Directive (Instruction)

Focus on basic skills Competent practical training Teacher as learning model Demonstration of ICT skills

Observation (Expository/Demonstration)
Presentation of examples for application of theories & basic skills by demonstration / explanation. Observation from pupils. Teacher explains concepts / demonstrates ICT skills. Pupils ask questions during interaction session.

Mediative (Discussion & Facilitation)

Teaching plan determined by teacher. Focus on the implementation of basic skills through interaction with pupils. Discussion & questioning with pupils. Learning objectives to be determined by teacher through discussion with pupils. Teacher plays the role as facilitator. Pupils discuss with teacher through dialogue session.

Generative (Facilitation & Brain-storming)

Focus on the facilitating technique. Teacher prepares questions. Pupils to decide suitable problem-solving strategy / method. Teacher assists pupils during implementation. Teacher & pupils decide objectives together. Pupils to decide the choice of learning material. Pupils are encouraged to find their own solution with minimum guidance from teacher.

Contextual (Inquiry-Discovery & Facilitation)

Focus on the facilitating technique. Teacher decides problem-solving objectives with pupils. Teacher gives advice & guidance to pupils during implementation process. Pupils are advised to find their own solution. Pupils decide the choice of learning materials / strategy / method to achieve objectives with guidance from teacher.

Field Study
(Project / Inquiry-Discovery / Facilitation)
Teacher decides objectives & choice of place for implementation of the project. Pupils are advised to choose suitable place to implement project. Teacher plays the role as adviser and guide. Pupils find their own way to implement the project. Pupils make their own choice of the place to implement the project. Teacher acts as facilitator to assist pupils during implementation.

Cooperative / Collaborative
(Project / Inquiry-Discovery / Brainstorming)
Objectives to be decided by teacher. Teacher decides the roles of pupils in the respective groups. Teacher & pupils together decide the objectives. Teacher guide pupils to form their own group. Teacher acts as a guide. Pupils decide learning objectives. Pupils to decide their own role in their group. Teacher acts as facilitator to assist pupils to implement the project / activities.

Futuristic Study
(Project / Discussion / Brainstorming)
Focus on facilitating technique. Teacher decides research objectives. Teacher gives advice to pupils during implementation. Teacher & pupils together to decide research objectives. Teacher guides pupils to implement the project. Pupils decide their own place / method to conduct research with guidance from teacher. Teacher plays a facilitating role to assist pupils during implementation.

Metacognitive (Reflection)
Teacher invites pupils to discuss the task / project implemented by the pupils. Teacher uses simulated recall technique to guide pupils to reflect. Teacher assists pupils to reflect on the task / project done. Teacher acts as facilitator. Pupils present their work / task / project to the class. Pupils to use reflective thinking to assess their performance. Pupils to decide their own follow-up actions.

Mastery Learning
Is considered most suitable for individual learning. Is an individual approach which relies on the previous experiences & the learning style of the individual. Because of individual differences, each pupil should be allowed to learn according to his or her own ability & specific learning style. Felder-Silverman (1993) classified learning styles of individual into five comparative categories, i.e. sensing or intuitive, visual or verbal, inductive or deductive, active or reflective, & sequential or global.

Generic Skills
Are teacher professional skills Include learning skills, thinking skills, facilitating skills, informationcommunication technology (ICT) skills, and evaluation and assessment skills.

Learning Skills
Involves the application of cognitive skills of an individual to acquire information, including various types of cognitive, psychomotor & affective knowledge. Encompasses observation, reading, writing, imitation, thinking, including analyzing, synthesizing, interpreting, evaluating, & memorizing skills. Generally referred as the abilities to perceive oral or language signals correctly, to process & store them in the memory & apply them when similar situation occurs. For learning process to be effective it requires the abilities or skills to perceive, to comprehend, to think, to reason logically, & to memorize correctly without forgetting. R.M.Gagne believes learning result is based on three types of learning skill:- cognitive skill, perceiving and comprehending skill, and strategy learning skill. Teachers are required to master learning skills so as to acquire the latest information.

Thinking Skills
1. 2. 3. 4. 5. 6. 7. 8. Competency in using the mind in the thinking process. Can be acquired & upgrade through activities such as:Compare & contrast Summarize, infer & predict. Develop & generate ideas during brainstorming sessions. Ascertain source of information whether reliable or not reliable. Suggest, propose & assess assumptions. Create metaphor & analogy. Analyze & evaluate. Solve problems. Teachers are to acquire critical, creative & reflective thinking skills so as to be able to perform their professional duties competently & with full confidence.

Facilitating Skills
Facilitating is a process which activates a certain learning activity so that it can be implemented smoothly without hindrance. Facilitating skills enable a teacher to motivate pupils to learn, guide them to carry out learning activities efficiently, encourage them to involve themselves actively in learning activities, & facilitate the learning process to move on without any interference or interruption. A teacher who has mastered facilitating skills is the one who can efficiently use the verbal & non-verbal skills, questioning techniques as well as possesses quality of a good guide & a born leader.

Skills of Managing ICT

1. 2. 3. The teacher has to consider the following management activities:The seating arrangement should allow for individual, paired, group or whole-class learning activities. Technological resources should be set up to allow a large screen for group or class learning activities. Control of noise levels during group collaborative activities & the sound in multimedia work on the computer is necessary to avoid distractions of the other groups engaged in different activities in the classroom. Every teacher should master the skills of using computer, not only as a teaching technique, but also as a means of communication so as to relate information acquired through the latest educational innovation.

Assessment & Evaluation Skills

Assessment is the determination of the quantitative value of pupils performance based on the result of evaluation. Evaluation is a system or process which covers collection of information relating teaching & learning activities for analyzing & interpreting based on the information collected. To master assessment skills, a teacher has to acquire skills in measurement & evaluation. Measurement involves the skills of using a test to determine the result of pupil performance. Evaluation skills are thinking skills, which involves analyzing, interpreting, reflecting & inferring skills. It is important for teachers to master assessment & evaluation skills because the result of the evaluation will enable teacher to consider appropriate follow-up actions to improve & upgrade the performance in teaching & learning.

Group Discussion
1. What are the strategies of teaching and learning in smart pedagogy? Give an example each in teaching and learning. 2. What are the generic skills used in teaching and learning? Explain how you would apply these generic skills in teaching and learning.