thinking tools velu
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ALAT PEMIKIRANDALAM
PENDIDIKAN MORAL
KU.VELUSAMY
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PELAJARAN MALAYSIA
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Apa dia?Mengapa ia perlu?
Bagaimana caramenggunakannya?
Apa itu Alat pemikiran?
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Alat pemikiran merupakaninstrumen yang boleh
membantu kita menggunakanminda kita secara sistematikdan berkesan.
Thinking Tools
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Guru perlukan ilmupengetahuan tentang alatpemikiran bagi mengaturstrategi terbaik untukmenjalakankan p&p yang
berkesan.
Alat Pemikiran
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Alat Pemikiran/Thinking Tools Taxanomy Bloom
Thinking maps
6 thinking hats
Thinkers keys
Mind maps
Multiple intelligences
Venn diagram
SWOT
Cort1
PMI (plus,minus,
interesting chart)
Scamper
Question matrix
KWHL
T-chart
Y-chart
Graphic organisers
Lotus diagram
Flow chart
Bone diagram
Fishbone diagram
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I THINK
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APA ITU I THINK?
Lapan peta pemikiran (Proses
pemikiran) adalah alat berfikir visual
yang memudahkan murid-murid
dalam memahami konsep,
menganalisis masalah dan mencari
penyelesaian.
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PETA MINDA I THINK
Peta minda mengandungi 8 proses
pemikiran, setiap satu diwakili oleh
satu alat pembelajaran visual-verbal
dan kedua-duanya bergabung
sebagai satu set alatan yang
menunjukkan hubungan.
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I THINK
8 Petapemikiran
8 Proses
minda
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circle map(peta bulatan)
bubble map(peta buih)
double bubblemap (petabuih
berganda)
Flow map
(peta alir)
Brace map(peta dakap)
Tree map(peta pokok)
Multi flow map(peta pelbagai
alir)
Bridge map(peta titi)
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8 KUNCI KEMAHIRAN/PROSES
PEMIKIRAN:Sumbang saran / mendefinisi
Menerangkan
membanding beza
membuat pengelasan
Hubungan seluruh-bahagian
Urutan Sebab dan akibat
Analogi (hubungan yang sama)
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Mendefinisi mengikut konteks
PETA BULATAN
Membantu aktiviti sumbang
sarandan menyenaraikansemua yang diketahui tentang
perkara atau idea tertentu
supaya perkara tersebut bolehditeroka.
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Peta Bulatan
Circle Map
Adapted from Thinking Maps - Tools for Learning 1995
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mendefinisi mengikut konteks
Peta Bulatan
Adapted from Thinking Maps - Tools for Learning 1995
Topik
utama
Konsep yang
anda tahu
Sempadan
Proses sumbang saran
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mendefinisi mengikut konteks
Peta Bulatan
Adapted from Thinking Maps - Tools for Learning 1995
14 Nilai
Universa
l
Kepercayaan kepada Tuhan
hormat bertanggungjawab
Hemah tinggi Kasih sayang
Keadilan Kederhanaan
Kerjasama Berterima kasih
Kejujuran Kerajinan Keberanian
Baik hati
Toleransi
Dokumen Standard P Moral
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Menerangkan
PETA BUIH:
Membantu menerangkan
sesuatu perkaraatau ideadengan menyenaraikan kata
adjektifsupaya boleh
menerang dan memahamisesuatu dengan lebih baik.
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PETA BUIH
BUBBLE MAP
Adapted from Thinking Maps - Tools for Learning 1995
( f)
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Untuk menerangkan (adjektif)
Peta Buih
Adapted from Thinking Maps - Tools for Learning 1995
KonseputamaAdjektif
1
Adjektif
4
Adjektif
2Adjektif
3
Adjektif5
Adjektif
6
P t B ih
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Peta Buih
Untuk menerangkan, guna adjektif
Adapted from Thinking Maps - Tools for Learning 1995
jujur
rajin
Amanah
baik
hati
ikhlas
budibahasa
Krishnan
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PETA BUIH BERGANDA:
Membantu menyenaraikan
persamaan dan perbezaan
antara dua perkara atau idea
supaya dapat membezakan
kedua-duanya denganmembanding & membeza
Membanding beza
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PETA BUIH BERGANDA
DOUBLE BUBBLE MAP
Adapted from Thinking Maps - Tools for Learning 1995
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Untuk band ing bezaPETA BUIH BERGANDA
Adapted from Thinking Maps - Tools for Learning 1995
konsep1
konsep2
sama
beza
sama
beza
beza
beza
beza
beza
sama
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U t k b d i b
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Untuk band ing beza
PETA BUIH BERGANDA
Adapted from Thinking Maps - Tools for Learning 1995
BPKTHAN
VELU
India
UPM
Thn BaruCina
Buddha
Cina
Deepavali
Hindu
SAINS
SOSIAL
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Membuat Pengelasan
PETA POKOK:
Membantu menyusun
maklumat supaya berada
dalam kumpulan yang berbeza
agar boleh memahami
maklumat tersebut dalamgambaran besar secara
menyeluruh.
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Membuat Pengelasan
PETA POKOK
Adapted from Thinking Maps - Tools for Learning 1995
M b t P l
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Membuat Pengelasan
PETA POKOK
Adapted from Thinking Maps - Tools for Learning 1995
Reading Skills:Main Ideas & Details; Taxonom y
Pendidikan Moral
Fokus Tema Nilai
Kognitif Psikomotor
Diri Saya Saya & JiranPenaakulan Perlakuan
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Hubungan Seluruh- bahagian
PETA DAKAP:
Membantu memecahkan
sesuatu kepada ciri-ciri
selanjutnya supaya dapat
memahami cara sesuatu
benda berfungsi.
PETA DAKAP
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PETA DAKAP
BRACE MAP
Adapted from Thinking Maps - Tools for Learning 1995
H b l h & b h i
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Hubungan seluruh & bahagian
PETA DAKAP
Adapted from Thinking Maps - Tools for Learning 1995
Fokus PMSek Ren
Perasaan
Penaakulan
Tindakan
tanggungjawab
akauntabiliti
Perlakuan
mental menaakul
perlakuan baik/jahat
salah/benar
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PETA ALIR:
Membantu menyenaraikan
langkah-langkah yang terlibatdalam sesuatu proses supaya
dapat memahami apa yang
perlu dilakukan untukmencapai sesuatu.
Urutan
PETA ALIR
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PETA ALIR
FLOW MAP
Adapted from Thinking Maps - Tools for Learning 1995
URUTAN
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URUTAN
PETA ALIR
Adapted from Thinking Maps - Tools for Learning 1995
Langkah 1 Langkah 2 Langkah 3
Langkah 1a Langkah1bLangkah 2a
Langkah 2b Langkah 3a Langkah 3b
U t
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UrutanPETA ALIR
Adapted from Thinking Maps - Tools for Learning 1995
Membersihkan
bilik darjah
Pengajaran &
Pembelajaran
Aktiviti
ko-kurikulum
Sapu
lantai
Buang
sampah
Pendidikan
Moral
Pendidikan
Islam
Kelab &
persatuan
Unit
Ber-
uniform
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Sebab dan Akibat
PETA PELBAGAI ALIR:
Membantu melakarkan
sebab dan akibat sesuatu
peristiwa agar boleh
memahami akibat tindakan-
tindakan yang diambil dancara untuk mengubahnya.
PETA PELBAGAI ALIR
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PETA PELBAGAI ALIR
MULTI FLOW MAP
Adapted from Thinking Maps - Tools for Learning 1995
Sebab dan ak ibat
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Sebab dan ak ibat
PETA PELBAGAI ALIR
Adapted from Thinking Maps - Tools for Learning 1995
Masalah/
isu
Sebab 2
Sebab 1 Akibat 1
Akibat 2
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suka bantukeluarga
Rajin belajar
Suka tolong
kawan
Hock Seng
Disayangi
rakan-rakan
Cemerlangdalam
pelajaran
Disayangikeluarga
SEBAB AKIBAT
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Analogi (hubungan yang sama,
mencari faktor penghubungan)
PETA TITI:Membantu menyenaraikan
beberapa pasangan butiran yang
berkaitan antara satu sama lainsupaya dapat memahami
perkara-perkara di dunia yangmempunyai hubungan yang
serupa (analogi).
PETA TITI
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PETA TITI
BRIDGE MAP
Adapted from Thinking Maps - Tools for Learning 1995
Samaseperti
Analog i
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Analog i
PETA TITI
Adapted from Thinking Maps - Tools for Learning 1995
Sama
seperti
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tokong kuil gereja vihara
Taoist as Hindu as Kristian as Buddhist
Faktor Penghubungan: tempat ibadat dengan penganutnya
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THINKING TOOL
PMI
(Plus, Minus,Interesting/
Tambah, Tolak,
Menarik)
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http://www.enchantedlearning.com/graphicorganizers/pmi/pmi+.shtml -
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http://www.enchantedlearning.com/graphicorganizers/pmi/pmi+.shtml -
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LATIHAN
MENGHADIRI
KURSUS JU DIPARK AVENUE
HOTEL, SG.PETANI
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
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PLUS (+ve) MINUS (-ve) Interesting
Tambah ilmu
Makan percumaRamai kawan baru
Tingggal di hotel
Membeli belah
Tekanan/pening
Berat badanbertambah
Kerja di sekolah
tertangguh
Jauh dari keluargaDuit habis
Terdahulu
mendapat maklumattentang KSSR
Menikmati pelbagai
jenis makanan
Berkongsi idea daripelbagai negeri
Kepuasan
Dapat berjumpa dgn
Penulis buku
Menambah ilmu
Berkongsi ilmu
Penceramah yang
peramah
Makanan tak sedap
Tak ada wi-fi
Mabuk lift
Lift jammed
Letih Jadual padat
Tak dapat mandi di
kolam
Ramai kawan
Ada kolam renang
Berdekatan dgn
pusat membeli
belah
Pemandangan yg
cantik
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PLUS (+ve) MINUS (-ve) Interesting
Dapat tambah
pengetahuan baruTambah kenalan
Pengalaman baru
sbg JU
Kongsi idea danpngalaman
Pertambahan
tugasanGangguan pdp
Matlamat MMI
terjejas
Tugasan sekolahtertunggak
Wifi berbayar
Peluang melancong
Seronok bersamakawan
Penceramah yg
hebat
Makanan yangsedap
Banyak pengalamn
Kawan baru
Kongsi idea
Dapat maklumat
awal
Jauh dari keluarga
Keluar kos
Pdp tertangguh
Tambah
tanggungjawab
Dapat rasai tempat
baru
Dapat beli belah
Dapat duduk hotel
Makanan percuma
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PLUS (+ve) MINUS (-ve) Interesting
Dapat memahami
bidaya pelbagai bangsaMendapat motivasi dan
latihan sebagai JU
Bilik hotel kurang selesa
bilik perbincangan tidakkondusif
Tekanan
Kursus sampai malam
Hujan tak henti-henti,
tak boleh shopping
Masa terlalu suntuk
Di tengah pusat Bandar
Eratkan perpaduanBercukup rehat
Benda baru kenalan dgn
pakar bidang
Ketahui pedagogi terkini
HOTS
OverTime Merapatkan hubungan
sesama peserta tanpa
mengira kaumInteraksi yang berkesan
antara kawan-kawan
Budaya 1 malaysia
diwujudkan
Penceramah yang
berkaliber dan peramah
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THINKING TOOL
6 THINKING HATS
six thinking hats
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
Six hats
Six colors
Six types of thinking
The hats are directions,not descriptions ofthinkers
Each thinker should beable touse all of the hats
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The Six Thinking Hats Tool Kit
Blue Hat Thinking- Process
Thinking about thinking
What thinking is needed? Organizing the thinking
Planning for action
White Hat Thinking- Facts
Information and data Neutral and objective
What do I know?
What do I need to find out?
How will I get the information I need?
Green Hat Thinking - Creativity
Ideas, alternative, possibilities
Provocation - "PO"
Solutions to black hat problems
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Yellow Hat Thinking- Benefits
Positives, plus points
Logical reasons are given.
Why an idea is useful
Black Hat Thinking - Cautions Difficulties, weaknesses, dangers
Logical reasons are given.
Spotting the risks
Red Hat Thinking - Feelings Intuition, hunches, gut
instinct
My feelings right now.
Feelings can change.
No reasons are given.
six thinking hats
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
Ways to Use the Hats
Individually (i.e., thinking alone)
In conversation
In meetings
Reports and presentations
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
white hat
What informationis available?
What information do we need?
How are we going to get the missinginformation?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
red hat
What are my feelingsright now?What does my intuition tell me?
What is my gut reaction?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
black hat
What are some possible problems?
What difficulties could we encounter?
What are points for caution?
What are the risks?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
yellow hat
What are the benefits?
What are the positives?
What are the values?
Can this be made to work?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
green hat
What creative ideas do we have?
What are the alternatives?
How can we overcome the black hat
difficulties?
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six thinking hats
Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
blue hatWhere should we start?
What is the agenda?
What are the objectives?
Which hats should we use?
How can we summarize?
What should we do next?
http://johnkapeleris.com/blog/wp-content/uploads/2012/06/Six-Thinking-Hats-Process.png -
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THINKING HATS
http://johnkapeleris.com/blog/wp-content/uploads/2012/06/Six-Thinking-Hats-Process.png -
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WHITE
HAT
RED
HAT
YELLOW
HAT
BLUE
HAT
BLACK
HAT
GREEN
HAT
Identify the fact
and details of a
topic
Looks at a topic
from the point of
view of
emotions and
feelings
Focuses on the
positive
aspects of a
topic
Focuses on
reflection,
metacognition
(thinking about
thinking that is
required) and
the need tounderstand the
big picture
Examines the
problems
associated with
a topic
Requires
creativeness,
imagination
and lateral
thinking about
a topic
THINKING HATS
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THINKING TOOL
BLOOM-REVISEDVERSION
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F
O
U
N
D
A
T
I
O
N
H
I
G
H
E
R
O
R
D
E
R
T
H
I
N
K
I
N
G
T
H
I
N
K
I
N
G
Blooms
Taxonomy
Blooms
Taxonomy
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Taxonomy= Klasifikasi
mengkelaskan aras pemikiran
6 aras pemikiran kognitif
Mengapa Taksonomi Bloom
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Mengapa Taksonomi Bloom
perlu?
Merangka dan mengkaji objektifpembelajaran
Membina kurikulum
Mengenali kemahiran mudah dan kemahiransukar
Menyepadukan objektif pembelajaran denganteknik penilaian secara efektif
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Mencipta
Menilai
Menganalisis
mengaplikasi
Memahami
Mengetahui
Mencipta Murid dapat mencipta produk baru Thomas
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@ idea baru A.Edison
Menilai Murid dapat mencari rasional @
justifikasi ke atas sesuatu
pandangan/pegangan atau
keputusan.
Hakim
Menganalisis Murid dapat membanding bezakanbahagian-bahagian yang berlainan
Bahagian kereta
Mengaplikasi Murid dapat menggunakan
pengetahuannya.
Menggunakan
manual
penggunaMemahami Murid dapat menerangkan
idea@konsep Kamus
Mengetahui Murid dapat mengingati sesuatu
informasiEnsaiklopedia
Q ti i
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Questioning . . .
Higher level questions require complexapplication, analysis, evaluation or creationskills
Higher level questions
Encourage students to think more deeply andcritically
Facilitate problem solving
Encourage discussions
Stimulate students to seek information on theirown
University of Illinois (2006)Handout #
Mengetahui
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e geta uMurid dapat mengingati &
menyatakan apa yang telahdipelajari
Describing
Finding Identifying
Listing
Retrieving
Naming Locating
Recognizing
Can students recall information?
Remembering stems
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Remembering stemsWhat happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of
Describe what happened afterWho spoke to...?
Which is true or false...?
(Pohl, 2000)
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Memahami
Murid dapat menginterpretasi maksud /apayang telah dipelajari
Classifying
Comparing
Exemplifying
Explaining
Inferring
Interpreting
Paraphrasing
Summarizing
Can students explain ideas or concepts?
Understanding stems
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Understanding stems
Explain whyWrite in your own words
How would you explain?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify
Illustrate
(Pohl, 2000)
Mengaplikasi
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MengaplikasiMurid dapat menggunakan informasi yang
dipelajari dalam satu konteks yang berlainandaripada yang dipelajari.
Implementing Carrying out
Using Executing
Can students use the information inanother familiar situation?
c =
Applying stems
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Applying stems
Explain another instance where
Group by characteristics such as
Which factors would you change if?
What questions would you ask of?
From the information given, develop a set of
instructions about
(Pohl, 2000)
engana s sMurid dapat menghuraikan/
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gMurid dapat menghuraikan/
menganalisis maklumat yang dipelajari
untuk memahaminya dengan lebihdetail.
Attributing
Comparing Deconstructing
Finding
Integrating
Organizing Outlining
Structuring
Can students break information into parts toexplore understandings and relationships?
Analyzing stems
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Analyzing stems
Which events could not have happened?If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)
Analyzing
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Verbs Distinguish Question Appraise Experiment Inspect Examine
Probe Separate Inquire Arrange Investigate
Sift Research Calculate Criticize Discriminate
Compare
Contrast
Survey Detect Group
Order Sequence Test Debate Analyze
Diagram Relate Dissect Categorize
Products
Questionnaire Database
Abstract
Report
Graph Spreadsheet
Checklist
Chart
Outline Comparison
Graphic organizer
(Tarlinton, 2003)
Analyzing
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Project Ideas
Use a Venn Diagram to show how two topics are the same anddifferent
Design a questionnaire to gather information and analyze theresults
Make a flow chart to show the critical stages of an event orstory plot
Classify the actions of the characters in the book Construct a graph to illustrate selected information Make a family tree showing relationships Conduct an investigation to produce information to support a
point of view Review a work of art in terms of form, color and texture Create a Decision Making Matrix to help you decide which
breakfast cereal to purchase
(Tarlinton, 2003)
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86
Menilai
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Murid dapat membuat keputusan
berdasarkan kritikan/penilaian/rekfleksi yang mendalam
Checking
Critiquing
Detecting
Experimenting
Hypothesising
Judging
Monitoring
Testing
Can students justify a decision or
a course of action?
Evaluating stems
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Evaluating stemsJudge the value of... What do you think about...?
Defend your position about...Do you think...is a good or bad thing?
How would you have handled...?
What changes to would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?(Pohl, 2000)
EvaluatingP d t
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Verbs Judge Rate Validate Predict Assess Score
Revise Infer Determine Prioritize Tell why
Compare Evaluate Defend Select Measure
Choose
Conclude Deduce Debate Justify Recommend
Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject
Products
Debate Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasivespeech
(Tarlinton, 2003)
Evaluating
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Project Ideas
Persuasive presentation for a new schoolrule/suggesting changes needed
Prepare and conduct a debate
Prepare a list of criteria to judge Presentation about five rules you see as importantand convinces others of their importance
Write a half-yearly report evaluating personalprogress
Evaluate the characters actions in the story
(Tarlinton, 2003)
Evaluating
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Questions
Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...?
What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives?
What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Mencipta
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Murid mencipta idea baru atau
maklumat dengan menggunakan apayang telah dipelajari
Constructing
Designing
Devising
Inventing
-Making
Planning
Producing
Can students generate new products,ideas, or ways of viewing things?
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Creating stems
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Creating stems
Design a...to...Devise a possible solution to
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)
Creating
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Questions
Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you
deal with...?Why don't you devise your own way to...?What would happen if ...?How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Creating
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Verbs
ComposeAssembleOrganize Invent
Compile ForecastDevise Propose
Construct Plan PrepareDevelop
Originate
Formulate Improve
Act
Predict
Produce Blend
Set up
Devise
Concoct
Compile
Imagine
Generate
Products
Debate Panel
Report
Evaluation Investigation
Verdict
Conclusion Persuasive
speech
(Tarlinton, 2003)
Creating
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Project Ideas
Invent a machine to do a specific task Design a robot to do your homework Create a new product. Give it a name and plan a marketing
campaign. Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song orpantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy
foods Design a record, book or magazine cover for...
Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product
(Tarlinton, 2003)
The New Blooms
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LATIHAN
DILEMA HEIZ- GUBAH
SOALAN BERDASARKANVERSI BARU BLOOM
"Di Eropah, seorang wanita sedang menghadapi maut keranasakit tenat. Para doktor mengesahkan bahawa hanya terdapat
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g y psatu ubat sahaja yang dapat menyembuhkan penyakitnya itu.Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandaryang sama. Kos untuk membuat ubat tersebut ialah $200 tetapilelaki tersebut menjual hanya sedikit sahaja ubat itu denganharga $2 000 Heinz, suami wanita yang sakit itu cuba meminjamwang yang secukupnya untuk membeli ubat berkenaan. Beliauberjumpa dengan semua orang yang dikenalinya untukmeminjam wang. Tetapi, beliau hanya dapat setengah daripada
jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelakiyang membuat ubat itu dan mengatakan bahawa isterinyasedang sakit tenat lalu meminta supaya ubat itu dijual denganharga murah sedikit ataupun membenarkannya membayar hargaubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya
telah membuat ubat ini dan saya akan mendapatkan wangdaripadanya. Oleh itu, Heinz memecah masuk ke dalam kedailelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al.,1983, hlm 81)
HEINZ
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HEINZ
Isteri sakit tenat
Ubat mahal
10 kali ganda kos
asal
Heinz tak mampu
Pinjam duit tapi
xcukup duit Rayu pada
sipenjual
Sipenjual tidak
berganjak
Heinz terdesak
Pecah masukkedai
Curi ubat untuk
mengubatiisterinya
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THINKING TOOL
SWOT ANALYSIS
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http://www.google.com.my/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=1lwldFLOz6VvQM&tbnid=Wg0EoLPBXfGxnM:&ved=0CAUQjRw&url=http://creately.com/blog/diagrams/swot-analysis-vs-pest-analysis/&ei=oFCBUaaFDM3QrQe8-YHoBw&bvm=bv.45921128,d.bmk&psig=AFQjCNHoZGTDJEUvN643CZG_e64TkzWSQQ&ust=1367515655281721 -
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30/3/2014 105
http://www.google.com.my/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=1lwldFLOz6VvQM&tbnid=Wg0EoLPBXfGxnM:&ved=0CAUQjRw&url=http://creately.com/blog/diagrams/swot-analysis-vs-pest-analysis/&ei=oFCBUaaFDM3QrQe8-YHoBw&bvm=bv.45921128,d.bmk&psig=AFQjCNHoZGTDJEUvN643CZG_e64TkzWSQQ&ust=1367515655281721http://www.google.com.my/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=1lwldFLOz6VvQM&tbnid=Wg0EoLPBXfGxnM:&ved=0CAUQjRw&url=http://creately.com/blog/diagrams/swot-analysis-vs-pest-analysis/&ei=oFCBUaaFDM3QrQe8-YHoBw&bvm=bv.45921128,d.bmk&psig=AFQjCNHoZGTDJEUvN643CZG_e64TkzWSQQ&ust=1367515655281721 -
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LATIHAN
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LATIHAN
MENJADI
JURULATIH UTAMAPENDIDIKAN MORAL
BAHAGIAN /
DAERAH
THINKING TOOL
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THINKING TOOL
FISH BONE
http://www.google.com.my/imgres?q=images+on+fish+bone&start=135&hl=en&biw=819&bih=405&tbm=isch&tbnid=8Z9BSjI1noYdZM:&imgrefurl=http://mainttobe.wordpress.com/&docid=wC-5JiaULGVy-M&imgurl=http://mainttobe.files.wordpress.com/2011/06/fish_bone.jpg&w=1099&h=575&ei=XFcvUa_QEojwrQeOg4C4Dw&zoom=1&ved=1t:3588,r:35,s:100,i:109&iact=rc&dur=1296&sig=117436814927749439652&page=20&tbnh=154&tbnw=296&ndsp=9&tx=117&ty=95 -
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http://www.google.com.my/imgres?q=images+on+fish+bone&start=135&hl=en&biw=819&bih=405&tbm=isch&tbnid=8Z9BSjI1noYdZM:&imgrefurl=http://mainttobe.wordpress.com/&docid=wC-5JiaULGVy-M&imgurl=http://mainttobe.files.wordpress.com/2011/06/fish_bone.jpg&w=1099&h=575&ei=XFcvUa_QEojwrQeOg4C4Dw&zoom=1&ved=1t:3588,r:35,s:100,i:109&iact=rc&dur=1296&sig=117436814927749439652&page=20&tbnh=154&tbnw=296&ndsp=9&tx=117&ty=95 -
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http://www.google.com.my/url?sa=i&rct=j&q=images+on+fish+bone&source=images&cd=&cad=rja&docid=Y0jN1tCMiD_3LM&tbnid=cgLeMpHM4vveBM:&ved=0CAUQjRw&url=http://www.squawkpoint.com/2012/01/fish-bone-diagrams-helpful-or-not/&ei=PlgvUZeROZCwiQeeiYHIDg&psig=AFQjCNHr5LtVTI_oT7lm5zvsKFjGWFZoqA&ust=1362143392913390 -
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http://www.google.com.my/url?sa=i&rct=j&q=images+on+fish+bone&source=images&cd=&cad=rja&docid=Y0jN1tCMiD_3LM&tbnid=cgLeMpHM4vveBM:&ved=0CAUQjRw&url=http://www.squawkpoint.com/2012/01/fish-bone-diagrams-helpful-or-not/&ei=PlgvUZeROZCwiQeeiYHIDg&psig=AFQjCNHr5LtVTI_oT7lm5zvsKFjGWFZoqA&ust=1362143392913390 -
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30/3/2014 112
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30/3/2014 113
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Sekian
TERIMA KASIH
XIE XIENANDRI