COACHINGBMENTORING SLIDES 2.ppt
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Transcript of COACHINGBMENTORING SLIDES 2.ppt
CONCEPTA tool to retrieve data on pupils’ English language literacy levelThe screening does NOT carry high stakes – should not push for
100% passesData should be used to help teachers identify literacy issues and the instrument format should not be used to teach or train the
pupils.
Two instrumentsoReadingoWriting
Administered by the teachero In the classroom / Suitable environment
o During lessons / suitable time
Teachers MUST refer to the manual when administering the reading instrument and when marking the writing instrument.
Group Work
• List out the constructs for LBI• Group 1 – Constructs 1-3• Group 2 – Constructs 4-6• Group 3 – Constructs 7-9• Group 4 – Constructs 10-12
CONSTRUCTS
1.Able to identify and distinguish the shapes of the alphabet2.Able to associate sounds with the letters of the alphabet
3.Able to blend phonemes into recognsiable words4.Able to segment words into phonemes
5.Able to understand and use the language at word level6.Able to participate in daily conversations using appropriate phrases
7.Able to understand and use the language at phrase level in linear texts8.Able to understand and use the language at phrase level in non-linear texts
9.Able to read and understand sentences with guidance10.Able to understand and use the language at sentence level in non-linear texts
11.Able to understand and use the language at paragraph level in linear texts12.Able to construct sentences with guidance
Reading
12 constructsOne-on-one / face-to-face
Individual or small groups (not more than 3)Oral responses
Administered within the time frame givenWith guidance
Concept of instrumentsDo not use the instruments to teach pupils because the instrument is just
basic and low level lessonIf needed the teacher may bring the pupils out of the classroom
The teacher must refer to manual before screeningThe teacher must be trained enough to do the screening
Pupils are allowed to repeat answering the construct maximum of three times
Teacher can translate to the pupils to their language (if possible ) can contextualized for pupils
Teacher may do actions as long as the teacher do not make the sound of the letters.
Teacher can help as much as possible for the pupils to understand instructions
Reading
Construct 5.
The teacher explains the instrument and shows the pictures
Teacher is allowed to guide the pupils to spell the words (segmenting and blending)
Teacher goes through the words and pupils show the pictures is acceptable as long as they can point or
match to the words. Pupils show their understanding , and not necessarily to say aloud
(enough if indirectly)
ReadingConstruct 9
It is considered mastered if only one word mispronounced .
Teacher is not allowed to help the pupils go through the text
Pupils have to construct the sentencesIf the pupils just point to the pictures and read a little bit but they can construct the sentences by
their own it is acceptable
Reading
Construct 10 Teacher reads and the pupils repeatPupils point to the correct pictures
If the pupils show wrong answer at first, move to the next sentences, then move again to the first one
Give a lot of guidance, if the child cannot be taught, do not force, give the name to the GPK, may be something
wrong with him or her
writing
Teacher can use a little bit of Malay, Chinese and Tamil language for instructions
Teacher can make the sound of the letter and pupils writeIf the pupils are weak just focus on the words, ignore the
full sentenceTeacher may read the words given to the pupils to know the
picture
Writing
Construct 9 (Penmanship)Teacher gives instructions carefully
Teacher may go to the pupils and ask him or her either to write or spell the words correctly
Teacher have always to remind the pupils to write the capital letters for names and full stops
at the end of the sentences
writing
Construct 10Do not penalized on spelling
Correct it as long as the pupils write at the correct pictures
E.T CeteraTeacher may let the excellent pupils do the written
screening on their ownSuggestion for BPPI to be improvised and use pen
Use the KSSR Curriculum to teach pupils
Writing – Suggested time period
OPTION SESSION CONSTRUCTSSUGGESTED
TIME
1
1 1 – 4 30 mins
2 5 – 8 30 mins
3 9 – 12 30 mins
21 1 – 6 60 mins
2 7 – 12 60 mins
Manual am, Manual pentadbiran instrumen
Must be read and used as reference before and when administering the screening
instrumentsContents:
Manual Am: policy, constructs, dates, etc.Manual Pentadbiran Instrumen:
administration methods, suggested answers, scoring guide
Borang Pelaporan Penguasaan Individu
Filled during / after screening instruments are administered
Scores should be given fairly and with integrityScores should be keyed into NKRA portal within
the given time frame
KonstrukSaringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum Kuasai
Menulis KuasaiBelum Kuasai
KuasaiBelum Kuasai
1 3 4
3 4
2 3 4
3 4
3 2 3
2 3
4 2 3
2 3
5 2 3
2 3
6 2 3
2 3
7 3 4
3 4
8 2 3
2 3
9 2 3
2 3
10 3 4
3 4
11 2 3
2 3
12 2 3
2 3
Minimum Scores for Mastery of Constructs - Example
Eligibility for LINUS2.0 programme:
Not yet mastered any one or more of the 12 constructs. For example:
Konstruk
Saringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum Kuasai
Menulis KuasaiBelum Kuasai
KuasaiBelum Kuasai
1
3 4
3 4
2
3 4
3 4
3
2 3
2 3
4
1 3
2 3
5
2 3
1 3
6
2 3
2 3
7
3 4
3 4
8
3 3
2 3
9
2 3
2 3
10
2 4
3 4
11
1 3
1 3
12
1 3
1 3
Eligibility for Mainstream T&L
Mastered all 12 constructs. For example:
Konstruk
Saringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum Kuasai
Menulis KuasaiBelum Kuasai
KuasaiBelum Kuasai
1
3 4
3 4
2
4 4
4 4
3
3 3
3 3
4
3 3
3 3
5
2 3
3 3
6
3 3
2 3
7
4 4
4 4
8
3 3
3 3
9
3 3
2 3
10
3 4
3 4
11
2 3
3 3
12
2 3
3 3
PPD’s roles
Receive CD from LPPrint:
One copy of Instrumen Saringan Literasi Menulis and Borang Pelaporan Pencapaian Individu for each pupil in the
schools.Three copies of the Instrumen Saringan Literasi Membaca,
Manual Am, Manual Pentadbiran Instrumen Literasi Membaca and Manual Pentadbiran Instrumen Literasi
Menulis for each school
Inspection and observation of the implementation of screenings in schools
Schools should receive:
One copy of Instrumen Saringan Literasi Menulis and Borang Pelaporan Pencapaian Individu for
each pupilThree copies of Instrumen Saringan Literasi
Membaca, Manual Am, Manual Pentadbiran Instrumen Saringan Literasi Membaca and
Manual Pentadbiran Instrumen Saringan Literasi Menulis
Important dates
Saringan 1 Tahun 1, Tahun 2 dan Tahun 3 (2015)Saringan Membaca : March – April 2015
Saringan Bertulis : April 2015Data Key-in : May 2015
Saringan 2 Tahun 1, Tahun 2 dan Tahun 3 (2015)Saringan Membaca : September – October 2015
Saringan Menulis : October 2015Data key-in : October 2015
LET’S UNDERSTAND:-
Data collection : As a teacher ,how would you collect data? What would
your data be?Data analysis : What does the data
help the teacher identify?
HOW? WHY? DATA COLLECTIONWalk throughs
Third party informationStudent data
MeetingsLesson plansObservation
Teacher reflectionsNotes to parents
Other
HOW? WHY? DATA ANALYSISIdentify strong instructional models,attributes and strategies
Identify areas of concernsProvide quality feedback
* Informal * Notes
* Conversations *Walk throughs
*Formal * Conferences
* Documentation
PLANNING AND IMPLEMENTING
PROGRAMS IN YOUR DISTRICTS/SCHOOLS
LINUS2.0 : LITERASI BAHASA INGGERIS
LINUS2.0
PLANNING & IMPLEMENTATION
o Study the datao Plan programs to improve the screening results
o Workshopo i-THINK maps
o JU guides CPS Assessment to evaluate and improveo Presentation
COLLABORATION AND SUPPORTING PROGRAMS
1.Use i-THINK maps to illustrate what is collaboration and why is it important to
teachers?
COLLABORATION AND SUPPORTING PROGRAMS
Group CPs according to their districts(criterias-small groups/mixed ability levels/option-non optionist
Discuss what are are the programs that can be planned for their collaborative groups.(PLC)
Action planPresentation
Show videos of programs doneLinus outside the classroom