Kod warna tong kitar semula
Tuesday, April 12, 2011
Tong warna BIRU - untuk menyimpan kertas
Tong warna COKLAT - untuk menyimpan kaca
Tong warna JINGGA - untuk menyimpan tin aluminium & plastik
HOW TO TAG YOUR FRIENDS IN YOUR STATUS POST ON FACEBOOK
when you are writing a status update and want to add a friend's name to something you are posting, just include the "@" symbol beforehand. As you type the name of what you would like to reference, a drop-down menu will appear that allows you to choose from your list of friends and other connections, including groups, events, applications and Pages. Soon, you'll be able to tag friends from applications as well. The "@" symbol will not be displayed in the published status update or post after you've added your tags.
Cara mudah mencari makna perkataan
Wednesday, April 6, 2011
Klik ja alamat laman sesawang berikut:
http://prpm.dbp.gov.my/
Thinking skills
Tuesday, March 1, 2011
Thinking Skills Vocabulary and Definitions
Dr. Bob Kizlik
Updated January 2, 2011
Updated January 2, 2011
Many, both within, and outside education, disagree whether thinking skills can be taught. Perhaps they are correct, but there is no question whatsoever that thinking skills are learned. Human beings are not born with not much more than rudimentary thinking skills. Thinking skills are one of the most important, yet inadequately implemented areas of the curriculum. Certainly a part of helping students develop and improve their thinking skills is connected in some significant way with challenge and discovery. However, it is often the case that what works in a given situation may not work at all in another, different situation. The variables related to thinking skills are themselves quite formidable. Having both developed and taught thinking skills courses at the undergraduate and graduate level, perhaps a good way to begin is to start with the fundamentals, so...
The vocabulary below and the definitions are intended to help the prospective teacher sort out the various thinking skills and terminology associated with curriculum and instructional decision making. When preparing lessons, almost without exception, good teachers seek to help students acquire thinking skills that relate to the content of the lesson and, if possible, extend beyond it. Something to remember is that if your students aren't thinking about what you're saying or doing, you are not communicating effectively. Good teachers have always known this and use this principle to engage, motivate and keep the attention of their students. The outcome is invariably genuine learning.
The vocabulary below can help you sort out some of this so that it makes sense to you.
PART I: GLOBAL TERMS
Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information (my own definition).
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
PART II: SPECIFIC TERMS
Activating prior knowledge: recalling something learned previously relative to the topic or task
Analyzing skills: core thinking skills that involve clarifying information by examining parts and relationships.
Attention: conscious control of mental focus on particular information.
Attitudes: personally held principles or beliefs that govern much of one's behavior.
Classifying: grouping entities on the basis of their common attributes.
Commitment: an aspect of knowledge and control of self that involves a decision to employ personal energy and resources to control a situation.
Comparing: noting similarities and differences between or among entities.
Composing: the process of developing a composition, which may be written, musical, mechanical, or artistic.
Comprehending: generating meaning or understanding.
Concept formation: organizing information about an entity and associating the information with a label (word).
Conditional information: information about the appropriate use of an action or process important to a task.
Core thinking skills: cognitive operations used in thinking processes.
Creative thinking: original and appropriate thinking.
Critical thinking: using specific dispositions and skills such as analyzing arguments carefully, seeing other points of view, and reaching sound conclusions.
Curriculum: a structured series of intended learning outcomes.
Decision making: selecting from among alternatives.
Declarative information: factual information.
Defining problems: a focusing skill used in clarifying puzzling situations.
Disposition: inclinations to engage in some types of behavior and not to engage in others. Certain dispositions are associated with critical and creative thinking.
Elaborating: adding details, explanations, examples, or other relevant information from prior knowledge.
Encoding skills: remembering skills that involve storing information in long term memory.
Establishing criteria: setting standards for making judgments.
Evaluating (as applied to metacognition): assessing one's current knowledge state.
Evaluating skills: core thinking skills that involve assessing the reasonableness and quality of ideas.
Executive control: evaluating, planning, and regulating the declarative, procedural, and conditional information involved in a task.
Focusing skills: core thinking skills that involve selected to selected pieces of information and ignoring others.
Formulating questions: an information-gathering skill that involves seeking new information through inquiry.
Generating skills: core thinking skills that involve producing new information, meaning, or ideas.
Identifying attributes and components: determining characteristics or parts of something.
Identifying errors: disconfirming or proving the falsehood of statements.
Identifying relationships and patterns: recognizing ways elements are related.
Inferring: going beyond available information to identify what may reasonably be true.
Information-gathering skills: core thinking skills that involve bringing to consciousness the relevant data needed for cognitive processing.
Integrating skills: core skills that involve connecting or combining information.
Knowledge and control of process: a component of metacognition that involves executive control of declarative, procedural, and conditional information relative to a task.
Knowledge domain: a body of information commonly associated with a particular content area or field of study.
Metacognition: a dimension of thinking that involves knowledge and control of self and knowledge and control of process.
Mnemonics: a set of encoding strategies that involve linking bits of information together through visual or semantic connections.
Observing: an information-gathering skill that involves obtaining information through one or more senses.
Oral discourse: talking with other people.
Ordering: sequencing entities according to a given criterion.
Organizing skills: core thinking skills that involve arranging information so that it can be used more effectively.
Philosophic tradition: an approach to studying thinking that focuses on broad issues about the nature and quality of thinking and its role in human behavior.
Planning: developing strategies to reach a specific goal; delineation of end-means relationships.
Predicting: anticipating an outcome based on the use of one's personal knowledge.
Principle formation: recognizing a relationship between or among concepts.
Problem solving: analyzing a perplexing or difficult situation for the purpose of generating a solution.
Procedural information: information about the various actions or processes important to a task.
Psychological tradition: an approach to studying thinking that focuses on the nature of specific cognitive operations.
Recalling skills: remembering skills that involve retrieving information from long-term memory.
Regulating: checking one's progress toward a goal.
Rehearsal: an encoding strategy that involves repeated processing of information.
Remembering skills: core thinking skills that involve conscious efforts to store and retrieve information.
Representing: changing the form of information to show how critical elements are related.
Research: conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Restructuring: changing existing knowledge structures to incorporate new information.
Retrieval: accessing previously encoded information.
Schemata: knowledge structures associated with a specific state, event, or concept
Self-knowledge and self-control: a component of metacognition that involves commitment, attitudes, and attention.
Setting goals: a focusing skill that involves establishing direction and purpose.
Summarizing: combining information efficiently into a cohesive statement.
Thinking processes: relatively complex and time-consuming cognitive operations - such as concept formation, problem solving, and composing, all of which employ one or more core thinking skills.
Verifying: confirming the accuracy, truth, or quality of an observation, hypothesis, claim, or product.
Analyzing skills: core thinking skills that involve clarifying information by examining parts and relationships.
Attention: conscious control of mental focus on particular information.
Attitudes: personally held principles or beliefs that govern much of one's behavior.
Classifying: grouping entities on the basis of their common attributes.
Commitment: an aspect of knowledge and control of self that involves a decision to employ personal energy and resources to control a situation.
Comparing: noting similarities and differences between or among entities.
Composing: the process of developing a composition, which may be written, musical, mechanical, or artistic.
Comprehending: generating meaning or understanding.
Concept formation: organizing information about an entity and associating the information with a label (word).
Conditional information: information about the appropriate use of an action or process important to a task.
Core thinking skills: cognitive operations used in thinking processes.
Creative thinking: original and appropriate thinking.
Critical thinking: using specific dispositions and skills such as analyzing arguments carefully, seeing other points of view, and reaching sound conclusions.
Curriculum: a structured series of intended learning outcomes.
Decision making: selecting from among alternatives.
Declarative information: factual information.
Defining problems: a focusing skill used in clarifying puzzling situations.
Disposition: inclinations to engage in some types of behavior and not to engage in others. Certain dispositions are associated with critical and creative thinking.
Elaborating: adding details, explanations, examples, or other relevant information from prior knowledge.
Encoding skills: remembering skills that involve storing information in long term memory.
Establishing criteria: setting standards for making judgments.
Evaluating (as applied to metacognition): assessing one's current knowledge state.
Evaluating skills: core thinking skills that involve assessing the reasonableness and quality of ideas.
Executive control: evaluating, planning, and regulating the declarative, procedural, and conditional information involved in a task.
Focusing skills: core thinking skills that involve selected to selected pieces of information and ignoring others.
Formulating questions: an information-gathering skill that involves seeking new information through inquiry.
Generating skills: core thinking skills that involve producing new information, meaning, or ideas.
Identifying attributes and components: determining characteristics or parts of something.
Identifying errors: disconfirming or proving the falsehood of statements.
Identifying relationships and patterns: recognizing ways elements are related.
Inferring: going beyond available information to identify what may reasonably be true.
Information-gathering skills: core thinking skills that involve bringing to consciousness the relevant data needed for cognitive processing.
Integrating skills: core skills that involve connecting or combining information.
Knowledge and control of process: a component of metacognition that involves executive control of declarative, procedural, and conditional information relative to a task.
Knowledge domain: a body of information commonly associated with a particular content area or field of study.
Metacognition: a dimension of thinking that involves knowledge and control of self and knowledge and control of process.
Mnemonics: a set of encoding strategies that involve linking bits of information together through visual or semantic connections.
Observing: an information-gathering skill that involves obtaining information through one or more senses.
Oral discourse: talking with other people.
Ordering: sequencing entities according to a given criterion.
Organizing skills: core thinking skills that involve arranging information so that it can be used more effectively.
Philosophic tradition: an approach to studying thinking that focuses on broad issues about the nature and quality of thinking and its role in human behavior.
Planning: developing strategies to reach a specific goal; delineation of end-means relationships.
Predicting: anticipating an outcome based on the use of one's personal knowledge.
Principle formation: recognizing a relationship between or among concepts.
Problem solving: analyzing a perplexing or difficult situation for the purpose of generating a solution.
Procedural information: information about the various actions or processes important to a task.
Psychological tradition: an approach to studying thinking that focuses on the nature of specific cognitive operations.
Recalling skills: remembering skills that involve retrieving information from long-term memory.
Regulating: checking one's progress toward a goal.
Rehearsal: an encoding strategy that involves repeated processing of information.
Remembering skills: core thinking skills that involve conscious efforts to store and retrieve information.
Representing: changing the form of information to show how critical elements are related.
Research: conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Restructuring: changing existing knowledge structures to incorporate new information.
Retrieval: accessing previously encoded information.
Schemata: knowledge structures associated with a specific state, event, or concept
Self-knowledge and self-control: a component of metacognition that involves commitment, attitudes, and attention.
Setting goals: a focusing skill that involves establishing direction and purpose.
Summarizing: combining information efficiently into a cohesive statement.
Thinking processes: relatively complex and time-consuming cognitive operations - such as concept formation, problem solving, and composing, all of which employ one or more core thinking skills.
Verifying: confirming the accuracy, truth, or quality of an observation, hypothesis, claim, or product.
PART III: THINKING PROCESSES
A thinking process is a relatively complex sequence of thinking skills.
Concept formation - organizing information about an entity and associating that information with a label. A concept may be defined a perceived relationship between two or more facts.
Principle formation - recognizing a relationship between or among concepts.
Comprehending - generating meaning or understanding by relating new information to prior knowledge.
Problem solving - analyzing a perplexing or difficult situation for the purpose of generating a solution.
Decision making - the process of selecting from among available alternatives.
Research - conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Composing - developing a product, which may be written, musical, mechanical, or artistic.
Oral discourse - talking with other people.
Principle formation - recognizing a relationship between or among concepts.
Comprehending - generating meaning or understanding by relating new information to prior knowledge.
Problem solving - analyzing a perplexing or difficult situation for the purpose of generating a solution.
Decision making - the process of selecting from among available alternatives.
Research - conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Composing - developing a product, which may be written, musical, mechanical, or artistic.
Oral discourse - talking with other people.
PART IV. CORE THINKING SKILLS
Thinking skills are relatively specific cognitive operations that can be considered the "building blocks" of thinking. The following (1) have a sound basis in the research and theoretical literature, (2) are important for students to be able to do, and (3) can be taught and reinforced in school.
FOCUSING SKILLS - attending to selected pieces of information and ignoring others.
1. Defining problems: clarifying needs, discrepancies, or puzzling situations.
2. Setting goals: establishing direction and purpose.
2. Setting goals: establishing direction and purpose.
INFORMATION GATHERING SKILLS - bringing to consciousness the relative data needed for cognitive processing.
3. Observing: obtaining information through one or more senses.
4. Formulating questions: seeing new information through inquiry.
4. Formulating questions: seeing new information through inquiry.
REMEMBERING SKILLS - storing and retrieving information.
5. Encoding: storing information in long-term memory.
6. Recalling: retrieving information from long-term memory.
6. Recalling: retrieving information from long-term memory.
ORGANIZING SKILLS - arranging information so it can be used more effectively.
7. Comparing: noting similarities and differences between or among entities.
8. Classifying: grouping and labeling entities on the basis of their attributes.
9. Ordering: sequencing entities according to a giver criterion.
10. Representing: changing the form, but not the substance of information.
8. Classifying: grouping and labeling entities on the basis of their attributes.
9. Ordering: sequencing entities according to a giver criterion.
10. Representing: changing the form, but not the substance of information.
ANALYZING SKILLS - clarifying existing information by examining parts and relationships.
11. Identifying attributes and components: determining characteristics or the parts of something.
12. Identifying relationships and patterns: recognizing ways elements are related.
13. Identifying main ideas: identifying the central element; for example the hierarchy of key ideas in a message or line of reasoning.
14. Identifying errors: recognizing logical fallacies and other mistakes and, where possible, correcting them.
12. Identifying relationships and patterns: recognizing ways elements are related.
13. Identifying main ideas: identifying the central element; for example the hierarchy of key ideas in a message or line of reasoning.
14. Identifying errors: recognizing logical fallacies and other mistakes and, where possible, correcting them.
GENERATING SKILLS - producing new information, meaning or ideas.
15. Inferring: going beyond available information to identify what may reasonably be true.
16. Predicting: anticipating next events, or the outcome of a situation.
17. Elaborating: explaining by adding details, examples, or other relevant information.
16. Predicting: anticipating next events, or the outcome of a situation.
17. Elaborating: explaining by adding details, examples, or other relevant information.
INTEGRATING SKILLS - connecting and combining information.
18. Summarizing: combining information efficiently into a cohesive statement.
19. Restructuring: changing existing knowledge structures to incorporate new information.
19. Restructuring: changing existing knowledge structures to incorporate new information.
EVALUATING SKILLS - assessing the reasonableness and quality of ideas.
20. Establishing criteria: setting standards for making judgments.
21. Verifying: confirming the accuracy of claims.
21. Verifying: confirming the accuracy of claims.
The information presented above attempts to convey the meaning of terms that are commonly associated with thinking. Their usefulness rests in whether they help you to understand something, work more efficiently, or accomplish some objective. In this sense, they are not "true," but must be measured and evaluated in terms of their utility.
In preparing lesson plans, writing instructional objectives, or developing curriculum, the above vocabulary can be an invaluable tool to communicate more effectively to your students, other teachers, parents, administrators, and, of course, yourself.
And one last thing....
Having the luxury of perspective of over 35 years in education al all levels, there is one sure thing I can say about teaching thinking skills, and that is in order to be effective, you must give your students something interesting to think about. In this respect, substance trumps all the "form" information above.
10 COMMON PRINCIPLES OF EARLY YEARS EDUCATION
Friday, February 25, 2011
1. The best way to prepare children for their adult life is to give
them what they need as children
2. Children are whole people who have feelings, ideas and
relationships with others, and who need to be physically,
mentally, morally and spiritually healthy.
3. Subjects such as mathematics and art cannot be separated;
young children learn in an integrated way and not in neat,
tidy compartments.
4. Children learn best when they are given appropriate
responsibility, allowed to make errors, decisions and choices,
and respected as autonomous learners.
5. Self-discipline is emphasised. Indeed, this is the only kind of
discipline worth having. Reward systems are very short-term
and do not work in the long-term. Children need their efforts
to be valued.
6. There are times when children are especially able to learn
particular things.
7. What children can do (rather that what they cannot do) is the
starting point of a child’s education.
8. Imagination, creativity and all kinds of symbolic behaviour
(reading, writing, drawing, dancing, music, mathematical
numbers, algebra, role play and talking) develop and emerge
when conditions are favourable.
9. Relationships with other people (both adults and children) are
of central importance in a child’s life.
10. Quality education is about three things: the child, the context
in which learning takes place, and the knowledge and
understanding which the child develops and learns.
Tina Bruce
http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf
Bahan Bantu Belajar untuk Pengajaran dan Pembelajaran Isipadu Cecair Tahun 2
Sunday, November 21, 2010
Topik Isipadu Cecair mula diperkenalkan kepada murid ketika berada di tahun dua. Murid selalunya menghadapi masalah untuk menguasai konsep asas isipadu cecair. Bahan maujud merupakan bahan bantu mengajar yang amat sesuai untuk membantu murid mengusai konsep tersebut. Bahan-bahan berikut merupakan sebahagian contoh bahan yang boleh digunakan oleh guru. Jag pelbagai saiz dan bentuk serta cawan merupakan bahan yang mudah alih serta mudah didapati. Cecair berwarna pula digunakan untuk memudahkan murid memerhatikan aras cecair dalam bekas. Selain daripada bahan-bahan yang disyorkan dalam blog ini, guru juga boleh menggunakan silinder penyukat, bikar dan botol minuman.
Aktiviti dan Bahan Bantu Belajar pengajaran Isipadu cecair (Bahan Set- 2b)
Tuesday, November 16, 2010
Cadangan aktiviti untuk murid lemah (nota: berbeza pada bahagian lembaran kerja dan penutup aktiviti sahaja)
Topik : Isipadu Cecair
Subtopik : Pengenalan kepada Isipadu Cecair.
Objektif pembelajaran : Mengukur dan membanding isipadu cecair dengan menggunakan
pengukuran tidak standard.
Hasil Pembelajaran : Membanding isipadu cecair dalam dua bekas.
Tatabahasa : Isipadu, lebih banyak, kurang daripada.
Bahan Bantu Belajar : jug, teko, cawan dan cecair berwarna.
Aktiviti Pengajaran dan Pembelajaran
1. Guru menunjukkan sebuah jag dan sebuah teko.
2. Murid diminta menyatakan bekas yang mana satu mempunyai kapasiti yang lebih banyak. Tetapi sebelum itu, guru menerangkan makna kapasiti kepada murid (kapasiti ialah jumlah isipadu cecair yang boleh ditampung oleh sebuah bekas, contohnya kapasiti bagi sebiji botol ialah dua cawan air).
3. Seorang murid diminta mengisi air ke dalam teko dengan menggunakan cawan. Murid lain diminta mengira berapa cawan air yang telah digunakan untuk mengisi teko sehingga penuh dengan air. (Jawapan: 7 cawan)
4. Seorang murid lagi diminta mengisi air ke dalam jag dengan menggunakan cawan. Murid lain diminta mengira berapa cawan air yang telah digunakan untuk mengisi jag sehingga penuh dengan air. (Jawapan: 6 Cawan)
5. Murid dibimbing membuat kesimpulan daripada aktiviti di atas iaitu, teko mempunyai kapasiti yang lebih banyak berbanding jag.
6. Guru menulis ayat berikut di papan tulis:
· Isipadu teko = 7 cawan
· Isipadu jag = 6 cawan
· Teko mengisi air lebih banyak daripada jag.
· Jag mengisi air kurang daripada teko.
7. Guru meminta seorang lagi murid mengisikan air dalam teko ke sebuah jag yang lain.
8. Murid dibimbing menyatakan kesimpulan daripada aktiviti tadi iaitu teko dan jag kedua mempunyai kapasiti yang sama.
9. Guru mengedarkan lembaran kerja kepada murid. (Sila rujuk lembaran kerja 4)
10. Murid dan guru membincangkan jawapan bagi lembaran kerja.
11. Guru menerangkan sekali lagi cara untuk mengetahui bekas yang mana satu lebih besar kapasiti iaitu memasukkan cecair dengan menggunakan cawan yang sama pada kedua-dua bekas, atau memasukkan cecair yang terdapat pada bekas pertama ke bekas kedua. Jika cecair pada bekas pertama memenuhi bekas kedua bermakna kedua-duanya mempunyai kapasiti yang sama atau sebaliknya).
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