Kuliah 6

1. Kuliah 6 Jenis Program Pembangunan Staf

2. HASIL PEMBELAJARAN EDU5822 Pelajardapat: 1. Mempelbagai kaedah untuk latihan dan pembangunan staf (C6) 2. Merekabentukprogram latihan dan pembangunan staf (P6, CTPS) 3. Mempamer perlakuan profesional dalam mengendali program latihan dan pembangunan staf (A5, EM).

3. Tajuk • Program orientasi • Latihan kemahiran dan teknikal • Pendidikan berterusan

4. Essential Elements of SD focused on Student Achievement(Joyce & Showers, 2002) • A community of professionals comes together who study together, put into practice what they are learning, and share the results. • The content of staff development develops around curricular and instructional strategies selected because they have a high probability of affecting student learning – and, as important, student ability to learn. • The magnitude of change generated is sufficient that the students’ gain in knowledge and skill is palpable. What is taught, how it is taught, and the social climate of the school have to change to the degree that the increase in student ability to learn is manifest. • The processes of staff development enable educators to develop the skill to implement what they are learning.

5. KaedahLatihan • Case Study Method - The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem. • Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process. • Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action. • Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal.

6. KaedahLatihan • Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice. • Mentoring - to promote an individual’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation. • Reflective Supervision - to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices. • Technical Assistance - to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts.

7. Teaching Styles • Directing – tell students what to do • Discussing – ask questions and listen • Delegating – empower students • There is no one best teaching style. Effective teachers use a variety of styles, and they know how and when to choose the most appropriate one for the specific situation.

9. Directing Style • promotes learning through listening and following directions. • The teacher tells the students what to do, how to do it, and when it needs to be done. • The teacher imparts information to the students via lectures, assigned readings, audio/visual presentations, demonstrations, role playing, and other means. • Students gain information primarily by listening, taking notes, doing role plays, and practicing what they are told to do. • The only feedback the teacher looks for is “Do you understand the instructions?”

10. Using the Directing Style • Start with the big picture. Provide the context before launching into specifics. • Be clear and concise. Students need to know exactly what they must do to succeed and by what criteria their work will be evaluated. Clear goals, specific deadlines, and concise directions increase student motivation and eliminate confusion. Wordy, sloppily written, and poorly organized instructional materials confuse, overwhelm, and discourage students. • Provide sufficient detail. Communication breakdowns occur when important details are omitted or instructions are ambiguous. For example, when I once neglected to specify the font size students should use, the papers they turned in had font sizes ranging from 8 to 14! • Don’t sugar-coat the message. There are times when teachers need to be very direct and candid to get through to students

11. Discussing Style • promotes learning through interaction. • Pacticed by Socrates, the teacher encourages critical thinking and lively discussion by asking students to respond to challenging questions. • The teacher is a facilitator guiding the discussion to a logical conclusion. • Students learn to have opinions and to back them up with facts and data.

12. Using Discussing Style • Prepare questions in advance. Great discussions don’t just happen. Ask one question at a time. Be open, curious, and interested in learning what each student thinks. • Don’t allow one or two students to dominate the discussion. Solicit everyone’s ideas and opinions. Gently draw out students who seem insecure and reticent to participate. I sometimes start my classes by saying, “I want to give each of you one minute to discuss your views on this topic. Let’s go around the room and hear from everyone.” Get closure by reviewing the key points you want to make. • Have students create questions. I like to have my students read a case study and formulate three questions to ask their classmates. We then discuss their answers in class. • Utilize clickers. Clickers are an easy way to get students involved during class. Pose a multiple-choice question and their responses are tabulated on the screen. You can then open it up for discussion as students share why they selected a certain answer.

13. Delegating Style • promotes learning through empowerment. • The teacher assigns tasks that students work on independently, either individually or in groups

14. Using Delegating Style • Assign research projects. In my management course I require students to interview a manager of a local business to get answers to questions like the following: • What are the main performance measures your company uses to evaluate each employee’s performance? • What are the key lessons you, as a manager, have learned about conducting effective performance appraisals? • Assign team projects. Have each team select a team leader, define roles and responsibilities, and hold each other accountable for completing the project on time. In my management class, I have teams of students analyze the management and leadership behaviors on movies like Semerah Padi and Laksamana Do Re Mi. • Assign a capstone project. Let students show you what they can do when working independently on a topic that’s important to them.

15. Developing Learning Community through Application of Technology • Workshop that focus on the real needs • Real uses of technology • Learning that is sustained and collegial • Building Online Communities • Models and Mentors • Learning from Case Studies

16. On-Line Staff Development Example; Five Strategies for Successful Faculty Development by Alice Cassidy (Tuesday, November 05, 2013 at 2:00 pm Eastern Time) • Access to the live broadcast • On-demand access for 30 days • Seminar recording on CD • Full Transcript • Supplemental materials • Free shipping (US & Canada)