RPH Kepelbagaian Pelajar Model Hunter Gabungan Kaedah dan pelajar
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Dokumen ini merujuk kepada rph pelajaran Ekonomi Rumah Tangga mengenai pemilihan dan penyimpanan makanan segar, khususnya sayur-sayuran. Pelajaran bertujuan untuk mengajar pelajar klasifikasi sayur-sayuran dan ciri-ciri pemilihan serta penyimpanannya dengan aktiviti kelas yang melibatkan perbincangan dan praktis berkumpulan. Hasil pembelajaran diharapkan dapat dicapai dalam masa 5 minit melalui kerjasama dan tolong-menolong antara pelajar.
![3 Input pengajaran - The teacher provides the information
needed for students to gain the knowledge or skill through
lecture, film, tape, video, pictures, etc.
4 Permodelan - Once the material has been presented, the Kaedah PBL Pendekatan
teacher uses it to show students examples of what is Koperatif
expected as an end product of their work. The critical aspects
are explained through labeling, categorizing, comparing, etc. (Kepelbagaian
As much as possible, students are taken to the application Kecerdasan-
level (problem-solving, comparison, summarizing, etc.) Ruang/ Visual)
5 Semak kefahaman murid - Determination of whether
students have "got it" before proceeding. It is essential that
students practice doing it right so the teacher must know that
students understand before proceeding to practice. If there is
any doubt that the class has not understood, the concept/skill
should be retaught before practice begins. Usually through
questionning
6 Pantau dan ubah suai – if required, reteach
7 Praktis terbimbing - An opportunity for each student to
demonstrate grasp of new learning by working through an
activity or exercise under the teacher's direct supervision.
The teacher moves around the room to determine the level of
mastery and to provide individual remediation as needed.
Guided practice [in class "seat work." With the teacher
circulating [e.g., "praise, prompt, and leave"]. Monitor
students' work, providing corrective feedback as necessary,
and assess performance of the group in determining whether
the class is ready for the next instruction. Additional time for
those whose aptitude calls for a longer learning period can be
provided by giving "extra credit" assignments,
supplementary activities, etc.
8 Praktis bertempoh - Once pupils have mastered the content
or skill, it is time to provide for reinforcement practice. It is
provided on a repeating schedule so that the learning is not
forgotten. It may be in class formative testing, home work or
individual work in class. It can be utilized as an element in a
subsequent project. It should provide for decontextualization:
enough different contexts so that the skill/concept may be
applied to any relevant situation...not only the context in
which it was originally learned. The failure to do this is
responsible for most student failure to be able to apply
something learned. Independent practice [additional class
time or homework] begins when students have achieved an](https://image.slidesharecdn.com/zuzan4crphkepelbagaianpelajar-120328080840-phpapp02/85/RPH-Kepelbagaian-Pelajar-Model-Hunter-Gabungan-Kaedah-dan-pelajar-2-320.jpg)
![85 to 90% accuracy level. To insure retention and develop
fluency, students practice on their own without assistance
and with delayed feedback [e.g., comments on graded
papers]. Five or more brief practice activities distributed over
a month or more may be required to "fix" the new
concept/skill
9 Penutup - Those actions or statements by a teacher that are
designed to bring a lesson presentation to an appropriate
conclusion. Used to help students bring things together in
their own minds, to make sense out of what has just been
taught. "Any questions? No. OK, let's move on" is not
closure. Closure is used:
• to cue students to the fact that they have arrived at an
important point in the lesson or the end of a lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate,
eliminate confusion and frustration, etc.,
• to reinforce the major points to be learned...to help
establish the network of thought relationships that
provide a number of possibilities for cues for
retrieval. Closure is the act of reviewing and
clarifying the key points of a lesson, tying them
together into a coherent whole, and ensuring their
utility in application by securing them in the student's
conceptual network](https://image.slidesharecdn.com/zuzan4crphkepelbagaianpelajar-120328080840-phpapp02/85/RPH-Kepelbagaian-Pelajar-Model-Hunter-Gabungan-Kaedah-dan-pelajar-3-320.jpg)
RPH Kepelbagaian Pelajar Model Hunter Gabungan Kaedah dan pelajar
- 1. RPH Kepelbagaian pelajar Matapelajaran : Ekonomi Rumah Tangga Tarikh : 30 Januari 2012 ( Rabu) Kelas : 4 ERT 2 Bilangan pelajar : 20 orang Masa : 8.20 – 9.40 pg (80 minit) Tajuk : Pemilihan dan Penyimpanan Makanan Sub –tajuk : Makanan Segar- Sayur-sayuran Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan segar semasa amali masakan semasa Tingkatan 1 hingga Tingkatan 3. Hasil pembelajaran : Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar Tingakatan 4 ERT2 (A) dapat: 1. menyatakan ( B-aras) kesemua (D) klasifikasi sayur-sayuran 2. menghuraikan (B-aras) 80% (D) ciri-ciri pemilihan dan penyimpanan sayur- sayuran. Nilai : Kerjasama dan tolong menolong KBKK : Menjana minda Kemahiran Sosial : Menjadi penyokong yang baik Fasa-fasa pembelajaran Hunter Pelajar Pelajar cemerlang sederhana 1 Set induksi - sometimes called a "hook" to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind. • to focus student attention on the lesson. • to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers"). • to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced. 2 Maklumkan hasil pembelajaran - Before the lesson is prepared, the teacher should have a clear idea of what the lesson outcomes are. What, specifically, should the student be able to do, understand, care about as a result of the teaching. Bloom's Taxonomy ofMager’s Educational Objectives.
- 2. 3 Input pengajaran - The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc. 4 Permodelan - Once the material has been presented, the Kaedah PBL Pendekatan teacher uses it to show students examples of what is Koperatif expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. (Kepelbagaian As much as possible, students are taken to the application Kecerdasan- level (problem-solving, comparison, summarizing, etc.) Ruang/ Visual) 5 Semak kefahaman murid - Determination of whether students have "got it" before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins. Usually through questionning 6 Pantau dan ubah suai – if required, reteach 7 Praktis terbimbing - An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed. Guided practice [in class "seat work." With the teacher circulating [e.g., "praise, prompt, and leave"]. Monitor students' work, providing corrective feedback as necessary, and assess performance of the group in determining whether the class is ready for the next instruction. Additional time for those whose aptitude calls for a longer learning period can be provided by giving "extra credit" assignments, supplementary activities, etc. 8 Praktis bertempoh - Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be in class formative testing, home work or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. The failure to do this is responsible for most student failure to be able to apply something learned. Independent practice [additional class time or homework] begins when students have achieved an
- 3. 85 to 90% accuracy level. To insure retention and develop fluency, students practice on their own without assistance and with delayed feedback [e.g., comments on graded papers]. Five or more brief practice activities distributed over a month or more may be required to "fix" the new concept/skill 9 Penutup - Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's move on" is not closure. Closure is used: • to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson, • to help organize student learning, • to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc., • to reinforce the major points to be learned...to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual network
- 4. Matapelajaran : Ekonomi Rumah Tangga Tarikh : 30 Januari 2012 ( Rabu) Kelas : 4 ERT 2 Bilangan pelajar : 20 orang Masa : 8.20 – 9.40 pg (80 minit) Tajuk : Pemilihan dan Penyimpanan Makanan Sub –tajuk : Makanan Segar- Sayur-sayuran Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan segar semasa amali masakan semasa Tingkatan 1 hingga Tingkatan 3. Hasil pembelajaran : Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar Tingakatan 4 ERT2 (A) dapat: 3. menyatakan ( B-aras) kesemua (D) klasifikasi sayur-sayuran 4. menghuraikan (B-aras) 80% (D) ciri-ciri pemilihan dan penyimpanan sayur- sayuran. Nilai : Kerjasama dan tolong menolong KBKK : Menjana minda Kemahiran Sosial : Menjadi penyokong yang baik Fasa-fasa Pelajar cemerlang Pelajar sederhana pembelajaran Hunter 1 Set induksi 1. Guru merangsangkan minda pelajar tentang pelajaran hari ini ( 4 minit) dengan menunjukkan sayur kangkung dan tomato di depan kelas. (BBM 1- Sayur kangkung dan tomato) 2. Pelajar diminta meneliti sayur kangkung dan tomato yang ditunjukkan 3. Pelajar diminta meneka tajuk pelajaran. 4. Guru memberi respon kepada jawapan pelajar dan mengaitkan jawapan pelajar dengan tajuk yang akan diajar. 2 Maklumkan hasil 5. Guru memaklumkan hasil pembelajaran dan kepentingan pembelajaran menguasai hasil pembelajaran berkenaan. (1 minit) 3 Input pengajaran 6. Guru membuat penerangan secara menyeluruh tentang klasifikasi (20 minit) sayur-sayuran dan contoh yang sesuai; konsep pemilihan ; dan penyimpanan sayur-sayuran. (BBM 2- Slaid Powerpoint)
- 5. 4 Permodelan Kaedah PBL Kaedah Koperatif-Kecerdasan ( 2 minit) Pelbagai (Ruang/ Visual) 7. Guru membahagikan pelajar 9. Murid ke kumpulan kepada kumpulan heterogenous perbincangan PBL 10. Setiap kumpulan diberi 8. Guru mengedarkan sekeping gambar. Gambar lembaran kertas yang yang diberi berkaitan dengan mempunyai artikel isi pelajaran hari ini. (BBM 4- berkaitan dengan tajuk Gambar sayur-sayuran) pembelajaran hari ini kepada setiap kumpulan. 11. Pelajar perlu mengenalpasti (BBM 3- Artikel) jenis sayuran, klasifikasi sayuran, cara pemilihan dan penyimpanan sayuran. 5 Semak kefahaman 12. Pelajar diminta untuk 14. Guru mengemukakan murid merekodkan hasil panduan bahan rangsangan ( 5minit) perbincangan daripada apa (BBM 5 – GO banding beza yang mereka faham kosong) untuk membantu mengenai artikel yang murid membuat keputusan diberi. Isi pelajaran terbaik dalam aktiviti berkaitan dengan klasifikasi, pemilihan dan 15. Pelajar diminta untuk pemyimpanan sayur- merekodkan hasil sayuran. perbincangan daripada apa yang mereka lihat pada 13. Guru menerangkan gambar itu dan dikaitkan keperluan melakukan dengan pembelajaran hari ini tugasan secara berkumpulan dengan 16. Guru menerangkan keperluan memberi peluang kepada melakukan tugasan secara setiap rakan dalam berkumpulan dengan memberi kumpulan untuk peluang kepada setiap rakan menyumbang idea dalam kumpulan untuk menyumbang idea 6 Pantau dan ubah suai 17. Guru memantau 18. Guru memantau pergerakan (15 minit) pergerakan pelajar dan pelajar dan memberi panduan memberi panduan agar agar perbincangan mereka perbincangan mereka tidak tidak tersasar. tersasar. 7 Praktis terbimbing 19. Pelajar diberikan masa 21. Guru memberikan kertas (20 minit) selama 20 minit untuk mahjung kepada pelajar dan melakukan perbincangan meminta pelajar untuk
- 6. dalam kumpulan. Pelajar menyediakan peta konsep mengaplikasikan semua merujuk daripada GO-kosong pengetahuan dan kemahiran (BBM 6) yang telah diisikan mereka untuk mengikut kreativiti mereka. menyelesaikan masalah. Kemudian pelajar 22. Pelajar dikehendaki untuk mengekpresikan maklumat membentangkan hasil yang mereka perolehi perbincangan yang telah dalam bentuk peta minda. disiapkan bersama kumpulan. 20.Guru memantau aktiviti 23. Guru akan memberikan atau tugasan yang penjelasan lanjut bagi diberikan. mengukuhkan maklumat yang dibentangkan. 8 Praktis bertempoh 24. Guru meminta pelajar merumuskan apa yang telah dipelajari. (10 minit) 25. Guru mengedarkan soalan taksiran dan memberi pelajar 5 minit untuk menjawab diikuti dengan semakan jawapan yang ditulis di papan putih., 9 Penutup 26.Guru merumuskan apa yang telah dipelajari dan hasil ( 3 minit) pencapaian hasil pembelajaran dan mengaitkan dengan isipelajaran seterusnya