individual behaviour. -learning thru chaining: various relationship which occurs after Stimulus-response learning. -learning thru verbal association: basic form of language learning. Eg: relating an English words with its Malay meaning. -Concept Learning: learning in forming concept with representative symbols based on the same characteristic. Eg: beg, book, car represent the concept of these concrete objects. Principles of Learning: -learning only occurs when learners have sufficient basic experiences to learn new thing. -effective learning depends on appropriate extrinsic motivation as well as intrinsic motivation of the individual learner. -learning will be easier & more effective if the learner has an interest & ability to learn. -accurate perception on the relationship of the stimuli in the learning environment will enhance the learning process. -meaningful learning is derived from the directness experiences of the learner.

Chapter 4 :theories of learning

Pavlov-classical conditioning(stimulus-response)dog salivation Implication of Pavlov -teacher teach to pronounce BOOK -Teacher show flashcard of word BOOK -Teacher show the word BOOK the student will pronounce It even without the presence of book Teaching effectively Pavlov -relate practical exp with learning task -guide pupils to apply to make accurate generalization by using various related e.g -+ve behaviour cn b taught by using suitable stimulus -more exercise more better memory Watsons conditioning -generalization(prior exp) -e.g school fear -2nd schoolfear also Skinners operant conditioning(tikus+food) -Response(behaviour);lesson revision-Stimlus(reinforcement);reward with good gradeseffect on behaviour;motivation to learn increases Implication -newly learned skill must b gven continuous reinforcement to sustained -+ve reinforcementpleasant result Kohler(chimpanzee+banana+box)-insight thinking Implication -tchr need 2 encourage stdent use their insight to solve prob -guide pupils 2 use their perception to relate elements in d surrounding -present teaching act step by step n follow suitable sequence -teaching new exp be based on bkgrounds exp -provide sufficient learning material

Bruner-concept formation -concept -Lang is important representation in human cogn. Dev -people use symbols n lang to think n solve e.g=mathematical implication -fact-cn be learn thru memorization,verbal n written practices n games -skills-procedure n operation cried out accurately , -learn by practice n game -concept-abstract idea from concrete, -understand d concept n observation -principle- prob solving in certain situation cn lead 2 understandin related principle. Constructivist : - assumes knowledge is constructed learning goals: -reasoning -critical thinking -understanding & use of knowledge -self-regulation -mindful reflection conditions for instruction -complex & relevant learning environments -social negotiation -multiple perspectives & modes of learning -ownership in learning -self-awareness of knowledge construction - instructional methods -microworlds & hypermedia design -collaborative learning & problem scaffolding -goal-based scenarios & PBL -open software & course management tools

Gagne-approaaches to instruction -9 sq of event-gaining attention, informing d learner of d obj, stimulating recall of prerequisite learning, presenting nw material, providing learning guidance, eliciting performance,provide feedback,assessing performance. 5 ctegories of learning 1.verbal info 2.intellectual skill 3. Cognitive strategy 4.motor skills 5. Attitudes Gagness taxonomy learning signal learning,stimulus-response, learning thru chaining,verbal associationmultiple discrimination,concept,principle,problem solving. Ausubel(meaningful learning) -pupil realize aim of lesson -udrstand d learning material -memorization isnt meaningful

Chapter 5
Info-procesing model(inquiry model n expository) Inquiry(up to learner) -identify d topic -collect data -plan strategy -conc Expository(save time) -lecture-listen n jot down Behavioural model(direct n mastery) Direct -demonstration Mastery -remedial -pupils achieve learng obj -suitable tching method -learning outcome

Social model(cooperative n stimulation) cooperative(group; mixed n similar) simulation(sociodrama, roleplay) personal model-self-development -synaptics(-analogy,cmpare contrast) -project model(handicraft n educational visit)

Chapter 6
Teaching Approach 1) Integrative combination of skills or contents from one or more than one subjects into another subject for teaching. 2) Inductive using specific but related examples, then derive a certain new concept or generalization (specific to general) 3) Deductive master the concept first. Then apply to certain specific examples or develop to a more complex principle, law or theorem. 4) Eclectic combination of both inductive and deductive. 5) Thematic use theme, main idea in teaching. Teaching strategies. 1) Teacher-centered:> Teacher plays an active role. Students pasive. > One way comunication > Autocratic teaching style (teacher controls learning) > Emphasize on pupils achievements in exams. > Very limited interaction between students. 2) Student-centered > Pupils play an active role. Teacher acts a facilitator. > Two way comunication > Democratic teaching style. > Emphasize on formative test. > Many interaction between students 3) Material-based > Use of teaching aids. > Teachers able to present the lesson more clearly. 4) Task-based > Teacher plan learning activities. > Pupils do the tasks. > Role play, drama, project, discussion.

Chapter 7
Teaching method 1) Story telling > Story should be interesting and suitable > Early preparation by teacher before story telling. > Set induction should be effective. > Planning > implementation > closure 2) Discussion > Includes debate, forum or seminar. > exchange opinions through conversation > Teacher supervise 3) Brainstorming > Teachers facilitate by questioning, sampling, scaffolding. > Useful for problem solving > Everyone allowed to express opinions 4) Demonstration 5) Problem solving (theory of constraint) > Identify problem > identify method to solve > implement the method > Three types:- cloud technique, cause and effect technique n aim-for-success technique.

Chapter 8
Element of Smart pedagogy -student character -teaching and learning approach -teaching and learning strategy -generic skills Students character -environment -emotional -sociological -physiology -psychological

Multiple intelligence(howard gardner) -linguistic -music -kinestatic -interpersonal -intrapersonal -visual-spatial -logic -naturalistic -spiritual

Computer in education -computer aided education -computer assisted instruction -computer manage instruction -computer assisted testing

Main goals and objectives of smart school -increse participation of stakeholders -democratise education -produce a thinking and technology-literate workforce - provide opportunities, to enhance individual strength and abilities

Smart school management system -Teaching-learning materials -school management system -technology infrastructure -system integration -support services

Chapter 9: individual diff & learning

Human nature human natural characteristics, talent & character Physical, materials & worldliness Spirituality, god & eternity Human potential natural abilty, hidden capability contain in human mind. Factors Genetic (nature) Aspects Physical-body size,sex,skills Cognitive-learning memory,intelligence Emotional-feeling Behaviours-communication,social activities Social-style of social interaction Spiritual-religion,beliefs Environmental(nurture) Factors Family influence Peer group Society culture and belief Tech resources in urban & rural environment Teachers & school Intelligence-mental capacity that can be measured & quantitified with number IQ= mental age/chronological ageX100 *slash tu maksud die per mcm dalam math Tradition view-intelligence is problem of solving skills, also mental abilities to adapt & learn from everyday life experiences. Musical skills Ability to use tools Ability to acquire knowledge & skills Theories of multiple intelligence (howard gardner) Logical math-numbers Linguistic-intelligence to read, use vocab for poems, jokes, narrating etc. Visual spatial-intelligence of drawing,colouring,inventing Musical-identify vocal voice,sound from the environment Bodily-kinaesthetic-intelligence of body movement,gymnastic,sports Interpersonal-social interaction Intrapersonal-individual knowledge&understanding of belief,strengths&weaknesses Naturalistic-individuals sensitivity to the environment

ones

own

implications plan activities according to pupils abilities use suitable strategies & approaches such as group, remedial,enrichment etc develop the students intelligence based on capability,background,talent,interest&readiness to learn

their

sternbergs triarchic theory of intelligence 3 main components-metacognition -highest level of thinking control & direct info process, memories & all other types of thinking. Performance-memory,recall,reflection,analysis to generate & to create Info process- learnig through sensorimotor experiences 3 forms individual analytical-think&interpret creative-invent&create practical-apply emotional intelligence-3 basic components cognitive-subjective conscious experience,accompanied by physiological-bodily arousal,& followed by behavioural-characteristic overt expression 5 domains ability of knowing ones emotions ability to manage emotions ability to motivate oneself ability to recognise emotions in others ability to handle relationship Characteristics of EI a balance of rational &affective thinking a healthy positive self-concept able to express & control behaviours appropriately full of confidence, self-respect & self-dignity cultivate good interpersonal relationship with others able to compete as well as to co-operate with others

Topic 10
Learning style -Activist = possess impatient and hasty attitude/act fast and quick response/energetic/flexible -reflectivist = possess critical and creative thinking skills/good listener but slow response -theorist = possess rational and logical thinking/ -pragmatist = like to make comparison/more expensive than creative/believe in seeing than hearing Other types of learning style(slavin) Dependent learning style -accept general opinion -based on extrinsic motivation -sensitive with opinion and advice of others Independent learning style -make analytical perception -learn on own initiative -possess strong insintrict motivation

Chapter 11 Motivation
Characteristic Type Intrinsic Exrinsic External stimuli Encouraging people Ect praise, stimuli, reward, better grade Organising conducive learning atmosphere Internal stimuli Invidual drive & interest Natural instinct of desire Derived from satisfactory Ect satisfactory learning activity & experiences Exist coz of human physiological @ psychological needs Not inherited @ not exist naturally Incentive to achieve a certain pre-determined goal Stronger desire, stronger motivation

Perbezaan antara Motivasi Ekstrinsik dan Motivasi Instrinsik ekstrinsik luaran dan nyata intrinsik berbentuk dalaman. ekstrinsik, melibatkan diri dalam aktiviti pembelajaran semata-mata untuk memperoleh ganjaran ekstrinsik. intrinsik akan berlajar bersungguh-sungguh

Factor influence motivation 1 Interest internal process stimulate individual behaviour. Interest can be aroused by motivation

Motivation more concentrated & focus is cleare Ect a boy satisfaction from drawing will continue to draw, forgetting other subject.

2 Instict & Inquiry Internal moticvation Inherited naturally Child encounter something new, naturally attracted Instinct & desire to know

3 drive & need Internal state of tension caused by physiological need that is not fulfilled Need is derive to fulfil an individual deficiency in physiological & psychological need Motivation aroused due to insufficient requirement prevailing in humans basic need.

4 attitude expects aspiration Individual understanding,feeling 7 action, positive attitude, ect pupil achieve 4a in pmr, obtains 8a instead, excellent achievement beyond expectation will motivate

Behavioural approach Mengamalkan pemberian pengukuhan secara konsisten bagi sesuatu tingkahlaku positif yang diperhatikan. Murid-murid diberikan ganjaran seperti perhatian, kasih sayang, kata-kata pujian, hak-hak istimewa, atau wang atas pencapaian cemerlang dalam pertandingan sukan, dan permainan di peringkat daerah dan kebangsaan.

Pendekatan Humanistik Memupuk pembelajaran arah kendiri dan tidak bergantung pada orang lain. Mengembangkan keupayaan bertanggungjawab ke atas pembelajaran dan Mengembangkan kreativiti dan pemikiran bercapah. Mencungkil dan mengembangkan daya ingin tahu serta penerokaan. Mengembangkan kecenderungan aspek seni dan emosi.

Hirarki Keperluan Maslow. keperluan fisiologi pelajar telah dipenuhi, seperti makan minum, waktu rehat, cahaya dan pengudaraan bilik darjah yang baik.

ii. Memastikan keselamatan terjamin, seperti keadaan fizikal bilik darjah, tiada ancaman buli, iii. Sentiasa yakin bahawa setiap pelajar adalah insan yang ada potensi. iv. Tugasan yang diberi biarlah sesuai dengan keupayaan pelajar supaya pelajar berjaya

Teori Atribusi Weiner Menurut Weiner, atribusi boleh wujud dalam tiga dimensi, iaitu: Lokus merujuk kepada lokasi di mana penyebab itu berada, iaitu sama ada di dalam atau di luar murid-murid kita. Stabiliti merujuk kepada sama ada penyebab boleh berubah atau tidak. Kawalan merujuk kepada sejauh mana murid-murid bertanggungjawab ke atas kejayaan atau kegagalan mereka untuk mengawal situasi pembelajaran yang sedang dilalui. Ahli kognitivis memberi penekanan kepada unsur: kepercayaan, jangkaan dan keperluan terhadap peraturan, ramalan dan pemahaman. Murid terderong untuk belajar apabila mereka mendapati ketidaktekallan antara pengalaman mereka dengan dunia masa kini

Empat Cara Atribut Mempengaruhi Kita Reaksi emosi terhadap kejayaan dan kegagalan. Jangkaan terhadap kejayaan masa depan. Usaha masa depan. Pencapaian.

Pendekatan Sosio-Budaya Manusia adalah mahkluk sosial dan perlu berasa diterima dan dipunyai oleh satu kumpulan. Motivasi utk belajar nilai serta amalan kumpulan, komuntiti dan masyarakat supaya mengekalkan identiti sebagai ahli. Oleh itu, penglibatan murid yang menyeluruh dan aktif adalah syarat penting.

Implikasi Motivasi Terhadap Pengajaran Dan Pembelajaran Prihatin terhadap keperluan pelajar dan insentif yang diberikan adalah selaras dgn keperluan mereka. Kejayaan utk memenuhi keperluan-keperluan pelajar merupakan cara mengekalkan motivasi mereka utk belajar.

Chapter 12 Conducive learning environment

Characterises Cordial relationship & mutual respect btween teacher & ppl Pupilvoluntarily accept the aspiration and rules of the class which have been set u by the school Feeling of togertherness prevails between pupils & teacher similar to a close & happy family.

Strategi mewujudkan ciri-ciri bilik darjah yang kondusif iv. Menyediakan aktiviti yang mendorong penglibatan murid. v. Susunan kelas yang memudahkan interaksi guru dengan murid. vi. Bina suasana bilik darjah yang mewujudkan perasaan dihargai dan kepunyaan vii. Menetapkan peraturan bagi mengurangkan salah laku murid. viii. Merancang aktiviti yang menekankan tugasan tingkah laku. ix. Memantau perlakuan dan aktiviti murid secara berterusan. x. Menambah baik bimbingan terhadap murid. xi. Susunan meja guru dan murid memudahkan guru berinteraksi dengan murid.

b. Mengurus Aktiviti Kumpulan Secara Berkesan. Menyedari apa yang berlaku dalam bilik darjah agar lebih mudah mengesan tingkah laku Mampu menangani situasi dalam bilik darjah yang bertindan tindih. Mengekalkan kesinambungan isi pelajaran yang disampaikan Libatkan murid dalam aktiviti pembelajaran yang mencabar tetapiberada dalam tahap ebolehan mereka dan skop sukatan pelajaran.

Enam bidang yang dipertimbangkan apabila menjalankan rutin ialah:I. rutin pentadbiran misalnya mengambil rekod kedatangan murid II. pergerakan murid keluar masuk kelas seperti keluar ke tandas atau ke bilik guru III. pengurusan bilik darjah- membersihkan bilih darjah IV. rutin pengajaran dan pembelajaran (P&P)- mengumpul tugasan V. interaksi antara murid dan guru misalnya cara guru menarik perhatian murid VI. interaksi antara murid seperti saling memberi bimbingan