FALKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA

CONSTRUCTIVIST INSTRUCTIONAL DESIGN

(KSR 6093)

MODULE : MINDTOOLS FOR ENGAGING CRITICAL THINKING (ICT)

PROGRAM SARJANA PENDIDIKAN

(Sains Sekolah Rendah)

NAMA :

NORAZURA BT SAFIEE M20152001841

ZAHARAH BT MAT JUSOH M20152002045

PENSYARAH :

DR. MOHAMED YUSUF MOHAMED MAI

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CONTENTS PAGES

1. INTRODUCTION 2

2. CHAPTER 1

2.1. What is ICT 3

2.2. Context of ICT 3

2.3. Importance of ICT 4

2.4. Application of ICT 4

2.5. Outcomes of ICT 5-7

3. CHAPTER 2

3.1. Definition of Five Needham Phase 8

3.2. Steps of Five Needham Phase 8

3.3. Principle of Five Needham Phase 9

4. CHAPTER 3

4.1. Application on School 10

4.2. Title of topic learning and teaching 10

4.3. Lesson plan 11 - 13

5. SUMMARY

Analysis from lesson plan 14 – 15

6. APPENDIX 16 - 17

7. REFERENCES 18

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MODULE : MINDTOOLS FOR ENGAGING CRITICAL THINKING (ICT)

INTRODUCTION

Mindtools is the idea of using selected computer applications as cognitive tools for engaging
and enhancing multiple form of thinking in learners. Mindtools are generalizable computer
tools that are intended to engage and facilitate cognitive processing.So the more use the
computer in classroom, the more get effective for acessing information and interpreting the
knowledge.

From contructivist perspective, learning with computer is the way to change traditional
teaching.The student learn with the technology as the computers can support the knowledege
construction. Its for representing learner’s idea, understand and beliefs.The computers also
support exploration for accessing needed information and support learning by conversing such
as collaborate with others.

Mindtools represent a constructivist approach for using computers or any technology ,

environment or activity to engage learners representing, manipulating and reflecting on what
they know.When using a mindtool, knowledge is built by the learner.

Figure 1.1 Learning Processes of mindtools

For using mindtools for the learning is meaningful learning ,Jonassen, Peck, and Wilson
(1999) .Meaningful learning is active ,constructive, intentional, aunthetic and cooperative.

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CHAPTER 1

1. What is ICT ?

ICT (information and communications technology - or technologies) is definition term that

includes any communication device or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so on, as well as
the various services and applications associated with them, such as videoconferencing and
distance learning.

In education field, ICT use for the teaching and learning in class. Worldwide research has
shown that ICT can lead to improved student learning and better teaching methods. A report
made by the Ministry of Education in Malaysia, proved that an increase in student exposure
to educational ICT through curriculum integration has a significant and positive impact on
student achievement, especially in terms of "Knowledge・Comprehension" · "Practical skill"
and "Presentation skill" in subject areas such as mathematics, science, and social study.

This diagram below about the tools of educational ICT :

2.Context from ICT

In The Malaysian context, one of the key aim of the Ministry of Education(MOE) in today’s
ICT enable classroom to make students movre active in learning environment. In 2011, MOE
launched a comprehensive of review of the education system in Malaysia.The review found
that 80% of the teacher were found to use the ICT less than an hour per week (as cited in
Ministry of Education) . The review process preceded the information of the MEB. One of the
eleven policy shifts indentified in the Malaysia Education Blueprint (MEB), one was the
leverage on ICT in ICT to improve learning quality.

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Across 10 000 schools in Malaysia, There will be internet access and learning platform
provided via the 1BestariNet project. The MOE adopted a cloud base virtual planning
platform know as the VLE Frog. The project was launched in March 2012.

3. Importance of ICT

Through ICT, images can easily be used in teaching and improving the retentive memory of
students.

2‧ Through ICT, teachers can easily explain complex instructions and ensure students'
comprehension.

3‧ Through ICT, teachers are able to create interactive classes and make the lessons more
enjoyable, which could improve student attendance and concentration

4. Application of ICT

We use VLE FROG. The Frog Virtual Learning Environment (VLE) is a web-based learning
system that replicates real-world learning by integrating virtual equivalents of conventional
concepts of education. For example, teachers can assign lessons, tests, and marks virtually,
while students can submit homework and view their marks through the VLE. Parents can
view school news and important documents while school administrators can organise their
school calendars and disseminate school notices via the Internet.

FrogAsia, the solution provider of the Frog VLE, works hand-in-hand with local educators
and organisations to deliver a world-class learning system that is relevant to the Asian region.
Beyond delivering technology, emphasis is placed on equipping and mentoring schools in the
usage of Frog as a tool to improve the school as a whole.

Making life simpler, for everyone.The Frog VLE is an award-winning and easy-to-use virtual
learning platform, designed with the user in mind. Developed in the UK with a 13-year track
record, Frog focuses on making life simpler for teachers and students while enhancing
teaching and learning. At the same time, parents can easily keep track of school happenings
and what their children are doing. In addition, Frog is integrated with other powerful
educational tools and content partners, including Google Apps for Education and the Khan
Academy, to take teaching and learning further.

Through the 1BestariNet project, FrogAsia is bringing the future of education to every
student, teacher and parent in Malaysia. Combining high-speed 4G internet access, a world
class learning platform and access to ‘best-in-class’ resources and technology, Malaysia is the
first country in the world to bring its entire education community together on a single
converged network designed specifically to meet the needs of teaching and learning.

For the first time in Malaysia, every child will have access to world-standard learning tools.
An excellent education should be the right of every child. Now it can be.

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5. Outcomes of ICT (FROG VLE)

simple fun engaging

Frog is so simple, anyone The Frog Frog is an interactive new way of
can use it! Our drag-and- interface is learning that caters to different
drop Site builder allows colourful, sleek, learning styles, not just one.
users to build a site in just a and eye-catching
few clicks. – so that
learning doesn’t
have to be
boring!

My Calendar: Booking
Dashboard: Manage your Calendar:
Your personal personal View your
dashboard that schedule with school’s
can be this handy tool. calendar,
customised schedule
with drag-and- meetings, and
drop content. make bookings
for labs, rooms
and appliances.

Bookshelf: School Resource

View your e- Dashboard: Manager:
books here in a All the news and A one-stop
flipping book announcements location for
format. from your managing all
school. your files, sites,
and resources.

Assignments: Departmental Sites:

Teachers can Sites: Create websites
assign and Customisable for your subject,
mark sites for various class, club, or
homework school society with an
while students departments to easy-to-use
are able to showcase news builder and
view and and highlights. beautiful
respond to
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assigned tasks. templates.

My Lesson School
Documents: Resources: Documents:
A personal Store and access A place for
storage space your teaching schools to store
for files and files from documents such
documents that anywhere on the as permission
can be accessed cloud. forms, PTA
from anywhere. meeting
minutes, and
more.

Email: Community: The Pond:

Every Frog Share ideas, get Learn, Discover
VLE user has inspired, and and Explore
an email receive feedback interesting,
account which from other inspiring, and
is the same as teachers. educational
your login content at The
name (Your Pond.
Yes ID).

Forums: FrogStore: Form:

Connect and Your one-stop Create forms
share ideas on shop for with an easy-to-
specific topics downloading use form builder
in forums. educational to collect
resources like e- information
books, media and from Frog VLE
Sites on Frog. users.

Quiz: Pin-Point: Polls:

Enhance your Get your Use the Poll to
students’ educational get opinions
homework with content like quickly and
Quizzes and videos and easily.
test their images to be
knowledge. used within your
site.

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 Analytics:
Frog Admin
can use this to
track VLE
usage.

CHAPTER 2

Definiton

This learning model was proposed by Richard Needham (1987 ) in his work ‘Children
Learning in Science Project’. It consists of five phases namely the orientation, the generation
of ideas, restructuring of ideas, application of ideas and lastly the reflection .

Steps of Five Needham Phase

ORIENTATION

ELICITING OF IDEAS

RESTTRUCTRING OF IDEAS

APPLICATION OF IDEAS

REFLECTION

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Principle of Needham’s Five Phase

Needham Five Phases Constructivist Model is shown in the table below :-

PHASE PURPOSE METHODS

Orientation To attract students attention Experiment, video and film
and interest. show, demonstration, problem
solving.

Eliciting of ideas To be aware of the student’s Experiment, small group

prior knowledge. discussion, concept mapping
and presentation.

Restructuring of To realize the existence of

ideas alternative ideas , ideas needs
to be improved, to be
developed or to be replaced
with scientific ideas.

To determine the alternative

ideas and critically assess the
i. Explanation and present ideas.
Small group discussion and
exchanging ideas. presentation.

To test the validity of the

present ideas.

ii. Exposure to Discussion, reading, and

To improvise, develop or to teacher’s input.
conflict ideas.
replace with new ideas.

Experiment, project and

iii. Development of demonstration.
To test the validity of the new
ideas.

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 new ideas.

iv. Evaluation.

Application of ideas To apply the new ideas to a Writing of individual’s report on

different situation. the project work.

Reflection To accommodate ones idea to Writing of individual’s report on

the scientific ideas. the project work, group
discussion, personal notes.

Adapted from “Buku Sumber Pengajaran Pembelajaran Sains Sekolah Rendah, Jilid III” ( 1995) ms 15-
16.Further reading:

Needham, R & Hill, P ( 1987 ), Teaching Strategies For Developing Understanding in Science.
University of Leeds.

CHAPTER 3

Instructional Design : Needham’s Five Phase

APPLICATION ON SCHOOL :

SK Seri Samudera

SK Raja Chulan

Lesson plan

CLASS: 6 BIJAK

DATE : MONDAY

TIME : 11.00 a.m - 12.00 p.m

THEME: ECLIPSES

SP : 10.0 : ECLIPSE OF THE MOON

SK : 10,1.1 : Understanding how eclipse of the moon accur.

10.1.2: Describe lunar eclipse based on the arrangment of Sun, Earth

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 and Moon

Objective : Student will be able to;

1. Understanding how eclipse of the moon occur

2. Describe lunar eclipse

3. Explain why eclipse of the moon cannot see every moon.

PHASE 1 - Orientation

PHASE 2 – Eliciting of Ideas

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PHASE 3 – Restructring of Ideas

PHASE 4 – Application of Ideas

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PHASE 5 – Reflection

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SUMMARY

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Based on every phase in teachung and learning , we have the reflection what we did at the
school :

1. Step 1 (Orientation)

Activitiy : Teacher view video to attracting attention and interest for the pupils to
understand the topic. This phases encourage and preparing condition for the pupils to
explore the topic. Pupils answer the question and give their feedback about the video.

2. STEP 2 : ELICITING OF IDEAS

Activity : Pupils find out the information about Lunar Eclipse by using FROG VLE.In
this activities, students explore information from any resource from site and you tube
to be aware of student’s prior knowledge. Pupils can search the images and also video
to explore the knowledge about eclipse of the moon by themselves.

3. STEP 3 : RESTRUCTRING OF IDEAS

Activity : Pupils work in group two. They use and drag the simulation of eclipse of the
Moon use power point. They also create the arrangement of the Sun, Earth and Moon
in a straight line to show how lunar eclipse represent during this phenomena occur. In
this phases, pupils explanation and exchanging ideas by using power point to realize
the existence of alternative ideas. The ideas needs to improved and developed with
scientific skills. Pupils can create and present their own creativity use ICT tools based
on the topic. Teacher just guide and development of new ideas of students.

4. STEP 4 : APPLICATION OF IDEAS

Activity : Pupils view animation about eclipse of the Moon and complete I- think
maps to answer the tasks. In this phase, pupils view the animation and at the same
time they complete the task I- think map to apply of ideas in a new situation. Pupils
writing of individual’s report of the simulation in I- think maps. These activities also
give pupils use the concept knowledge to develop their ideas and understand the
lesson. Pupils also can remember the concept maps in their mind and design new
knowledge idea about the Earth and Universe.

5. STEP 5 : REFLECTION

Activity : Pupils answer Kahoot. It, Quiz. In this phase, students can reflect the
changing ideas that was experienced themselves. The pupils are excited and try to
answer the quiz while seen their names display at the screen. They have fun to answer
the kahoot.it ‘s Quiz. They also can make self-evaluation use notes and also discussion
in the class.

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From our discussion, we summarize the advantage and the weakness using the ICT :

• The mind tools of ICT is good to encourage the pupils to find out the more
information about the lesson. The pupils join together did the activities. They excited
to explore the activities. This ICT suitable to engage the weak pupils to understand the
lesson.

• The weakness of ICT : pupils must know the english word to find out the information.
Short of time for using computers because the lab computer must booking for the
lessons. Sometimes the internet cannot work. Otherwise, the computer cannot enough
for using for many student so they must share using computer.

Appendix

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‘

The students did the exercise using Microsoft Power Point

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The students discuss their exercises

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 The students did the online quiz (KAHOOT.IT)

The students give their answesr through online quiz

REFERENCES

1. David H. Jonassen. ( 2000 ) , Computers as Mindtools For School . United States of

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 America : Prentice Hall ,Inc

2.Sharon E. Smaldino. ( 2008 ) , Instructional Technology and Media For Learning. United

States of America : Prentice Hall ,Inc

3.Gary G. Bitter. ( 2005 ) , Using Tecnology in the Classroom,. Boston : Prentice Hall ,Inc

4. John Williams and Nick Easingwood. ( 2003) , ICT and Primary Science. London :

RoutledgeFalmer

5. Frogasia. (2013) , DEPUTY EDUCATION MINISTER II OF MALAYSIA OFFICIALLY

LAUNCHES 1BESTARINET FROG VLE ROADSHOW established from
https://www.frogasia.com/v3/deputy-education-minister-ii-of-malaysia-officially-launches-
1bestarinet-frog-vle-roadshow-2/

6.Yes. ( 2013) , YES OVERVIEW is contents from https://www.yes.my/v3/1bestarinet.do

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