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Satu aktiviti penyiasatanmendalam

tentang suatu topik duniasebenar yang berfaedah kepada

pelajar

Project- Based Learning

(Sylvia Chard, Associate Professor of Education, University of Alberta, Alberta, Canada)

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Project Based Learning..

satu kaedah pengajaran sistematik yangmelibatkan pelajar dalam pembelajaranpengetahuan dan kemahiran melalui proses inkuiriyang kompleks bagi menyelasaikan persoalan duniasebenar yang akhirnya akan menghasilkan suatuoutput pembelajaran.

Buck Institute of Education (BIE)

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Project Based Learning..

PBL berdasarkan kepada kurikulum- Berdasarkan keperluan kurikulum

- Pembelajaran berdasarkan pendekatan inkuiri

- Proses inkuiri berdasarkan kepada satu persoalan

- Guru dan pelajar bekerjasama dalam prosesmenjawab persoalan penyiasatan

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Project Based Learning..

PBL mengemukakan persoalan yang akandijawab oleh pelajar

Guru atau pelajar mengemukakan satu tema persoalan yang akan memandu pelajar membuat projek secaraberkolaborasi. Projek ini mengintegrasikan pelbagaisubjek dalam kurikulum.

PBL memerlukan pelajar menjawab persoalandunia sebenar Pengetahuan secara holistik

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Project Based Learning..

PBL adalah satu kaedah yang memerlukanpelajar menghuraikan isu dan persoalan

yang rumit. Menggalakkan persefahaman students explore, make judgements, interpret and

synthesize information in meaningful ways

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Project Based Learning..

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Perbandingan PBL dengankaedah tradisional

Criteria TraditionalInstruction Project-Based Learning

Content Knowledge of facts Comprehension of concepts and principles

Scope andSequence

Follows fixedcurriculum Move from unit tounit Narrow, contentarea focus

Follows studentsinterest Large units composedof complex problems or issues Broad, interdisciplinaryfocus

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Criteria TraditionalInstruction

Project-BasedLearning

Teachers role Lecturer and director of instruction Expert

Resource provider Advisory/mentor/facilitator

Assessment Products Test scores Reproduction of

information

Process andproduct Tangibleaccomplishments Demonstration of understanding

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Criteria Traditional Instruction Project-BasedLearning

Classroommaterials

Texts, lectures andpresentations Teacher/book companydeveloped worksheetsand activities

Direct or originalsources, printedmaterials, interviewsand documents Data and materialsdeveloped bystudents

Use of technology

Ancillary, peripheral Administered by

teachers

Central, integral Directed bystudents

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Criteria Traditional Instruction Project-BasedLearning

Type of studentinvolvement

Students workingalone Students competingwith one another Students receivinginformation

Students working ingroups Studentscollaborating Studentsconstructing,contributing andsynthesizing

information

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Criteria TraditionalInstruction

Project-Based Learning

Studentrole

Carry outinstructions Memorize andrepeat facts Listen, behave,speak only whenspoken to

Carry out self directedexperiences Discover, integrate, andpresent ideas Communicate, showaffect, produce, takeresponsibility

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Perbandingan dengan ProjekPROJECTS PBL

Loose set of activityNo managementstructure

May be thematicBroad assessment

Uses driving questions to drivethe inquiry processIntegral part of the curriculum

Focused and inspiring Aligns specific outcome withassessmentUses project management toolsto structure learning

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PBL sebagai metodologi P&P

Satu proses P&P berpusatkan pelajar Proses Inkuiri & penemuan oleh pelajar

Pelajar terlibat secara aktif dalam pembelajaran

Guru sebagai pembimbing

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PBL sebagai satu proses

pembelajaranBagaimana?

Penyiasatan sistematik:

Pembinaan pengetahuan secara inkuiri. Perkongsian maklumat. Proses menjawab persoalan projek.

Proses pembelajaran sama penting dengan projek

pembelajaran. Memperoleh pengetahuan dan kemahiran baru dalam

proses.

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Teachers role Facilitator

Provide access to resource materials. Give studentsopportunity to make their own decision. Advisor

Help to solve problems and suggest options. Supporter

Gives support and encouragement, show interest anddiscuss students ideas. Manager

Check students accomplishment, provide feedback systematically and help students to plan their work.

Evaluator Evaluate and assess students products and show themhow they can be improved.

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Students role

Access information efficiently and effectively. Evaluate information critically and competently.

Contribute positively to the learning community. Participate effectively in groups to pursue and generate

information Synthesize information in many different manner.

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Langkah Kerja untuk membuat projek DESK ORGANISER VERTICAL

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Bhg bahan catatan A & B Kayu berlurah 50mm X 10mm X 150mm Bahagian atas boleh dibentuk ikut

kreativiti sendiri

C Kayu berketam 50mm X 10mm X 104mm

D Kayu berketam 76mmX 10mm X 102 mm Tidak perlu dipotong, hanya perlumenggunakan kikir shj.

E Kayu berketam 50mm X 10mm X 67mm

F Kayu berketam 50mm X 10mm X 70mm Buatkan lurah untuk melekatkan perspek

G Kayu berketam 20mm X 30mm X 70mm Gerudikan 2 lubang 10mmsedalam 15mm

H Kayu berketam & berkumai 76mm X 10mm X300mm

Tidak perlu dipotong, gunakan kikir untuk mendapat ukuran yang tepat

I Aluminium 70mm X 60mm Perlu direbet pada keluli lembut J Keluli lembut 12mm X 12mm X 70mm Perlu dibuat lubang untuk ribet danskru

K Perspek 38mm X 75 mm Gunakan glu untuk lekatkan padabahagian A

L Plastik 50mm X 113mm Boleh dibentuk ikut kreativiti sendiri M Printed Plywood 125mm X 190mm Panjang ikut kesesuaian

A

B

C

D E

F

G

H

I

J

K

L

M

BahanKayu berlurah 50mm X 10mm X 305mm = 1 unitKayu berketam 50mm X 10mm X 305mm = 1 unitKayu berketam 76mmX 10mm X 102 mm = 1 unit (pintu)Kayu berketam 20mm X 30mm X 70mm = 1 unit (tempat pen)Printed Plywood 125mm X 200mm = 1 unitKayu berketam & berkumai 76mm X 10mm X 300mm = 1 unit (tapak)Keluli lembut 12mm X 12mm X 75mm = 1 unit Aluminium 60mm X 75mm = 1 unitPerspek 38mm X 75 mm = 1 unitPlastik 55mm X 116mm = 1 unit (bahan tambahan)PVC 10mm X 50 mm = 1 unit Contoh-contoh rekabentuk lain yang boleh dibuat menggunakan bahanyang sama

Potong kayu/bahan seperti jadual di bawah