POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER SEPTEMBER 2020

HPGD 1203

THEORIES AND PRACTICES OF TEACHING AND LEARNING

NAME : MUHAMMAD FAKHRUL NAJMI

BIN JAAFAR
MATRICULATION NO. :
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 CONTENTS PAGES
1.0 INTRODUCTION 1
2.0 ICT (INFORMATION COMMUNICATIONS TECHNOLOGY 2
2.1 BENEFITS OF ICT IN CLASSROOM AND SCHOOLS 3
2.2 ICT TOOLS OR ROLES IN TEACHING AND LEARNING 5
3.0 STUDENT-CENTERED TEACHING STRATEGIES
3.1 PROBLEM-BASED LEARNING 10
3.2 PROBLEM-BASED TEACHING OBJECTIVES 11
3.3 PROBLEM SOLVING PROCESS 12
3.4 21ST CENTURY EDUCATION 15
3.5 21ST-CENTURY SKILLS 15
3.6 KNOWLEDGE DEVELOPMENT AND ACQUISITION 17
3.7 STUDENT LEARNING 17
3.8 A MORE ACTIVE ROLE IN SELF-LEARNING 18
3.9 TEACHER AS A FACILITATOR 20
3.10 THE ADVANTAGES OF PROBLEM-BASED 20
LEARNING (PBL)
4.0 CONCLUSION 21
5.0 LESSON PLAN 22
6.0 REFERENCES 24
1.0 INTRODUCTION

There is a very significant change in the world of teaching and learning in the
21st Century today. In line with the paradigm shift known as 'knowledge age' or k-
economy, the advancement of education in this decade has different characteristics than
the education of the past. The main focus of 21st Century learning is to produce an
educated generation in terms of high productivity, have high-level thinking skills, skilled
in communication and skilled in the use of information and communication technology
(ICT).

An online messenger excerpt entitled Abaran article, educational policy written

by Alimuddin Mohd Dom (2011), Alvin Toffler a famous writer once stated that 'the
illiterate of the 21st century are not those who can not read or write, but those who can
not learn, unlearn and relearn.' According to him, education in this century is more
challenging and must be able to produce students who are creative and innovative, able
to solve problems and think critically.

According to Noriati, Boon & Sharifah (2012), teaching and learning is a process
that provides opportunities for students to produce a relatively permanent change
through involvement in the experience provided by educators. In other words, teaching
describes as a way to provide students with the knowledge and skills needed to function
correctly. In practice, teaching is diagnostic and prescriptive. Educators assess specific
learning needs and apply strategies as well as the needs of all activities appropriate for
students.

In the education field, the concept of strategy refers to the wisdom of choosing
approach as well as the efficiency of planning methods in a single teaching objective of
the lesson that has been determined. According to Mok Soon Sang (2006), teaching and
learning strategies refer to the determination and planning of teaching methods and
techniques to achieve long-term objectives in an approach effectively. There are several
strategies in the teaching and learning process, among them are teacher-centred

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strategies, student-centred strategies, material-centred strategies and task-based
strategies.

The main focus of strategies in the teaching and learning process is related to
student-centred teaching strategies. This strategy involves students actively in an activity
carried out, as stated by (Orlich et al., 2007) in Noriati (2012). There are certain features
in student-centred teaching strategies, among which students are more interested in
lessons involving two-way communication, democratic leadership, building student
creativity and self-directed learning.

Other than that, nowadays, the role of Information and Communication

Technology (ICT), in the education sector plays an important role, especially in the
process of empowering the technology into the educational activities. Education sector
can be the most effective sector to anticipate and eliminate the negative impact of ICT.
Technology on another side can be the most effective way to increase the student’s
knowledge.

The use of ICT in education adds value to teaching and learning by enhancing
the effectiveness of learning. It added a dimension to learning that was not previously
available. After the inception of ICT in schools, students found learning in a technology-
enhanced environment more stimulating and engaging than in a traditional classroom
environment. Various ICT tools can add value to teaching and learning in schools.

2.0 INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)

ICT or Information and Communications Technology refers to technologies that

provide access to information through telecommunication. It focuses primarily on
communication technologies which include the internet, wireless networks, smartphones
and other communication mediums. It means we have more opportunities to use ICT in
teacher training programmes nowadays and improve the quality of the teacher to teach
effectively. According to UNESCO, “ICT is a scientific, technological and engineering
discipline and management technique used in handling information, its application and

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association with social, economic and cultural matters”. A teacher is the central part of
the educational field to society and works for the improvement level of our society in
every field. Skilled teachers can make the creative students in the form of the social
worker, politician, poet, philosopher and others, for the society. Teachers can play a
social role with the learner.

The rapid development in technology has made creatively changes in the way we
live, as well as the demands of society. Recognizing the impact of new technologies on
the workplace and everyday life, today’s teacher education institutions try to restructure
their education programs and classroom facilities, in order to minimize the teaching and
learning technology gap between today and the future. ICTs are particularly useful when
they help teachers build tools inside themselves, rather than function as killer apps and
magic bullets designed to replace or avoid them. The most vital teachers know when to
use the right tool for the job. The ICTs use in the classroom changes the locus of control
from the teacher as the sole source of knowledge to the teacher as a knowledge expert in
student learning. The most effective use of ICTs in education cannot replace a teacher;
instead, they help make good teachers better.

In order to encourage the use of ICT as tools for teaching to support learning,
teachers or schools must have an ICT tool that can help make teaching and learning
happen such as a computer. Nowadays, more ICT tools can use for teaching and learning
in school. For example:-

a) Interactive whiteboards;
b) Drawing tablets (or smart tablets);
c) Web cameras;
d) Digital cameras;
e) Video cameras;
f) LCD projectors;
g) iPads; and
h) iPods.

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 Smart Tablets Interactive Whiteboard

Figure 1: Examples of ICT tools

2.1 BENEFITS OF ICT TOOLS IN CLASSROOMS AND SCHOOLS

The usage of ICT tools in classrooms honestly give significance in teaching and
learning and give benefits to teachers and students. There are reasons why ICT tools are
beneficial to student learning.

First and foremost, ICT can contribute to the ways of knowledge, skills and
attitudes. According to Adonis (2006), the effective use of ICT can upgrade the
students’ literacy and numeracy. Microsoft word, for instance, can motivate the children
to learn writing skill. They can enjoy and be excited typing many new words using the
computer. It can also improve children’s speaking and listening skills. It is because they
may work collaboratively with their peers, teachers, and parents/adults. Those children
need to hear what others say to them and tell them what they want to know. The children
also can develop their reading skills by reading stories accessed through the internet.
Thus, ICT plays a vital role in the scaffolding process to improve children’s literacy.

Other than that, ICT can encourage interest more than traditional approaches.
ICT can lead us to meta-cognitive learning. As noted by Monteith (2002) by using ICT
in our learning, we can learn how to learn rather than learn a particular skill. By this, we
can realize that learning new technology and new knowledge is not more difficult than
learning old knowledge/skills. This understanding is very vital since many people are
afraid of learning new technology since they regard that learning something new (new

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technology) is more complex and challenging than the old ones. Frequently, in reality,
we can find that many new technologies are more comfortable to learn and to operate
than the old ones. The old wrong conception can change by implementing ICT in our
learning.

Paris and Winograd (cited in Phelps, Graham, and Kerr, 2004, p. 50) note that
there are two crucial elements within meta-cognitive learning. Those are self-appraisal
and self-management. Having self-appraisal, the learners can reflect and evaluate their
knowledge of competency and development. Having self-management, the learners can
plan, select, and use learning strategies which they prefer to gain knowledge. Besides,
ICT also assists students in accessing digital information efficiently and effectively. As
Brush, Glazewski and Hew (2008) have stated, ICT used as a tool for students to
discover learning topics, solve problems, and provide solutions to the problems in the
learning process. ICT makes knowledge acquisition more accessible, and concepts in
learning areas are understood while engaging students in the application of ICT.

Furthermore, ICT can also stimulate the development of intellectual skills. The
use of ICT not only can support the cognitive development of the students but also
increase their motivation to learn and their interaction in learning. As noted by Davies
and Birmingham (2002) identify three benefits of using storyboard program software to
support the students’ learning on Macbeth character. Those three kinds of benefits are
cognitive, motivational, and interactional advantage. Cognitively, the students can retell
what happened in the story without being told by the teachers. Motivationally, they
enjoy and have fun with their learning process, so that learning is not painful and
exhausting. Interactionally, they can work collaboratively with their teachers and peers.

Next, ICT also give benefit towards students and teachers by promoting
collaborative learning in a distance-learning environment. Koc (2005) mentioned that
using ICT enables students to communicate, share, and work collaboratively anywhere,
any time. For instance, a teleconferencing classroom could invite students around the
world to gather together simultaneously for a topic discussion. They may have the
opportunity to analyze problems and explore ideas as well as to develop concepts. They

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may further evaluate ICT learning solutions. Students not only acquire knowledge
together but also share diverse learning experiences from one another in order to express
themselves and reflect on their learning.

Lastly, ICT also supports student-centred and self-directing learning. Students are
now more frequently engaged in the meaningful use of computers (Castro Sánchez and
Alemán 2011). They build new knowledge through accessing, selecting, organizing, and
interpreting information and data. Based on learning through ICT, students are more
capable of using information and data from various sources and critically assessing the
quality of the learning materials.

So, for this assignment I choose computer for students to access the internet such
as searching the information via search engine. For instance, Google or Bing to find
salient information for the upcoming lesson by me.

2.2 ICT TOOLS OR ROLES IN TEACHING AND LEARNING

2.2.1 PLANNING TOOL

You can use ICT as a planning tool for teaching and learning. Planning
tools would help you to do the following:

a) Using Microsoft Word for teachers plan preparations, and can make adjustment;
b) Prepare handouts for the classroom. Many software applications allow you to
produce and design handouts and reproduce them when needed;
c) Store and label or sort information and resources for future use. All resources can
be saved in a hard-disc or USB memory stick. This can reduce storage space, and
you can retrieve your resources quickly; and
d) Share your lesson plans with other teachers, by sending it via email.

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 2.2.2 INSTRUCTIONAL TOOL

Using ICT as a tool may create fun and passion in your students. Students may
find that learning is not boring or frustrating. Using ICT in instruction can be:

a) Naturally linked to other areas of learning such as writing, language and reading;
b) Both an individual and a shared experience;
c) An interactive experience; and
d) Challenging and fun.

What you need to do when using ICT in your teaching and learning are as follows:

(a) Decide areas of the subject where ICT is relevant.

Find software, websites and other ICT tools. You have to choose the usability of the ICT
method and do some research about it.

(b) Identify the computer software and any support materials that will match your
students’ needs and the curriculum you have chosen.

Select CDs with interactive lessons and projects for students to solve problems.
Find out if the ICT tool that you have selected has an added benefit such as websites
offering online lessons that your students can use during their free time.

(c) Install the relevant software and programs on your students’ computers. Help
your students get used to the software or program installed. Ensure that the software is
matched to a specific role or task that your students will need to do.

(d) Choose a specific skill that you would like your students to do. Match the skill
with the software, and design a set of activities.

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(e) Use online games (if available) to expose your students to a wide series of topics.
Display the online games on an interactive whiteboard and save website links to
students’ computers.

2.2.3 SOCIAL MEDIA TOOL

Social media is an important ICT technology for communication, especially to

students. It has the ability to attract students, encourage interaction and promote
creativity.

(a) Facebook
The social networking site that began in 2004 has now become a familiar
website and is famous all over the world (see Figure 1).

Figure 1: Facebook

With Facebook, you can connect into a community to interact with others.
Although one of the uses of Facebook is to connect with friends and send messages, it
can also provide an attractive platform for teaching and learning as it has many
interesting applications.
(b) Blog 8
 The blog can be an interesting teaching technique in which students can write
their learning activities and produce their work in journals. The following are some of
the benefits of using blogs in teaching and learning (Wagner, 2003):

(i) Blogs contribute to improvements in learning;

(ii) Students can share their results with others;
(iii) Students can focus on content;
(iv) Students can learn about creatively creating web pages;
(v) Blogs encourage critical thinking;
(vi) Students write a blog and it encourages group work; and
(vii) Teachers can monitor the discussions in the blogs.

(c) E-forum

E-forum involves an online dialogue between you and your students through the
Internet. You will post some questions in the e-forum and your students will respond to
the questions on the Internet.

The following are some of the benefits of using e-forums in teaching and learning
(Marra, Moore & Thlimczak, 2004):
(i) Encourages students to think; and
(ii) Increases the level of social relationships between students.

Several important objectives to consider when integrating social media (Facebook, blog
and e-forum) in your teaching and learning are to:
(i) Improve communication skills among students;
(ii) Facilitate cooperative and collaborative learning among students;
(iii) Use new media technology that goes beyond their social functions.

2.2.4 ASSESSMENT TOOL

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 The use of ICT increases the efficiency with which data can be processed. An
important use of ICT is for assessment purposes.

E-portfolio is a collection of a student’s work stored electronically and managed

by him/her. Teachers or students can install e-files, images, e-assignments for current or
future use. Through the SchoolNet, information saved in the e-portfolio can be accessed
anytime. As a teacher, you can limit degrees of access by having personal passwords and
usernames. You can upload your assignment onto the students’ e-portfolio and conduct
the assessment anywhere you like. You avoid carrying student’s homework in the form
of bulky books.

By introducing the e-portfolio, students can also continually update and reflect
on what they have done. Through the digital portfolio, you can see your students’
growth over time and also monitor their ability to evaluate their own learning.

Another use of ICT for assessment purpose is to keep and track students’ records
and performances. You can use ICT to record and track students’ progress, use it for
online assessment, or have websites to assess students’ performances. Besides that, you
can store the information in handy devices such as a pen drive which can be carried
easily.

3.0 STUDENT-CENTERED TEACHING STRATEGIES

3.1 PROBLEM-BASED LEARNING

Problem-Based Learning (PBL) is a learning method that uses real problems

relevant and meaningful as a focus in the learning process (Universiti Teknologi
Malaysia, 2005). According to Graaff and Kolmos (2003), the concept of PBL is based
on various theories such as Kolb Theory, which introduces experience-based learning
theory while Schon introduces the learning theory based on reflection and Piaget,
Vygotsky, Lave, and Wenger introduce constructivism theory. Starting from these

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theories, then the concept of PBL formed. In PBL, students are given a problem or
situation and are required to solve it by looking for inputs from books, journals,
newspapers, pamphlets, the internet, and the organizations involved. Here, the teacher
acts as a mentor or facilitator to the students.

According to Boud and Felitti (Ousey, 2003), PBL is a new philosophy in

teaching and learning, which means that teachers are not the only source of knowledge
or reference by students. Thus, students can get knowledge and information from other
sources. According to him, PBL helps students achieve a specific learning level to make
them capable and capable. For example, students can adapt to change, can solve
problems with critical and creative thinking, and find cause and effect about a
phenomenon. Besides, students can also identify their strengths and weaknesses and be
able to work effectively in groups. As a result, PBL is more on help improve their
learning more effectively.

In other words, the teacher is only a facilitator or mentor. Here, students realize
that in PBL, they need to be active in figuring out how to solve problems and not relying
on teachers to provide answers (Barrows, 1999). Graaff and Kolmos (2003) state that
PBL is a teaching and learning approach where problems are the starting point of the
learning process. Often, the issues selected must be based on the actual issues
encountered and adapted to teacher learning criteria and objectives.

3.2 PROBLEM-BASED TEACHING OBJECTIVES.

According to Suhaimi Mukmin (2005) in Barrow & Tamblyn (1980), among the
educational objectives of this method are introduced are:

a) Strengthen students' skills to learn specific principles, concepts, and learn to use
information in various situations.
b) Develop students' skills in giving arguments and opinions, critical thinking, and
decision-making skills.
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 c) Develop students' skills to integrate knowledge in various disciplines and a good
understanding of humanity's role in advancing professionalism.
d) Prepare students for the concept of lifelong learning.
e) Encourage small group learning, the need for teamwork effectiveness and
collaborative learning

3.3 PROBLEM SOLVING PROCESS

According to Widad (2003) in George Polya (1957), problems can be solved

through four solution steps, namely:

a) Understand the problem that is to determine what to solve and the information
related to it;
b) Prepare a solution plan that is to find the relationship between the information
given and the solution;
c) Implement a plan that is to implement what is carefully planned, step by step;
and;
d) Check the answer that is to check the accuracy and suitability of the solution
result with what to solve.

According to Razihan Abdul Jalil (2001) problem solving method is one of the
methods that can involve student activities to find information to solve problems given
to them as well as provide opportunities for students to experience and skills (Mohd
Khairuddin Abdul Karim, 2005).

Based on Smith (1997) and Edward and Monika (1995) there are five processes
to solve problems. The processes are:

a) Identify the Problem

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 At this stage, students will be given problems to solve. The student's task is to
identify the given problem and make the mentioned problem a question that needs to be
solved. Then, students need to make conclusions based on the objectives of the problem
and identify the resources that need to be used to obtain true, relevant and important
information to solve the problem.

b) Analyze Problems and Collect data

Students need to collect data and make an analysis of the information obtained.
According to Azhar Abdul Hamid (2003) states that there are various data collection
techniques. For example, bone diagram (analysis: cause and effect), Pareto chart, pie
chart, flow chart and others. The process of analyzing this problem is necessary to
develop thinking and consider all possibilities. The objective of this stage is to find the
cause of the problem.

According to Mohd Azhar Abdul Hamid, (2003) in Kirby, Gary R, and

Goodpaster, Jeffery. R (2002), a problem cannot be solved until the cause of the
problem is found. Some per-questions need to be asked whether, where, when, who and
how the problem operates. Problems are analyzed from various angles such as the
importance of the problem, personal experience, other party's response, cost of the
problem, location of the problem, comparison with other problems and others.

c) Decision Making

Students need to make the right choice of problem-solving and make sure the
solution made is the best. The selection of these solutions is generated using various
methods to ensure the quality of the ideas obtained.

According to Mohd Azhar Abdul Hamid (2003) stated that one of the methods
of finding a solution is brainstorming. De Janasz et al. (2002), this method invites many
ideas to solve problems because this method is one of the techniques in which many
people from one group share ideas about something without criticizing. Thus, it is so 13
that open discussion within the group is encouraged to generate creative ideas.

d) Identifying the Best Solution

According to Mohd Azhar Abdul Hamid (2003), now the centralization of

thinking is needed to evaluate, compare and conduct attempts to implement solutions. At
this stage, students need to plan on how to solve the problem accordingly. It is because
the most crucial factor in the evaluation is the impact on the solution. These effects
consist of positive and negative effects. Therefore, careful consideration is needed to
ensure that the results selected have advantages and benefits to other group members.

e) Implementing Decisions

Mohd Azhar Abdul Hamid (2003) states that the above four stages are only
contained in the planning stage. After determining the alternative solution, it helps
problem-solving to organize the implementation process and test whether the expected
results can be generated or not.

There are several elements identified in student-centred teaching strategies that

use problem-based learning (PBL) methods. Among the elements are as follows;

i. 21st Century Education

ii. Skills
iii. Knowledge Development and Acquisition
iv. Student Learning
v. A More Active Role In Self-Learning
vi. Teacher as Facilitator

3.4 21ST CENTURY EDUCATION

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 According to Norhafidzah (2015), in providing Malaysian citizens with perfect
and complete educational knowledge to fill the two main pillars of need, namely
individual needs and national needs. The curriculum is the only aspect that needs to be
managed and planned carefully; it is vital in determining all the needs of quality and
excellence. The 21st-century curriculum needs to be shaped in line with the
development flow scenario and technological advancement so that it is relevant and
coherent by meeting the set goals. 21st-century curriculum planning must be futuristic,
flexible and dynamic in order to determine the pattern of society and the profile of the
nation and citizens of Malaysia.

3.5 21ST-CENTURY SKILLS

These 21st-century skills are skills that include communication skills, skills
(reading, counting and writing), science and technology skills, interpersonal and
intrapersonal skills. Therefore, the meaning of 21st Century Skill is formulated in the
excellent philosophy of education itself. It is in line with the meaning of the National
Education Philosophy itself, which is a continuous effort towards further developing the
potential of individuals in a comprehensive and integrated manner to create a balanced
and harmonious human being in terms of intellectual, spiritual, emotional and physical.

Problem-Based Learning (PBL) is a learning method that uses relevant and

meaningful real problems as a focus in the learning process. It is found suitable to be
used not only in improving students' knowledge and skills but also able to support the
development of generic skills such as problem-solving skills, group work skills,
communication skills and others.

Learning skills enable a person to acquire lifelong learning. In a plural and

modern society like today, learning skills are essential for us to obtain the various
information we need.

Thinking skills are defined as using the mind to generate thoughtful ideas, make
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decisions, and solve problems. Thinking skills are divided into Critical Skills and
Creative Skills. Stimulate critical thinking hands-on & minds-on. Thinking skills are a
higher thought process. Reasoning skills help in making judgments logically, rationally,
fairly and equitably.

There are several aspects that can be highlighted to cultivate thinking skills, One
of them are:

i. The readiness and ability of students will be ready to think and give ideas
when given the stimulus to think. Using thinking tools such as mind maps,
and 6 Thinking Hats in teaching and learning can encourage students to
think and make a reasoning.

ii. Questioning Techniques Skills using Bloom's Taxonomy can help you
create questions that stimulate thinking from low to high. Ask questions
that are easy to understand, focused, divided and cover various cognitive
levels. Questions that are appropriate for the student's level will trigger
students' creative and critical thinking. Many learning activities require
students to ask non-teachers.

iii. Classroom Activities - need a lot of student-centred classroom activities

where students can actively interact in various ways, such as students with
students, students with teachers or students with materials. Class activities
can be conducted in individual, in pairs or groups and encourage students
to make presentations in groups to create a sense of responsibility and
accountability of students to their work. Students will be actively involved
when allowed to share ideas and conclusions as a result of a thought
process as well as encourage students to create projects.

3.6 KNOWLEDGE DEVELOPMENT AND ACQUISITION

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 Acquisition of knowledge is referred to as the achievement of information
through learning (Anderson, 2007). According to Wittwer and Renkl (2010), most
studies use conceptual knowledge tests in measuring learning effectiveness. Conceptual
knowledge requires students to demonstrate their understanding of essential concepts
and principles acquired during the learning phase (Wittwer & Renkl, 2010). Conceptual
knowledge is seen as knowledge of core and related concepts and principles within a
particular domain (Schneider & Stern, 2005). Next, the knowledge can be explained and
give meaning to the procedure used.

Sugrue (1995) explains that conceptual knowledge is the understanding of

personal knowledge, such as subjects, events, people, symbols or ideas that share
common characteristics and similar identities. At the same time, knowledge of principles
is the understanding of the relationship between concepts, such as rules, laws, formulas,
or statements that describe the relationship between two concepts. These concepts and
principles are known as declarative knowledge that is “know-that” (Winterton,
Delamare-Le, & Stringfellow, 2005) which leads to the basis of knowledge transfer
(Yılmaz & Yalçın, 2012).

3.7 STUDENT LEARNING

Student learning is through the student's efforts or known as self-learning. Self-

learning is a student plan, and students begin the learning process. Encourage the active
learning of students cooperatively and collaboratively.

Self-directed learning describes the process by which individuals who take the
initiative with or without the help of others, can diagnose learning needs, formulate
learning goals, identify human resources and materials for learning, select and
implement appropriate learning strategies, and evaluate learning outcomes. Self-directed
learning is learning with students' ability to:

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i. Translate learning needs into objective learning;
 ii. Make lecturers facilitators, assistants or consultants and take the initiative
to use their resources;
iii. Students see their peers as a resource for learning;
iv. Identify appropriate human resources and materials for various types of
learning objectives;
v. Acquire knowledge and skills from the resources used;
vi. Students evaluate work and get feedback from others on progress;
vii. Tracking and addressing personalities for learning;
viii. Renew motivation to learn

3.8 A MORE ACTIVE ROLE IN SELF-LEARNING

The role that is the central pillar active in self-learning involves several problem-based
learning processes (PBL) is covering seven (7) processes, namely

i. Group setting
At this stage, students will get to know each other and students will form
their respective groups. Next, group leaders and registrars will be appointed,
and group rules will be created.

ii. Problem identification

Students will be presented with problems to solve. Students need to identify
and confirm the problem and state the problem based on the facts obtained.
The process of identifying problems involves the elements that trigger the
idea of the problem to be studied. Triggers can be found in the form of
photos, newspaper quotes, video clips, journal excerpts and even actual
events that take place. This trigger will cause an issue to be questioned,
debated and provide guidance on solving the problem.

iii. Idea generation

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 At this stage, students will come up with ideas that can help in the problem-
solving process.

iv. Learning Issues

Students need to identify what needs to be learned and find issues that can
help them to solve the problem as well as know what steps need to be taken to
solve the problem. Next, students will identify appropriate actions to solve a
given problem.

v. Self-directed learning
At this stage, students will find and formulate information that is relevant and
logical to the given problem.

vi. Synthesis and application

The sources of information need to be verified, especially from the Internet.
Students will begin to share information with other students and apply the
information obtained to solve the problem. Next, students will discuss,
develop solutions and make explanations of the solutions taken.

viii. Reflection and feedback

At this stage, students will respond to group work, individual work,
knowledge generation, problem-solving and even the role of facilitator. Next,
discussions will take place in groups.

According to Lynda Wee (2004) states that PBL is a student-centred approach

that is practical in improving the quality of learning, encouraging active involvement,
cooperation, quick feedback on the learning process, deep understanding of the subject
and referring to student learning through learning self.

3.9 TEACHER AS A FACILITATOR

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 Teachers or educators act with the central role as mentors or facilitators. The role
of teachers is not only in managing the classroom but also focusing on the management
of a conducive learning environment, but also the management of assessment and
managing student information resources.

Therefore, educators need to take steps to improve and enhance the teaching and
learning (T&L) process so that it is in line with the latest technology and current
developments. It is the responsibility of educators to use and diversify R & D methods to
produce quality students. (KUiTTHO, 2005).

3.10 THE ADVANTAGES OF PROBLEM-BASED LEARNING (PBL)

According to Jamalludin Harun, et al. (2005), in Montgomery (2000), among the

main advantages of PBL compared to other learning strategies proposed by
constructivism theory is the stimulus or stimulation that it successfully produces in
shaping students' cognitive to be more curious. Thus, in turn, according to them,
managed to increase the interest or motivation of students to continue learning.
Problems that resemble real-world problems used allow students to try various solutions
in a safer learning environment.

Students who go through PBL can build critical and creative thinking skills,
analyze and solve problems. Tse and Chan (2003) stated that the PBL method is very
useful in improving students' technical understanding and knowledge. Through this
method, each student is given many opportunities to practice self-learning techniques
which are important elements in determining their future career. In addition, students'
learning abilities can be enhanced through group collaboration practised for engineering
subjects.

In general, it proves that Problem-Based Learning (PBL) is capable of producing

and educating students to become a leader with problem-solving skills. Besides, students
can increase interest and motivation to continue learning, build critical and creative
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thinking skills, analyze and solve problems. Therefore, students can improve their
understanding and knowledge of the content of a subject quickly and in-depth.

Indirectly can improve the academic achievement of the student. This statement
is supported by a study conducted by Ward and Lee (2004) stated that students who
follow the PBL method could understand the content of the lesson in more depth for the
subject of Food Technology and Nutrition.

Many studies have shown that the PBL method can improve students' generic
skills, especially in problem-solving skills. This statement is supported by Hasyamuddin
and Rahifa (2005) that PBL helps students in acquiring generic skills and active
involvement in the classroom. Students who use the lecture method.

4.0 CONCLUSION

A student-centred learning approach is a strategy that can encourage students to

be actively involved in the learning process. Therefore, this approach needs to be
applied by every lecturer in their teaching so that students can obtain more meaningful
and useful learning outcomes. In the implementation of student-centred learning, each
lecturer needs to act as a facilitator in the teaching and learning process in the lecture
room. Lecturers also need to have the right sensitivity and perception of the needs of
students as well as wisely use teaching aids to ensure that the teaching and learning
process runs smoothly in line with the teaching objectives of learning. Besides, lecturers
should equip themselves with communication skills because effective communication
plays a vital role in the implementation of student-centred learning

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 5.0 LESSON PLAN (ICT TOOLS)

DATE: 5/10/2020 DAY: Monday

CLASS: 1 Cekal SUBJECT: English LESSON: 1 (NTB)

THEME/TOPIC: Consumerism and Financial Awareness / Money
FOCUS SKILLS: Listening

LANGUAGE/ Vocabulary related to the topic of money

GRAMMAR
FOCUS:
Main Skill: Speaking
CONTENT 2.1 Communicate information, ideas, opinions and feelings intelligibly on
STANDARD: familiar topics
Complementary Skill: Reading
3.1 Understand a variety of text by using a range of appropriate reading strategies
to construct meaning
LEARNING Main Skill: Speaking
STANDARD: 2.1.1 Ask about and give detailed information about themselves and others
Complementary Skill: Reading
3.1.4 Use with some support familiar print and digital resources to check
meaning
LEARNING Main Speaking
OBJECTIVES: By the end of the lesson, pupils will be able to ask about and give detailed
information about at least three products they want to buy at the grocery store
using the given sentence patterns.

SPECIFIC Complementary Reading

OBJECTIVES: By the end of the lesson, pupils will be able to use with some support familiar
print and digital resources (dictionary) to check the meanings of the 5 words
given.

CROSS Financial Education

CURRICULAR
ELEMENTS:
ACTIVITIES: I. PRE-LESSON
Teacher shows a RM50 note on computer and asks pupils about what can
they buy with the amount.

II. LESSON

ACTIVITY 1
i. Two pupils role play a sample dialogue given.

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 ii. Teacher pastes strips of sentence structures on the board. (KSSM
Textbook page 39 Task 4).

ACTIVITY 2 (Pair work) Think-Pair-Share

i. Pupils listen to explanation of the tasks.

You are in charge of your class party. You have RM100 to prepare
for it. State what you want to buy and give reasons for your choice. You may
use the sentence structures on the board by type on Microsoft Word and
transfer the info to the teachers’ computer via e-mail.

 Differentiation Teaching & Learning: (DTL)

Low Mid High ii. Ppupils

Pupils will be able to Pupils will be able to Pupils will be able to change
use at least 2 out of 5 use at least 3 out of 5 use 5 sentence partners
sentence structures sentence structures structures given and share
given correctly. given correctly. correctly. their
findings.

ACTIVITY 3
i. Pupils read the text given and identify at least 5 unfamiliar words.
Pupils use dictionary book or online dictionary such as dictionary.com to
check the meaning of the words.

III. POST-LESSON
Pupils play “The Price is Right” where they guess the price of a product
shown. The closest guess will receive a token. Other than that, the teacher
asks the students a HOTS question, “Why we should buy items with
necessary or reasonable price first?”

TEACHING English KSSM CEFR Close-Up Textbooks, LCD, computers for each students
AIDS for searching information via Google.
HOTS Analysis
REFLECTIONS: Student: 15/15
Follow-up / Reinforcement: 15/15 students achieved the learning objective
Teacher’s reflection:

23

6.0 REFERENCES
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Anderson, J. C. (2007). Effect of problem-based learning on knowledge acquisition,

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Barrows, H. 1999. Problem-based Learning (PBL). (atas talian)

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