PEMIKIRAN

1. 

APA ITU PEMIKIRAN?

DEWEY (1910)

aktiviti mental dalam sesuatu proses untuk menyelesaikan masalah

GUILFORD (1967)

sesuatu jenis kebolehan atau keupayaan dan mempelbagai kemahiran berfikir

DAVIDOFF (1979)

sebagai penggunaan simbol, gambar, perkataan, pengamatan dan konsep.

BEYER (1991)

operasi mental terhadap input deria dengan menggunakan maklumat dalam ingatan untuk menaakul, mengadaptasi dan mengasimilasinya dengan tujuan membentuk atau mencari sesuatu makna.

nJadi, pemikiran merupakan proses membina ilmu dan kefahaman – aktiviti mental dalam otak .

CIRI-CIRI PEMIKIRAN:

1. Berlaku kerana kewujudan rangsangan – keraguan dan masalah timbul 
2. Berlaku dalam minda 
3. Berfungsi sebagai satu proses – prosedur yang menyeluruh 
4. Proses aktiviti kognitif 
5. Usaha seseorang individu 
6. Tujuan berfikir seseorang 

MODEL-MODEL PEMIKIRAN:

1. 
   

1. MODEL PEMIKIRAN PERTAMA

tiga komponen

1. operasi mental - operasi kognitif dan metakognitif
2. pengetahuan - terdiri daripada fakta, maklumat, ilmu, kefahaman, hukum, peraturan dan sebagainya 
3. sikap - terdiri daripada penentuan keberkesanan terhadap proses pemikirannya
   
   
   
   Operasi kognitif merangkumi kemahiran berfikir secara kritis dan kreatif

operasi metakognitif merupakan operasi yang mengarah serta mengawal kemahiran dan proses kognitif

1. MODEL PEMIKIRAN KEDUA

Proses pemikiran boleh dihuraikan melalui model pemikiran kedua

tiga komponen

1. input (rangsangan)
2. operasi (proses)
3. output (hasil)

• dua komponen yang berkaitan iaitu proses ingat kembali dan metakognisi

• mengandungi ingatan jangka pendek dan ingatan jangka panjang

• data yang diproses dan disimpan - ingatan jangka pendek - berulang-ulang - ingatan jangka panjang

• data diingatkan kembali supaya komponen operasi mental  digunakan - menjalankan proses tafsiran ke atas data yang sedang diperolehi daripada rangsangan luar

• semasa proses pemikiran berlaku, proses metakognisi pula merancang dan mengarah, menyemak, mengawal dan menilai segala operasi pemikirannya.

JENIS-JENIS PEMIKIRAN:

Bergantung kepada:

SITUASI

PERKEMBANGAN

DAYA INTELEK

SITUASI

n

• Berubah mengikut individu secara situasi yang dialaminya dari semasa ke semasa 
• pemikiran asosiatif

      Tidak tetap dan tidak berarah
      Terburu-buru

• pemikiran berpandu 

      Berfikir panjang
      Cuba mencari penyelesaiaan

PERKEMBANGAN

Teori Jean Piaget (1896-1980)

• Peringkat deria motor (0-2 thn) 

Mengkoordinasi maklumakderia – membentuk tingkahlaku
Pertumbuhan bayi yang pesat
membahagikan kepada enam sub-peringkat kecil

• Peringkat praoperasi (2-7 thn) 

Perkembangan drastik – guna simbol mental (perkataan dan imej)
membahagikan peringkat ini kepada dua bahagian 

• Peringkat operasi konkrit (7-11 thn) 

Perkembangan dalam operasi kognitif dan mengaplikasikan kemahiran yang diperolehi kepada sesuatu yang dilihatnya.

• Peringkat operasi formal (12 thn ke atas) 

Melakukan proses mental ke atas idea atau fakta dan andaian-andaian
Memikirkan proses hipotetikal dan peristiwa secara logik walaupun bukan realiti
 
Teori Bruner

• Peringkat enaktif (0-2 thn) 

       Kanak-kanak akan bergerak kepada sesuatu yang menarik

•  Peringkat ikonik (2-4 thn) 

       Berupaya menggambarkan sesuatu di dalam fikirannya.

• Peringkat simbolik (5-7 thn) 

       Mula menghuraikan pengalamannya.

DAYA INTELEK

Diklafisikasikan dibawah lima kategori: 

• daya pemikiran ingatan, 
• daya pemikiran kognitif, 
•  daya pemikiran konvergen, 

n

1. Satu jenis daya berfikir 
2. Bertumpu ke arah mencari satu jawapan atau satu cara tertentu 
3. Disebut sebagai pemikiran penaakulan atau pemikiran kritis 
4. cara-cara meningkatkan pemikiran konvergen dalam pengajaran dan pembelajaran 

         - memberi soalan-soalan tertutup 

         - memberi aktiviti pembelajaran dengan arahan yang jelas       

         - menggunakan teknik penyoalan tertutup atau      

            berstruktur      

         - berikan soalan-soalan berasaskan peraturan atau 

            konsep-konsep tertentu

• daya pemikiran divergen 

n

1. Pemikiran kreatif 
2. Tidak dikongkong oleh pengetahuan atau pengalaman sedia ada 
3. Dikenali sebagai pemikiran lateral atau mendatar, atau pemikiran bercapah 
4. Cara untuk meningkatkan pemikiran divergen 

       - memberi soalan-soalan bercapah 

       - memberi kebebasan murid menggunakan cara sendiri 

         menyelesaikan masalah terbuka

•  daya pemikiran reflektif.

n

1. Penggunaan pengalaman sedia ada 
2. Tindakan mengaitkan sesuatu idea 
3. Strategi meningkatkan pemikiran reflektif 
4. Penggunaan log pembelajaran 

      - Konsep pemetaan
      - Penggunaan teknik penyoalan
      - Pembelajaran rundingan
      - Jurnal reflektif

•

• Seorang pemikir yang bersikap positif akan sentiasa mengambil semua jenis pemikiran yang baik untuk diamalkan. 
• Seseorang pemikir yang bersikap negatif akan membuat persepsi yang negatif menyebabkan kemunduran dalam hidupnya.

Presentations (just to share)

PRESENTATIONS

Nobody nods off during my presentations. I encourage audience participation, and I sprinkle my suggestions with a heavy dose of humor. To paraphrase one of my favorite quotes — "They may not remember what I say, but they'll never forget that they had fun." I give away one complimentary copy of From the Teacher's Desk and If They Don't Learn the Way You Teach, Teach the Way They Learn at the end of each presentation.

The Daily Five

Teachers throughout the country are heralding The Daily Five as a highly effective teaching practice that gets ALL kids reading — without worksheets, traditional centers, or a massive amount of bookkeeping. The program, developed by two California sisters/teachers, is designed to foster literacy independence — even with the little tikes. Attendees at this session will learn how the program works, and take a virtual tour of The Daily Café, an online assistance site for Daily Five teachers. And besides that — you'll have fun. Veteran first-grade teacher Jacquie McTaggart gives a fast-paced, high-energy presentation that you won't soon forget.

Learning Through Play

Twenty-five oral games: Kids love them because they're fun, and teachers love them because they're a painless way of teaching new skills and reinforcing old ones. If you're looking for enjoyable and innovative ways to practice rhyming, beginning and ending consonants, counting, numeral recognition, money, time telling, math facts, spelling, and early-writing skills, this session is for you.

Books That Make a Difference

All readers can identify books that made a difference in their lives. In this session Jacquie shares excerpts from dozens of recent releases that are turning "reading sucks" kids into "books rock" students. Jacquie's presentations are high energy, fast paced, and sprinkled with humor. One hour. (PK-8)

Extra-Curricular Reading

Extra-curricular activities are good for kids' emotional well-being and all-around development, but some students are not athletically gifted, musically inclined, or interested in drama. In this presentation Jacquie talks about beyond-the-school-day activities that give student readers a voice, and she shares a blueprint for implementing them. This session is for those who like to laugh as they learn and want to learn how to operate extra-curricular literature groups such as Mock Newbery and Mock Caldecott Committees, After-School Book Clubs, Brown Bag Luncheon Clubs, Battle of the Books Readers Groups, and Graphic Novel Clubs. One hour. (Grades 4-12)

Transforming the Reluctant Reader

This presentation includes booklists, Web sites, and dozens of put-into-practice-tomorrow tactics that help turn reluctant readers into "books rock" students. This is my most popular presentation, but it is best suited for a two to three hour workshop. It can be split into two, one-hour presentations as listed below. (Grades K-12)

Catch 'em Before They Fall

Strategies, books and Web sites that enable the struggling, motivate the reluctant, and enrich primary level students. Attendees learn how to make and use chair bags, weekly reading logs, display books for maximum readership, and much more. One hour. (Grades K-3)

Enable, Motivate, Enrich

This session includes strategies, materials, books, methods, and Websites that motivate intermediate, middle, and high school learners — with heavy emphasis on practices and materials that appeal to those hard-to-crack reluctant male readers. One hour. (Grades 3-12)

If You Can't Beat 'em — Join 'em

Sixty high quality Web sites that allow kids to explore and have fun — and LEARN. All sites require reading, demand critical thinking, and have high kid-appeal. Listed by category and grade level. (Grades K-12)

The Mouse Trap

Many of today's students write reports by clicking the mouse. A lot of them don't even read what they copy and paste. What's the solution? Cut the little varmints off at the pass by giving CREATIVE writing assignments. In this presentation we discuss twelve traditional writing assignments that invite cutting and pasting, and offer a creative alternative for each. (Grades 4-12)

Going Graphic

In this presentation we discuss concrete ideas for using comics and graphic novels to supplement (not supplant) the literacy program. Attendees learn how to use comic formatted books to encourage reading and enhance student writing. Handout lists Web sites where educators can find recommended and blackballed titles, and comic book formatted units. (Grades 4-12)

Get Ready, Set, Click

A lot of kids avoid reading and detest writing, but almost all of them embrace the computer. What's the answer? Play to their passion. In this presentation I describe how some teachers are using the computer, video games, and the Internet to engage readers and motivate writers. Handout includes a list of Blue Ribbon Web sites and video games that do more than entertain. Several are springboards for writing activities. (Grades 4-12)

The Write Way

If kids like what they do, they want to do more of it. This presentation is jam-packed with ready-to-use-tomorrow teaching strategies that make kids want to write. Learn which Web sites, practices, and activities turn "I hate to write" kids into "writing rocks" students. This can be a two-hour (+) workshop presentation for K-12, or divided into two one-hour sessions for K-3 and 3-12

TEAMWORK

Teamwork.

'The combined action of a group, especially when effective and efficient.' Teamwork as defined in the Oxford Dictionary

A team can be defined as a group of people:

• with different skills

• often with different tasks

• who work together towards a common project

• with a meshing of functions

• and with mutual support.

1. Purpose

Members support the purpose and take direction from it for their work.

Lack of clear purpose is one of the most frequent difficulties groups encounter.

Members are often surprised that the group’s purpose isn’t as clear to others as it is to themselves.

2. Communication

Open & direct enough to be able to honestly discuss any problem it faces.

Including its own performance and problems related to performance.

3. Leadership

Sufficient leadership within the group. Including designated leader/managers for relevant tasks.

4. Review

Group regularly reviews how it’s going in several vital areas:

• Relevance of work to what is required.

• Quality of work as compared to client expectations.

• Progress of work as compared to required timelines.

5. Structure

Group has appropriate organizational structure.

6. Resources

Adequate resources exist for group to perform its functions well:

• Member skills

• Tools

• Systems

• Facilities

• Budgets

7. Synergy

Quality which makes a group greater than the sum of its parts. It rests on the tangible

support given by one team member to another.                                                                  

• Esprit de corps
• Enhanced creativity
• Collective wisdom
• Deeper commitment
• Greater resourcefulness
• Tougher resilience

What does good team work look like?

• Seeking out other’s opinions and involvement in matters that concern them before making decisions or plans final.

• Trusting the team to develop a consensus on an issue, even if it takes a little more time.

• Voluntarily offering your own relevant experiences, ideas and findings to colleagues who could use them.

• Acknowledging a colleague’s contribution

• Sharing the credit.

• Being non defensive and receptive to the suggestions, ideas opinions and needs of colleagues.

• Making the effort to understand before criticising.

• Considering impact of your plans on others.

• Being unwilling to criticise a third party who isn’t present, not gossiping.

• Coming prepared to present or participate when you have a role in meetings.

• Expressing appreciation for teamwork extended to you that was helpful.

• Identifying and helping pick up loose ends even though they may not be your responsibility.

• Keeping people advised of changes, developments and new information on a task

or project.

• Being supportive of the team’s objectives once they are set.

Team work - starting point

-Get people together and just start talking.

-Ask yourselves ‘what do we stand for?’ what is it we’re trying to do?’

-Lets name ourselves.

-Create a statement that outlines your company’s mission, its values, and its guiding principles.

Team work – listening skills

Be present

-Our ‘little voice’ is one of the biggest barriers to active listening. Choose to be present.

-Focus on the speaker and the message.

Learn to want to listen

-We must be willing to focus on others when they are speaking.

-Learn to develop an interest in either the person and/or the topic.

-Practice concentrating on the speaker –words and feelings.

-Practice shutting distractions out, not allowing them to interfere with your effective listening.

Become a "whole body" listener

-To be active listeners, we must involve our whole body. Not only are our ears tuned in, but so are our eyes, our intellect, our bodies.

-Good listeners give nonverbal and verbal signs that they are listening.

-They sit in an attentive posture; nod in acknowledgement; make good eye contact; convey a positive, encouraging attitude, give feedback.

Control your emotional “hot buttons”

-Words, issues, situations, personalities can be emotional triggers for us.

-When these issues trigger our "hot buttons", we tend to distort, positively or negatively, the message we are hearing. We may tune out or pre-judge the message and/or the speaker.

Critical Success Factors for Self-Managing Teams

1. Clear direction

Can team members articulate a clear direction, shared by all members, of the basic purpose that the team exists to achieve?

2. A real team task

 Is the team assigned collective responsibility for all the team’s customers and major outputs?

Is the team required to make collective decisions about work strategies (rather than leaving it to individuals)?

Are members cross-trained, able to help each other?

Does the team get team-level data and feedback about its performance?

Is the team required to meet frequently and does it do so?

3. Team rewards

Counting all reward dollars available, are more than 80 percent available to teams only and not to individuals?

4. Basic material resources

Does the team have its own meeting space?

Can the team easily get basic materials needed for work?

5. Authority to manage the work

Does the team have the authority to decide the following (without first receiving special authority):

-How to meet client demands

-Which actions to take and when

-Whether to change their work strategies when they deem necessary

6. Team goals

Can the team articulate specific goals?

Do these goals stretch their performance?

Have they specified a time by which they intend to accomplish these goals?

7. Strategy norms

Do team members encourage each other to detect problems without the leader’s intervention?

Do members openly discuss differences in what members have to contribute to the team?

Do members encourage experimentation with new ways of operating?

Does the team actively seek to learn from other teams?

Esprit de corps

Esprit de corps, a French phrase much used by English writers to denote the common spirit pervading the members of a body or association of persons. It implies sympathy, enthusiasm, devotion, and jealous regard for the honor of the body as a whole.