KAJIAN TINDAKAN

KONSEP ASAS KAJIAN TINDAKAN

1.0 DEFINISI

Mc. Niff (1988), “…. Pendekatan untuk membaiki atau meningkatkan kualiti pendidikan melalui perubahan yang menggalakkan guru-guru menjadi lebih sedar tentang amalan mereka sendiri, menjadi kritis terhadap amalan-amalan tersebut dan bersedia untuk mengubah amalan-amalan. Melibatkan guru melaksanakan inkuirinya sendiri serta melibatkan guru-guru lain secara kolaboratif sewaktu mengadakan kajian.”

Elliott & Adelman (1976) yang mempelopori kajian tindakan bilik darjah di United Kingdom, menegaskan bahawa kajian tindakan adalah suatu pendekatan yang berusaha mempertingkatkan mutu professional guru. Ia merupakan penyelidikan terhadap situasi sosial di sekolah yang bertujuan memperbaiki kualiti amalan guru.

2.0 KEPENTINGAN KAJIAN TINDAKAN

¨ Suatu pendekatan untuk memperbaiki mutu amalan perkhidmatan bimbingan dan kaunseling melalui perubahan guru.

¨ Melibatkan proses perkembangan amalan guru yang sistematik melalui refleksi yang membina dan analisis yang kritikal.

¨ Melibatkan pembinaan teori daripada amalan sebenar. Penekanannya kepada praktik.

¨ Membudayakan penyelidikan.

¨ Kolaboratif dengan guru-guru lain.

3.0 CIRI-CIRI UTAMA KAJIAN TINDAKAN

GURU DAPAT:

¨ Memperbaiki kualiti melalui perubahan pelaksanaan perkhidmatan bimbingan dan kaunseling.

¨ Melibatkan proses perkembangan amalan bimbingan dan kaunseling yang sistematik melalui refleksi yang membina.

¨ Merancang strategi tindakan melalui proses analitikal kritikal.

¨ Membina teori serta amalan sebenar dan penekanan kepada praktik.

¨ Keutamaan dalam memahami dan memperbaiki amalan guru.

4.0 ETIKA DALAM KAJIAN TINDAKAN

¨ Bukti atau data yang diperolehi tidak boleh melibatkan pengenalan identiti kecuali dengan kebenaran.

¨ Hak-hak kerahsiaan terpelihara.

¨ Penerbitan laporan hendaklah mendapatkan kebenaran daripada ahli jawatankuasa kajian.

Activity Sheet : Lesson 2

Name:
Year:
Date:

Choose True or False for the statements below.

1. Many animals live in groups. Examples are zebras and ants.

True False

2. All animals live in groups.

True False

3. Animals live in groups for safety and food.

True False

4. Examples of animals that live in groups are sheep, goats, buffaloes and

elephants.

True False

5. Some animals live in small family groups, for example wolf and lion.

True False

6. Animals that live together help each other to hunt for food.

True False

7. Bees are an example of animals that live in small family groups.

True False

8. Some animals such as ants live in solitary.

True False

Lesson 2: Animals That Live In Group

Learning Objective

Understanding that some animals live in groups and others live in solitary

Syllabus Correlations

· Theme: Investigating Living Things

· Learning Area: Interaction Among the Animals

· Learning Objective: Understanding that some animals live in groups and others live in solitary

Learning Outcomes:

By the end of the lesson, pupils should be able to:

· state that some animals live in groups;

· give examples of animals that live in groups;

· explain why animals live in groups.

Concept(s) Introduced:

· Some animals live in groups;

· Animals that live in groups have some reasons.

Skills Covered:

· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.

Vocabulary/ New Words:

· Safety, defending, territory, cooperate.

Value(s) Incorporated:

· Having an interest in and curiosity about the environment.

· Being diligent and persevering.

· Realising that science is a means to understand nature.

· Thinking rationally

Materials Needed:

-

Point(s) to Note:

Teacher show a video concerning reasons why animals live in groups. Teacher explains the four reasons: safety, food, caring for their young and defending their territory which causes animals live in groups to pupils. After the video shown, teacher uses a picture of animals and prompt pupils to answer why these animals live in group based on the four reasons. Ask pupils to give specific reasons on how these animals live in group help them to survive.

Component : Content 3

Teaching Strategies

Set Induction

Play the introduction component. Guide pupils to give examples of animals that live in jungle. Some of these animals live in solitary; some of them live in groups. Explain live in solitary means live alone. Prompt pupils to give reasons why some animals prefer live in group but others live in solitary. Accept all the answers. Component: Introduction

Step 1

Play the Content component. Guide pupils to understand types of animals that live in groups. These animals live together in their habitat. Prompt the pupils to name other animals that live in groups. Component : Content 1 Teacher show a video concerning animals live in small family groups. Examples of lions that consists of few members. But other animals such as bees, ants and termites have thousands to millions of members. Guide pupils to give other similar examples of animals that live in small family groups. Encourage pupils to name other animals that live in big family groups. Component: Content 2

Step 2

Step 3

In this activity, there are 8 questions to answer by the pupils. Pupils need to spin the wheel to get a question. Pupils have to choose true or false for the questions display. If pupils get the answer correctly, he will be awarded 10 points. Pupils are given 15 seconds to answer each question. This activity is game based. It covers all learning outcomes. Component: Activity

Step 4

There are five questions in this component covering the learning outcomes. For Questions 1 to 3 are objective questions. Q4 is identifying the animas that live in groups. Pupils choose the correct answer by clicking the correct circle. Q5 is a drag and drop activity. Pupils drag and drop the correct answers for the questions. Teacher can use evaluation sheet to assess the pupils’ understanding on this lesson. Component: Evaluation

Step 5

Play a video about group behaviours of animals. When a bird sees one of its own groups, it will get near that bird. But if bird gets close to a different type of bird, it will attack it. Teacher explains to pupils same species live together, but difference species cannot live together. Component: Extension

Conclusion

Conclude the lesson by playing this component to further reinforce understanding of the lesson. Prompt pupils to state the animals live in groups; give examples of animals that live in groups and explain why animals live in groups. Component : Summary

BENGKEL BLOG GPM

VIDEO LESSON 1.1 : INTERACTION AMONG LIVING THING ( YEAR 6 )

Lesson 1: Interaction Among Living Things ( YEAR 6 )

Lesson 1: Interaction Among Living Things

Learning Objective

Understanding that some animals live in groups and others live in solitary

Syllabus Correlations

· Theme: Investigating Living Things

· Learning Area: Interaction Among the Animals

· Learning Objective: Understanding that some animals live in groups and others live in solitary

Learning Outcome:

Pupils will go through an overview of how animals live and plants grow in different habitats and their interaction.

Concept(s) Introduced:

· Plants and animals interact with one another;

· Plants and animals interact with the environment.

Skills Covered:

· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.

Vocabulary/ New Words:

· Temperature, amount, food, air, water, solitary, groups, predators, prey.

Value(s) Incorporated:

· Having an interest in and curiosity about the environment.

· Being diligent and persevering.

· Realising that science is a means to understand nature.

· Thinking rationally

Materials Needed:

-

Point(s) to Note:

Teaching Strategies
Set Induction	Play a video related to habitats. Pause the video for a while. Encourage pupils to give other examples of habitats. Teacher shows some pictures of habitats, Ask pupils to give examples of animals living in these habitats. Ask pupils why animals live in these habitats. Teacher relates difference animals live in difference habitats.
Step 1	Teacher guides pupils to give examples of basic needs of animals. Give some examples of animals such as lion, squirrel and frog; ask pupils the needs of these examples and relate the basic needs of animals can be fulfil by the habitats they live. Divide the pupils into two groups and gather information on the habitats they live and basic needs of these animals. Encourage pupils to list some examples that related to habitat and animals live in these particular habitats. State reasons why habitat that is suitable for one animal may no t be suitable for another. Teacher gives some factors that affect the survival of the animals living in this habitat. Prompt pupils to give examples of animals that require some particular of living condition such as temperature, amount of food, air and water. Component: Content
Step 2	Teacher plays a video relate to animals in solitary and groups. Ask pupils why some animals live in solitary and some live in groups. Guide pupils to have some idea on what animals do in their habitat. Component: Content
Step 3	Pupils watch a video how lion catch zebra and eaten the zebra. Based on video, guide the pupils to understand predators and preys. Encourage pupils to give other examples of predators and preys. Component: Content
Step 4	Pupils watch a video on the interaction among plants. Based on the video, teacher shows some plants taller than other plants, some plants grow on the ground. Teacher pause video for a while and ask pupils to give reasons why do trees have different heights. Teacher shows picture of staghorn fern and langsuyar plant. Tell pupils both plants grow on the branch of a big tree. Ask pupils why these plants live on the branch of the big trees. Encourage pupils to give some other examples of plants that live on the branch of the big trees. Teacher concludes that in the following lessons, class will learn more about interaction among animals and plants. Component: Content
Conclusion	Pupils watch a video on the interaction among plants. Guide the pupils to answer the questions given on the video. Component : Content