1. Perjalanan Kita Bersama
Bermula drp Lesson Study bertuju kpd Kajian Tindakan
Fasa Pelaksanaan Lesson Study
(Jun-Okt 2015)
Penulisan Kajian Tindakan Fasa 1
(9-10 Okt 2015)
Penulisan Kajian Tindakan Fasa 2
(27-28 Nov 2015)
Pembentangan Lesson Study Unit Matematik_ 1 & 15 Okt 2015

2. Planning together, learning together

3. LESSON STUDY CYCLE Decide goals for lesson Revise lesson plan
(4) Evaluate / Reflect lesson
(3) Teach / Observe lesson
(2) Plan lesson plan
( optional )
Note: Knowledgeable others is involved in Step 3 & 4

4. What is Tight, and Loose, in a PLC?
3 Big Ideas
4 Critical Questions
Loose
Content of Learning Teams
Collaborative Tools
PLC operates on a Tight-Loose Structure.
Schools are advised on key concepts such as the 3 Big Ideas and 4 Critical Questions that they are to adhere to, whilst allowing autonomy as to how these concepts may be achieved.
Tight – The 3 Big Ideas and 4 Critical Questions are key to the PLC concept.
Loose
– Learning Teams are free to choose their topics under certain guidelines. Alignment to National Learning Areas & School Goals.
– Learning Teams are free to choose an Inquiry Tool best suited for their purpose. By deprivatising practice in the classroom, teachers collectively engage in an ongoing cycle of reflection that promotes deep team learning through shared experience. 4

5. THREE BIG IDEAS BIG IDEA # 1 BIG IDEA # 2 BIG IDEA # 3
ENSURING THAT STUDENTS LEARN
(MEMASTIKAN PEMBELAJARAN PELAJAR)
A CULTURE OF COLLABORATION
(BUDAYA KOLABORASI)
A FOCUS ON RESULTS
( FOKUS KEPADA PENCAPAIAN)
BIG IDEA # 1
BIG
IDEA
# 2
BIG
IDEA
# 3

6. 4 CRITICAL QUESTIONS What do we want our students to learn? (Focus)
How will we know they are learning? (Inquiry)
How will we respond when they don’t learn? (Innovation)
How will we respond when they do learn? (Impact) 6

7. Lesson Plan Session: _____ Subject: _____________
Tut. Group (Enrolment) : ________
Date (Time): _________
Place: _______
Previous Knowledge: __________________________________
Teaching Materials: ____________________________________

8. Lesson Plan Topic (Subtopic) Content: Lesson Stages: Set Induction
Teacher’s Activities:
Reflection
*Self Reflection:
**Team members’ reflection:
**Knowledgeable others’ reflection:
Learning Outcomes:
Development
Students’ Activities:
Learning Objectives
Closure
* The strengths of my lesson, aspects that that can be improved & something new that I tried out in my lesson
**Reflection: Things that went well, things that can be improved & interesting aspects of the lesson

9. How to turn Lesson Study into
Action Research?

11. When is Action Research done?
To solve an educational problem
To help educators reflect on their own practices
To address school-wide problems
When teachers want to improve their practices

12. Action Research is NOT Writing a Research Paper
ACTION RESEARCH HAS THE POTENTIAL
TO GENERATE
GENUINE AND SUSTAINED IMPROVEMENTS IN SCHOOLS AND PUBLIC SERVICES.

13. Action Research WILL NOT land you in this Condition

14. How Action Research is Done?
Using a Cyclic or Spiral process which alternates between Action and critical Reflection, and
Continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles.

15. The ‘Action Research Spiral’
Plan
Act
Observe
Reflect
REVISED
Figure 4.1 The ‘action research spiral’ (based on Kemmis and McTaggart 1988:14).
Kemmis and McTaggart, 1988

16. PROSES PENYELIDIKAN TINDAKAN
MEREFLEK
GELUNG 3
MEREFLEK
MERANCANG
MEMERHATI
MEMERHATI
MERANCANG
Ucapan salam kepada peserta kursus.
Perkenalkan tajuk refleksi/renungan yang serius:
Bukan merupakan sesuatu yang baru/asing bagi kita, cuma, sejauhmana telah kita gunakan refleksi dalam kehidupan kita/tugas kita.
Mengapa pentingnya refleksi dalam KT?
Memberi ruang kepada seseorang untuk mengadakan ruang-lingkup ke atas kepercayaan beliau terhadap sesuatu perkara daripada dibina secara konstruk (self-control and command over her own thinking and beliefs instead of being socially constructed. Tujuan adalah untuk penambahbaikan.
GELUNG 2
GELUNG 1
BERTINDAK
BERTINDAK

17. PROSES KAJIAN TINDAKAN
MEREFLEK
Muhassabah/Mereflek bagi melihat kekuatan & amalan sendiri/ proses
TINJAUAN AWAL
Pengumpulan data awal bagi mengesahkan & mengenalpasti isu sebenar
Mengenalpasti fokus isu yang menjadi keprihatinan
MEMERHATI
Mengumpul dan menganalisis data bagi menilai keberkesanan tindakan
MERANCANG
Merancang tindakan/ intervensi bagi mengatasi masalah yang dihadapi/difokus
GELUNG 1
BERTINDAK
Melaksana tindakan bagi mengatasi masalah yang menjadi fokus
Ucapan salam kepada peserta kursus.
Perkenalkan tajuk refleksi/renungan yang serius:
Bukan merupakan sesuatu yang baru/asing bagi kita, cuma, sejauhmana telah kita gunakan refleksi dalam kehidupan kita/tugas kita.
Mengapa pentingnya refleksi dalam KT?
Memberi ruang kepada seseorang untuk mengadakan ruang-lingkup ke atas kepercayaan beliau terhadap sesuatu perkara daripada dibina secara konstruk (self-control and command over her own thinking and beliefs instead of being socially constructed. Tujuan adalah untuk penambahbaikan.
MEREFLEK
KE GELUNG SETERUSNYA
GELUNG 2
MEMERHATI
MERANCANG
PROSES KAJIAN TINDAKAN
BERTINDAK

18. The ‘Action Research spiral’
My students think that science means recalling facts rather than a process of enquiry. How can I stimulate enquiry in my students? Change my questioning? Settle on questioning strategies.
Plan
Reflect
Act
Observe
Revise Plan
Plan
My enquiry questioning is disrupted by my need to keep control in ways the class expects.
Shift questioning strategy to encourage students to explore answers to their own questioning.
Act
Observe
Record questions and responses on tap for a couple of lessons to see what is happening. Keep notes of my impressions in a diary.
Try questions which let students say what they mean, what interests them.
Figure 4.1 The ‘action research spiral’ (based on Kemmis and McTaggart 1988:14).
Enquiry developing but students are more unruly. How can I keep them on track? By listening to each other, probing their questions? What lessons help?
Continue general aim but reduce number of control statements.
Record on tape questioning and control statements. Note in diary effects on student behaviour
Use less control statements for a couple of lessons.
Based on Kemmis and McTaggart, 1988

19. Five Phases of Action Research
Phase I - Problem Identification:
Why do you want to do it? Is it an important and practical problem, something worth your time and effort, something that could be beneficial to you, your students and others?
Is the problem stated clearly and in the form of a question? Is it broad enough to allow for a range of insights and findings? Is it narrow enough to be manageable within your timeframe and your daily work?
Phase II - Plan of Action
Will you develop and implement a new strategy or approach to address your question? If so, what will it be?
Will you focus your study on existing practices? If so, which particular ones?
What is an appropriate timeline for what you are trying to accomplish?
Phase III - Data Collection
What types of data should you try to collect in order to answer your question?
How will you ensure that you have multiple perspectives?
What resources exist and what information from others might be useful in helping you to frame your question, decide on types of data to collect, or to help you in interpreting your findings?
Phase IV - Analysis of Data
What can you learn from the data? What patterns, insights, and new understandings can you find?
What meaning do these patterns, insights, and new understandings have for your practice? for your students?
Phase V - Plan for Future Action
What will you do differently in your classroom as a result of this study?
What might you recommend to others?
How will you write about what you have learned so that the findings will be useful to you and to others?

20. Sekian Terima Kasih
Ada Pertanyaan?