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CLOSING THE LEARNING GAP

CLOSING THE LEARNING GAP. RUSNANI BINTI SHARUDDIN PENGETUA SMK RAJA PEREMPUAN, IPOH. TEACHERS DO MORE THAN TEACH – THEY TOUCH LIVES. LEARNING GAP. PERBEZAAN ANTARA APA YANG KITA KETAHUI TENTANG OTAK ( TEORI TENTANG OTAK ) DENGAN PROSES PEMBELAJARAN DAN

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CLOSING THE LEARNING GAP

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  1. CLOSING THE LEARNING GAP RUSNANI BINTI SHARUDDIN PENGETUA SMK RAJA PEREMPUAN, IPOH

  2. TEACHERS DO MORE THAN TEACH – THEY TOUCH LIVES

  3. LEARNING GAP PERBEZAAN ANTARA APA YANG KITA KETAHUI TENTANG OTAK ( TEORI TENTANG OTAK )DENGAN PROSES PEMBELAJARAN DAN APA YANG BERLAKU DALAM BILIK DARJAH

  4. LEARNING GAP • BAGAIMANA BERKESAN PUN SEORANG GURU – AKAN ADA LEARNING GAP ( PERBEZAAN ANTARA CARA OTAK DIGUNAKAN DALAM PROSES PEMBELAJARAN DAN CARA PELAJAR DIAJAR DALAM KELAS )

  5. EXAMPLES • KINESTHETIC LEARNING ( NATURAL AND HIGHLY EFFICIENT CONTEXTUAL MEMORY ) MELALUI AKTIVITI PEMBELAJARAN YANG HANYA MEMBACA, MENULIS DAN MENDENGAR

  6. KENALPASTI DAN RAPATKAN JURANG PEMBELAJARAN ( THE LEARNING GAP ) KUALITI PROSES PEMBELAJARAN

  7. IDENTIFYING AND CLOSINGTHE LEARNING GAP IS CENTRAL TO GENUINEAND SUSTAINABLESCHOOL IMPROVEMENT

  8. FOCUS FOR IMPROVEMENT PROGRAMME I THE QUALITY OF TEACHING HOLDS THE KEY TO IMPROVING LEARNING AND RAISING ATTAINMENT

  9. OFSTED FINDINGS THE QUALITY OF TEACHING BEING SIGNIFICANTLY HIGH CORRELATE WITH GOOD AND VERY GOOD SCHOOLS THIS RELATIONSHIP IS WIDELY RECOGNISED

  10. PROFESSOR DAVID REYNOLDS THE TEACHERS MAKE BETWEEN 3 OR 4 TIMES THE DIFFERENCE TO ATTAINMENT THAN THE SCHOOL ITSELF IT IS TEACHERS AND THE WAY THEY TEACH THAT IS THE MAJOR INFLUENCE UPON HOW EFFECTIVELY CHILDREN LEARN

  11. CLOSING THE LEARNING GAP • ATTITUDE AND MENTALITY OF A RUNNER OR SPRINTER ALWAYS SEEKING FOR THEIR PERSONAL BEST ( ALWAYS SCOPE FOR IMPROVEMENT ) PENCAPAIAN MENINGKAT

  12. CLOSING THE LEARNING GAP( ST – PS ) • LEBIH SPESIFIK DAN KENALPASTI DENGAN TEPAT ASPEK MANA PROSES PENGAJARAN YANG PERLU DIPERBAIKI( MINOR ADJUSTMENT )UNTUK MENDAPAT PENAMBAHBAIKAN DALAM PENCAPAIAN MATAPELAJARAN YANG SELARI DENGAN CARA PEMBELAJARAN PELAJAR

  13. CLOSING THE LEARNING GAP NEED PROVEN AND PRACTICAL STRATEGIES THAT WILL WORK IN CLASSROOM

  14. LESSON ARE FOR LEARNING CHILDREN SHOULD LEAVE THE CLASSROOM AT THE END OF THE LESSON KNOWING, UNDERSTANDING AND BEING ABLE TO DO MORE THAN WHEN THEY CAME IN. IF WE ACHIEVE THAT, THEN WE ARE DOING OUR JOB WHAT HAVE THEY LEARNED ?

  15. LESSONS ARE FOR LEARNING • DRPD PEMERHATIAN PELAJAR BELAJAR SEDIIKIT PELAJAR GAGAL BELAJAR BERLAKU MASALAH CAD

  16. LESSON FOR LEARNING LEARNING INVOLVES MEMORY AND UNDERSTANDING NOT PRODUCING COPIOUS NOTES NOT AS BEING OCCUPIED WITH EXERCISES SUCCESSFULLY COMPLETED

  17. L = U + M

  18. L = U + M UNDERSTANDING CAN PROMOTE MEMORY UNDERSTANDING IS THE PRODUCT OF RECEIVING INFORMATION EXPLORING IT MANIPULATING IT THINK ABOUT IT

  19. L = U + M( nurture & develop) UNDERSTANDING AND MEMORY ARE SEPARATE PROCESSES PEOPLE WILL FORGET AS MUCH AS 80 % OF THE INFORMATION THAT THEY ENCOUNTER WITHIN 24 HOURS ( NATURAL PROCESSES ) BRAIN IS NOT DESIGNED TO ABSORB

  20. KEEP LEARNING HIGH-PROFILE TEACHER WHAT HAVE THEY LEARNED ? HOW DO YOU KNOW ? HOW IS THIS ACTIVITY HELPING THEM LEARN ? STUDENTS WHAT HAVE YOU LEARNED TODAY

  21. JOURNAL REFLECTION : MAJOR LEARNING DATE : …………………………………… ……………………………………………. ……………………………………………. ……………………………………………. DATE : ………………………………….. …………………………………………… ……………………………………………

  22. LEARNING IS DONE BY PEOPLE, NOT TO THEM,FORUNDERSTANDING IS THE PRODUCT OF DOING RATHER THAN RECEIVING

  23. Asking questions is fundamentalto developing understandingAsking questions without fearof ambarassment is crucial toprotecting self esteem

  24. MORE STRATEGIES WE EMPLOY WILL ENABLE CHILDREN TO SEEK CLARIFICATION WITHOUT FEAR OF RIDICULE, THEMORE LIKELY IT IS THAT THEY WILL LEARN EFFECTIVELY

  25. KEYS TO EFFECTIVE LEARNING STATE STYLE STRUCTURE

  26. STATE PEOPLE LEARN BEST WHEN THEY ARE IN AN APPROPRIATE PHYSICAL AND MENTAL STATE. LEARNING IS OPTIMISED WHEN THE BRAIN IS NOURISHED AND STUDENTS ARE RELAXED, CONFIDENT AND MOTIVATED

  27. THE SELF BELIEF AND THE DESIRE OF THE STUDENT IS UNDOUBTEDLY THE HARDESTTHING FOR A TEACHER TOINFLUENCE

  28. HOWEVER, A POSITIVE INFLUENCE ON THE EMOTIONAL STATE OF THE LEARNER WILL HAVE THE GREATEST IMPACT UPON LEARNING

  29. MOTIVATION POLICY ?HEAD OF SELF ESTEEM ?

  30. STYLE PEOPLE LEARN BEST IN DIFFERENT WAYS FOR MAXIMUM PROGRESS, PEOPLE MUST HAVE FREQUENT OPPORTUNITIES TO WORK IN THEIR PREFERRED LEARNING STYLE

  31. STRUCTURE MATURE SUCCESSFUL LEARNERS PROGRESS THROUGH DISCRETE PHASES OF LEARNING QUITE NATURALLY. LESSONS SHOULD BE STRUCTURED TO REFLECT THESE STAGES, IN ORDER TO GUIDE IMMATURE LEARNERS THROUGH THE LEARNING PROCESS

  32. IF A TEACHER’S JOB IS TO HELP STUDENTS LEARN, THEN THE FIRST TASK OF THE TEACHER MUST BE TO ENSURE THAT STUDENTS ARE IN AN APPROPRIATE STATE TO LEARN

  33. WE HAVE NO CONTROL OVER THE STATE IN WHICHSTUDENTS ARRIVE AT OUR LESSONWE HAVE TOTAL CONTROLOVER OUR RESPONSES

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