Saranan ini telah dikemukakan di Mesyuarat Pengarah-Pengarah IPGM 2014 bagi memastikan makluman ini dimaklumkan dan didedahkan kepada semua pensyarah IPGM. Makluman ini di sampaikan kepada pensyarah akademik IPGKBA di Mesyuarat Akademik 2/2014 bertarikh Jun 19, 2014 bertempat di Auditorium Besar IPGKBA.
1. Flipped Over Classroom
The basic premise of a flipped classroom is simple: instruction is delivered to students at home as homework, while learning activities take place during classroom time. As such, the work that is traditionally done in class is done at home and vice versa. A teacher will record core content in the form of an instructional video which is then made available to students to be viewed at home. A classroom period will then consist of the teacher facilitating a variety of different learning activities, small group activities and/or remediation of concepts taught.
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Flipped Over Classroom
Teaching Naked
Peer Instruction
Work-based learning
HOTS
A classroom teacher using the flipped model is freed up to provide a variety of instructional activities to diverse students, therefore differentiating the classroom environment. Moreover, the classroom environment becomes active, communicative and collaborative with the teacher coaching and facilitating the learning process, rather than simply dispensing information during class time. One unifying characteristic of all flipped classrooms is the desire to redirect the attention in a classroom away from the teacher and onto the learners and the learning.
"An example of that would be the ‘flipped classroom’ approach practised at since years ago where the lecturer uploads videos, recorded lectures, notes, reading material for students to do pre-work at home,”
2. Teaching Naked
Teaching naked is a controversial idea that teachers at colleges / universities / high schools should NOT use any computer technologies during their lessons or lectures. It is suggested that these technologies (interactive boards, PowerPoint presentations etc...) are not effective and they can distract students from authentic experience from teacher´s explanation or from high quality discussions. Students can benefit from technologies outside the school and while being in the classroom they should benefit from authentic teacher´s explanation or discussions.
Pengajaran telanjang adalah idea yang kontroversi yang guru di kolej / universiti / sekolah-sekolah tinggi TIDAK perlu menggunakan sebarang teknologi komputer semasa pelajaran atau kuliah mereka. Adalah dicadangkan bahawa teknologi ini (papan interaktif, persembahan PowerPoint dan lain-lain ..) tidak berkesan dan mereka boleh mengalih perhatian pelajar daripada pengalaman yang sahih daripada penerangan guru atau daripada perbincangan berkualiti tinggi. Pelajar boleh mendapat manfaat daripada teknologi di luar sekolah dan ketika berada di bilik darjah mereka harus mendapat manfaat daripada penerangan atau perbincangan guru sahih ini.
Peer Instruction, which involves students in their own learning during lecture and focuses their attention on underlying concepts. Lectures are interspersed with conceptual questions, called ConcepTests, designed to expose common difficulties in understanding the material. The students are given one to two minutes to think about the question and formulate their own answers; they then spend two to three minutes discussing their answers in groups of three to four, attempting to reach consensus on the correct answer. This process forces the students to think through the arguments being developed, and enables them (as well as the instructor) to assess their understanding of the concepts even before they leave the classroom.
Arahan rakan sebaya, yang melibatkan pelajar dalam pembelajaran mereka sendiri dalam kuliah dan memberi tumpuan perhatian mereka mengenai konsep-konsep asas. Kuliah berselang-seli dengan soalan konsep, dipanggil ConcepTests, direka untuk mendedahkan kesukaran biasa dalam memahami bahan. Pelajar-pelajar diberi satu hingga dua minit untuk berfikir tentang soalan dan merangka jawapan mereka sendiri; mereka kemudian menghabiskan dua hingga tiga minit membincangkan jawapan mereka dalam kumpulan tiga kepada empat, cuba untuk mencapai kata sepakat pada jawapan yang betul. Proses ini memaksa pelajar untuk berfikir melalui hujah-hujah yang maju, dan membolehkan mereka (serta pengajar) untuk menilai kefahaman mereka terhadap konsep sebelum mereka meninggalkan bilik darjah.
