MINIT CURAI

KURSUS JURULATIH KEBANGSAAN BAGI PELUASAN PROGRAM i-THINK KE 1000 BUAH

SEKOLAH RENDAH DAN MENENGAH PADA TAHUN 2013

Tarikh : 4 hingga 8 Jun 2012

Tempat : Merdeka Palace
Kehadiran : Puan Marzita Omar (Bahagian Pembangunan Kurikulum)
Cik Jocelyn Tan Kun Heong (Agensi Inovasi Malaysia)
Mr Larry Alper (Kestrel Education (UK))
31 orang Pegawai Meja Program i-THINK PPD (Sarawak)
36 orang JUK Tambahan

Taklimat Urus Setia :

1. Agensi Inovasi Malaysia (AIM) telah dipertanggungjawabkan memacu inovasi negara
yang dipengerusikan oleh YAB PM.
2. AIM bekerjasama dengan KPM dalam mempertingkatkan dan membudayakan
kemahiran berfikir dalam kalangan murid ke arah menghasilkan murid berinovatif
dengan memperkenalkan program i-THINK
3. Pihak AIM telah melantik perunding dari Kestrel Education (UK) untuk mengendalikan
kursus kemahiran berfikir
4. Program i-Think dirintis di 10 buah sekolah seluruh Malaysia (6 SR dan 4 SM).
5. Perbelanjaan rintis program i-Think dibiayai sepenuhnya oleh AIM.

Apakah Program i-THINK?

Program i-Think merupakan satu program yang bertujuan mempertingkatkan dan
membudayakan kemahiran berfikir dalam kalangan murid ke arah menghasilkan murid
berinovatif

Kenapa Program i-THINK ?

•Dapatan pentaksiran antarabangsa seperti TIMSS dan PISA menunjukkan murid Malaysia di
tahap yang rendah
i. TIMSS 2007 #26/56 (M) #28/56 (S)
ii. PISA 2009 #57/74 (M), #52/74 (S), # 55/74 (R)
•Murid berpengetahuan tetapi tidak dapat mengaplikasikan pengetahuan mereka
•Dapatan UNESCO (2011) menunjukkan guru mengajar untuk peperiksaan
•Dapatan kajian keperluan (2011) menunjukkan kemahiran berfikir aras tinggi (Higher Order
Thinking Skills) dalam kalangan guru dan murid di Malaysia amat rendah.

Bagaimana?
•Memperkenalkan alat berfikir kepada guru dan murid.
•Semua guru akan menggunakan alat berfikir mengikut kesesuaian tajuk semasa mengajar.
•Murid akan menggunakan dalam pembelajaran.
•Penggunaan alat berfikir dan kemahiran aras tinggi dalam pdp menjadi amalan.
•Mengadakan portal bahan interaktif p&p yang dapat merangsangkan kemahiran berfikir

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Apakah alat berfikir yang akan diperkenalkan ?
a. Circle Map (Peta Bulatan) - Thinking process : Defining in Context (Proses pemikiran :
Mendefinisikan mengikut konteks)
b. Bubble Map (Peta Buih) - Thinking process : Describing using adjectives (Proses
pemikiran : Menerangkan atau memperihalkan menggunakan adjektif)
c. Double Bubble Map (Peta buih berganda) - Thinking process : Compare and Contrast
(Proses pemikiran : Banding beza)
d. Tree Map (Peta pokok) - Thinking process : Classification (Proses Pemikiran : Membuat
pengelasan)
e. Brace Map (Peta Dakap) - Thinking process : Part-whole relationship (Proses Pemikiran :
Hubungan bahagian-seluruh)
f. Flow Map (Peta Alir) - Thinking process : Sequencing (Proses Pemikiran : Urutan)
g. Multi-flow Map (Peta Pelbagai Alir) - Thinking process : Cause and Effect (Proses
Pemikiran : Sebab dan akibat)
h. Bridge Map (Peta Titi) - Thinking process : Analogies (similar relationships, finding
relating factors (RF)) (Proses Pemikiran : Analogi, hubungan yang sama, mencari faktor
penghubungan)

Usaha sama
Agensi Inovasi Malaysia (AIM) dipengerusikan oleh YAB Perdana Menteri dipertanggungjawab
memacu inovasi negara dengan Kementerian Pelajaran Malaysia (KPM) untuk merealisasikan
impian tersebut

Apakah yang diharapkan dari Program i-Think?

• Dengan menggunakan Alat Berfikir (Thinking tools); murid lebih fokus, berkeyakinan dan aktif
di dalam kelas.
• Aktiviti banyak berpusatkan murid
• Prestasi murid meningkat
• Hubungan guru dengan murid lebih rapat kerana guru lebih banyak berperanan sebagai
fasilitator

Bagaimana dilaksanakan?
Rintis di 10 buah sekolah 4 SM dan 6 SR 2012 -- Diperluaskan ke 1,000 (2013) -- Semua sekolah
2014

Rujukan?
i. http://www.ithink.org.my
ii. http://www.moe.gov.my/bpk
iii. http://www.thinkingschool.co.uk/
iv. Sekolah Rintis
v. Pegawai Meja JPN
vi. Pegawai Meja PPD

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Hari Ke-1 : Growing Thinking Schools
Introductions - The 21st Century learner - The approach to thinking schools - Why Thinking
Schools? - A team approach for success

Taking responsible risks

Only those who will risk going too far can possibly find out how far one can go. (T.S. Elliot)
There are risks and costs to action. But they are far less than the long-range risks of comfortable
inaction. (John F Kennedy)

The ground rules for the week!

• Thinking out of the box
• Being prepared to accept new ideas
• Being prepared to take a few risks
• Being prepared to get some things wrong!
• Not allowing your thinking to be too constrained by your current experience and practice

Thinking schools….. Setting the context ......The 21st Century Learner - From the point of view of
a parent / the school / an employer / Malaysia, the country - What are the skills that are
needed?

Who does what?!

• Teachers?
• Headmistresses, Headmasters, Principals
• State and district officers?
• MOE?
• Teachers’ Training Institute?
• Higher Education - Universities?
• AIM?

Thinking schools ……….where to start ?

Stage 1: Getting Started
Why a Thinking School? - Visual Mapping & Collaborative Networking

What kind of learners do we want?

• Students who can…?
• Students who are…?
What difference do we want to make? For whom?

A transformative plan
Intent ---- Research ---- Share ---- Define ---- Plan ---- Sustain

Why we choose to create thinking schools?

The Rochester Grammar School Cardiff High school
• to promote resilience • Move beyond knowledge reproduction
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• to shift focus from teaching to learning
• to create positive habits and dispositions
• to promote independence
• to promote deeper understanding
• To promote life-long learning
• Facilitate deeper understanding
• Promote logical argument
• Encourage resilience
• Encourage imagination & creativity
• Improve problemsolving
• Improve independence

The brick Wall [barrier to change]

• We get results “ It is not broken why fix it”
• We have not got the skills to teach this
• Our students just need knowledge
• What will this cost ?
• We do not have enough time
• It will not work here
• Our parents will not want it
• We are already working very hard this is too
much

Hari Ke-2 : Thinking Maps

Revision ---- Frame of Reference ---- Applications
THE FRAME OF REFERENCE
•Can be used with ANY map.
•Gives students an opportunity to THINK ABOUT THEIR THINKING.
•Encourages greater REFLECTIVE THINKING.

3 guiding questions
• How do you know what you know?
• What is influencing the information on your Map?
• Why is this information important?

Hari Ke-3 :
• Schools – how is your plan for teaching the students the Thinking Maps you are going to use?!
• Which ones?
• How and when?
• Feedback on Friday

6 Starting Points
Reflective questioning --- Thinking skills --- Visual mapping --- Collaborative networking ---
Developing dispositions --- Structuring environment

What is the vision of Thinking Schools International?

For, Of and About Thinking

Teaching FOR Thinking

Creating school-wide and classroom conditions that support thinking development
Teaching OF Thinking
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Instructing students in the skills and strategies and/or implementing thinking programmes
Teaching ABOUT Thinking
Helping students become aware of their own and others’ thinking processes and use in real life
situations and problems

How are We Working Together? → ARCS – Communities for Learning

Alignment (To what extent have we developed a vision that is shared by everyone) –
representation (What is the Best combination of thinking and perspectives to push our thinking
and work?) – culture (What attitudes, behaviours and beliefs are most prevalent in the hum of
everyday activities? In times of crisis….? Celebration...?) – sustainability (Are we thinking about
how our current actions will affect tomorrow’s reality?)

What does a “Thinking Student” look like?

Traditional vs. Thinking

Thinking student, classroom and school – (1) What would a Thinking Student look like? (2) How
would it look if students were thinking together? (3) How would it feel for students to be
focused on thinking processes?
What does a Thinking Student look like?

Traditional Thinking
• Questions asked by teachers are factual and • Students independently asking a variety of
closed questions
• Teachers telling students about how well they • Students recording and Reflecting on their
are learning thinking processes
• Emphasis on student recall of prescribed • Students applying core thinking skills to
content information constructing knowledge
• Different ways of thinking remain personal and • Students actively discuss and share different
private ways of thinking
• Knowledge is expressed in linear speech and • Students use a range of learning modalities
writing such as visual mapping
• Focus on passing closed-ended exams for • Students learn how to become self-assessing
selection purposes and metacognitive
• A belief in a singular, static intelligence is • Students are aware of a range of forms of
Fostered and students are perceived multiple, dynamic intelligences that can be
improved

What does a “Thinking Student” look like?

Brain Matter
How does the Traditional Classroom structure shape your brain?
How does the Thinking Classroom structure shape your brain?

How does “change” happen?

Different Approaches to Growing a Thinking School
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Approach - sustainable – reflective

How does “change” happen?

Orders of Change
1st - reinforcing and improving
2nd - Consciously changing practices
3rd - engaging members in transforming

Pathways to thinking
Dimensions for developing thinking
Cognitive processes
Enquiry methods
Dispositions
Learning modalities
Creativity

Hari Ke-4 :
What are effective questions?
• Purposeful (asked to achieve a specific purpose)
• Phrased clearly (pupils understand what they mean)
• Brief (stated in as few words as possible)
• Thought provoking (they stimulate thought and response)
• Probing (involve follow-on or leading questions and ‘digging deeper’)
• Limited in scope (multiple part questions are confusing)
• Adapted to the level of the class (appropriate and differentiated)
• Planned
• Logical and sequential
• Addressed to the whole class/group
• Posed to allow pupils to have ‘Think time’
• Balanced between fact and thought
• Not repeated
• Asked in a conversational tone
• Designed to elicit sustained responses

What are powerful questions?

“If we expect pupils to engage in more creative and stimulating thought processes, we, as
teachers must encourage them by asking higher level questions.”
(Karron G Lewis ~ Centre for Teaching Effectiveness, University of Texas)

Research shows overwhelmingly that:

1. Teachers use memory questions in over 70% of their teaching time;
2. Teachers overemphasise fact questions in tests and exams;
3. Questions in textbooks are predominantly memory or fact questions.
(Karron G Lewis ~ Centre for Teaching Effectiveness, University of Texas)

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“Effective use of questioning is a critical asset in every good teacher’s toolbox. But just as a good
mechanic selects the right tool for the job and uses it correctly, a good teacher uses questions at
the right level and follows good questioning techniques.”
(William G Camp Virginia Polytechnic Institute and State University)

Developing pupil’s questioning skills

• Stop asking so many questions yourself!
• Expect pupils to pose more questions both spoken and written
• Encourage pupils to question other pupils during discussion
• Welcome questions when they come
• Give time to follow up pupils’ questions
• Collect, discuss, categorise and develop pupils’ questions

Aims of Questioning
• To assess prior knowledge
• To arouse interest
• To develop insights
• To develop ideals, attitudes and appreciation
• To strengthen learning
• To stimulate critical thinking
• To assess learning and pupil progress

Questions to clarify thinking

Can you explain that a bit more…?
What do you mean by …?
Can you give me an example of …?
Can you put it another way?
Can you show me …?

Questions to seek reasons or explanation

Why do you think that …?
How do we know that …?
What are your reasons …?
What evidence do we have for … ?
Why do you say that?

Questions that explore alternative views

Can you put it another way …?
Is there another point of view …?
What if someone were to suggest that …?
What would we need to know if …?

Questions that test implications and consequences

• What follows from what you say?
• Does it agree with what was said earlier?
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• What would be the consequences if …?
• Is there a general rule for …?
• How could you test to see if … was true?

Responding to pupil’s questions

Analyse the question ~ What do you mean by…?
Rephrase the question ~ Are you saying …?
Turn the question back to the pupil ~ What do you think?
Ask a supporting question ~ I wonder whether …?
Suggest a line of enquiry ~ Perhaps we could …

Fat Questions …are ‘open’ questions and have more than five words in the answer.
Skinny Questions …are ‘closed’ questions and have less than five words in the answer.

Wait time or thinking time

Once you have asked a pupil a question, give them some time to think about their answer.....
How long?
1. Wait time is essential to the development of higher order thought processes when pupils
are asked to answer a questions.
2. It is the amount of time that elapses between ateacher asking a question and asking
pupils to answer.
3. The average teacher’s wait time is 1 second!

Impacts of increasing ‘Wait Time’ for pupils Impacts of increasing ‘Wait Time’ for teachers

“A good question is never answered. It is not a bolt to be tightened into place but a seed to be
planted and to bear more seed toward the hope of greening the landscape of idea.”
John Anthony Ciardi (1916~1986)

Hari Ke-5 :
The new things I have learned this week
1. Taking responsible risks!
2. The global context – the 21st Century Learner
3. Thinking Maps – what are they?
4. Thinking Maps – how can they be applied?
5. Thinking Schools – what are they?
6. Higher order thinking – asking powerful questions
7. Critical thinking

Looking ahead to the pilot?

• In terms of your role during the pilot, what challenges are there?
1. Strategically?
2. Operationally?
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 3. In terms of sustainability?
4. Others?

PUNCA KUASA
1. Governance Council Meeting Agensi Inovasi
Malaysia (05 Julai 2010) yang dipengerusikan oleh YAB Perdana Menteri memutuskan AIM
berbincang dengan KPM mengenai pembangunan modal insan yang berinovatif di bawah
pembangunan FutureSkillsToday (sekarang dinamakan i-THINK).
2. Mesyuarat Ketua Pegawai Eksekutif AIM dengan Ketua Pengarah Kementerian Pelajaran
(27 Julai 2011) telah bersetuju melaksanakan i-THINK secara rintis di sekolah dan melantik
Bahagian Pembangunan Kurikulum (BPK) sebagai urus setia.
3. Governance Council Meeting AIM (04 Oktober 2011) memutuskan selepas pelaksanaan uji
rintis, program i-THINK diperluaskan ke semua sekolah di Malaysia.
4. Pelaksanaan rintis program i-THINK di 10 buah sekolah telah dibentangkan di Mesyuarat
Profesional KPM Bil. 26/2011 (01 Disember 2011).
5. Mesyuarat status pelaksanaan i-THINK (29 Disember 2011) KPM memutuskan pelaksanaan
peluasan program i-THINK selepas rintis dilaksanakan secara berfasa bermula dengan 1,000
buah sekolah dan di tiga (3) buah IPG (zon Utara, Selatan dan Sabah/Sarawak) pada tahun 2013.
6. Kertas Pelaksanaan Program i-THINK yang memohon peruntukan kewangan telah
dibentang pada Mesyuarat Profesional KPM Bil 8/2012. Kertas tersebut telah diterima dan
diluluskan untuk pembentangan Mesyuarat Pengurusan Tertinggi.
7. Ucapan YAB Perdana Menteri dalam Majlis Pelancaran Rintis Program i-THINK pada 13 Mac
2012 di Parlimen memaklumkan program ini akan diperluaskan ke 1000 buah sekolah pada
2013 dan seterusnya ke semua sekolah pada 2014.

Pelaksanaan Program i-THINK di 1,000 Buah Sekolah 2013

STRATEGI :
1. Melatih JUK tambahan bulan JUN 2012
2. Mesyuarat Penyelarasan Kursus Pasukan Pemandu peringkat JPN/PPD OGOS 2012
3. Kursus Pasukan Pemandu oleh JUK OKT 2012
4. Kursus Guru peringkat sekolah oleh Pasukan Pemandu NOV 2012
5. Perkenalkan Murid dengan Peta Pemikiran JAN/FEB 2013

PENDEKATAN
1. PASUKAN PEMANDU -
Pengetua @ Guru Besar --- Seorang Penyelaras Program --- Seorang Guru
2. SELURUH SEKOLAH -
Pengetua @ Guru Besar -- Pasukan Pemandu -- semua guru -- semu murid -- ibu bapa

PERANAN JUK
1. JPN :
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•Pegawai Meja Program i-THINK peringkat JPN
•Membantu BPK dan PPD
•Menyelaras Program
•Memantau pelaksanaan program
•Memberi kursus/ taklimat kepada semua pegawai JPN
•Membantu IAB semasa kursus pentadbir dalam Kursus Pasukan Pemandu
•Memberi kursus kepada pentadbir sekolah yang memberlukan kefahaman tambahan program
i-THINK

2. PPD :
•Pegawai Meja Program i-THINK peringkat PPD
•Membantu BPK , JPN & Sekolah
•Menyelaras Program
•Memantau pelaksanaan program
•Memberi kursus/ taklimat kepada semua pegawai PPD dan Kursus Pasukan Pemandu
•Memberi kursus kepada sekolah/guru yang memerlukan kefahaman tambahan mengenai
program i-THINK

3. Guru :
•Memberi kursus kepada guru di peringkat PPD
•Penyelaras program di sekolah
•Ahli pasukan pemandu
•Memastikan program i-THINK dilakasanakan dengan berkesan

IAB :
4.
•Memberi kursus/ taklimat kepada semua pegawai IAB di Zon masing-masing
•Memberi kursus Pentadbir dalam Kursus Pasukan Pemandu dan kursus di IAB

5. JNJK :
•Memantau pelaksanaan program i-THINK
•Memberi kursus/ taklimat kepada semua pegawai JNJK di negeri masing-masing

Jumlah
SR & SM (10 JUK Sedia
Bil. PPD Tambah JUK SR SM Sekolah
%) Ada
Peluasan
Sarawak 31/141 36/180 5/50 126/766 18/234 144/1000
Hal-hal lain
1. Pegawai Meja Program i-THINK mesti memberi taklimat kepada semua pegawai ikthisas
di PPD supaya semua pegawai di PPD maklum dan boleh membantu dalam urusan
pemantauan pelaksanaannya.
2. Kursus Pasukan Pemandu akan dikendalikan oleh IAB/JPN/PPD/JUK.
3. JUK Guru perlu memberi kursus kepada guru di sekolah masing-maisng dan juga di
peringkat PPD, menjadi Penyelaras program di sekolah dan ahli pasukan pemandu.
4. Pegawai Meja Program i-THINK PPD (Sarawak) memohon satu taklimat khas diadakan

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 semasa Persidangan Persatuan Pengetua Sekolah Menengah Sarawak (PPSMS) di Mukah
pada 24-27 Jun 2012. Sektor Pengurusan Akademik (u.p. : Pegawai Meja Program i-
THINK) telah dimaklumkan untuk menghubungi Setiausaha Kehormat PPSMS dan
Penyelaras Program i-THINK, Cik Kamalawati Binti Dolhan di IPGK Tun Abdul Razak,
Samarahan.
5. Satu childboard Program i-THINK dicadang diwujudkan dalam portal engkabang.net oleh
Pegawai Meja di JPN untuk membolehkan guru berkongsi dan mengongsikan tentang
pelaksanaan program ini.

Disediakan oleh,
Melek Bin Arbi,
Pegawai Meja Program i-THINK
PPD Mukah
8 Jun 2012

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