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Integrating New Pedagogies for Deep Learning (NPDL) to teach HOTS in The…
Integrating New Pedagogies for Deep Learning (NPDL) to teach HOTS in The Malaysian Primary ESL Classroom
Background/Introduction
Deep Learning (6Cs)
MOE: 21st century skills (focuses on 2cs; critical and creative thinking)
Important to develop critical thinker to compete globally
To address global challenges
National Education Philosophy: To produce Malaysian citizens who are knowledgeable and competent.
Deep learning involves HOTS and problem solving skills . (Ning, Yueying., Zhu, Xiadong. (2016)
Problem Statement
Teachers are lack of competencies in inculcating HOTS in their T&L activities (Shatisiran, J. 2019)
Malaysia reading score in PISA is still below average (415). Average score is 487 in Organisation for Economic Co-operation and Development Countries (OECD).
Research Question
What are the impacts of NPDL integration in the Malaysian primary ESL classroom?
To what extend NPDL social movement is integrated in the Malaysian primary ESL classroom?
Literature review/concepts
It is crucial for teachers to integrate NPDL to develop critical thinkers (Fullan 2021)
Teachers have difficulties to master HOTS components (Che Seman, et al. 2017)
Early exposures and practices of a new concept maximizes children's potential (Crone et al. 2012)
Deeper learning skills helps pupils to master academic content, think critically, work collaboratively, communicate effectively, learn how to learn and develop academic mindset (Kabaker 2015)
Learners are expected to be independent on their own learning (Smith 2008)
Deep learning can be implemented by using instructional coaching. Effective instructional coaching can be achieved by adopting three approaches; facilitative, directive and dialogical (Knight 2018)
In 2019, the introduction of HOTS questions had improved Malaysia's performance in PISA. However, the need of better teaching method is needed to keep Malaysia improve its score in PISA (Shasitiran 2019)
We need to produce pupils who are intellectually competent to meet the needs of National Education Philosophy (Ministry of Education Malaysia (MoE) 2014)
Teaching pupils based on their prior cultural experiences will accelerate their learning processes (Banks, 2010)
Effective learning when the learners are able to synthesize the knowledge autonomously (Ning, Yueying. & Zhu, Xiaodong 2016)
Significance of the study
To discuss the positive impacts of NPDL integration in the Malaysian primary ESL classroom.
Discussion
promotes 21st century skills (4Cs)
promotes learners autonomy
pupil centered learning
supports project-based learning
fun learning environment
Conclusion
ESL teachers should consider this new pedagogy into their T&L to achieve the MEB (2013-2025) as proposed by MOE
References
Che Seman, S., Embong, R. & Wan Yusoff, W.M. (2017). Teachers’ Challenges In Teaching And Learning For Higher Order Thinking Skills (HOTS) In Primary School. International Journal of Asian Social Science, 7 (7), pp. 534-545.
Crone, E.A., Jolles, D.D., Rombouts, S.A.R.B. & Van Buchem, M.A. (2012). Practice Effects In The Developing Brain: A Pilot Study. Developmental Cognitive Neuroscience, 2S, S180-S191.
Fullan, M. (2021). The Right Drivers For Whole System Success. Victoria: Centre For Strategic Education.
Fullan, M., Hill, P. & Rincon-Gallardo, S. (2017) Deep Learning: Shaking The Foundation. Deep Learning Series, 3.
Kabaker, J. (2015). Deeper Learning In Practice. Retrieved from: htpps://www.edutopia.org/blog/deeper-learning-in-practice-jennifer-kabaker
Smith, R. (2008). Learner Autonomy. ELT Journal, 62 (4) pp. 395-397.
Knight, J. (2018). The Impact Cycle. USA: Corwin.
Shasitiran, J. (2019). Better Thinking Helps Malaysia Move Up In PISA Ranking. Retrieved from:
https://www.freemalaysiatoday.com/category/nation/2019/12/08/better-thinking-helps-malaysia-move-up-in-pisa-ranking/
Ning, Yueying. & Zhu, Xiaodong. (2016) Deep Learning In Effective English Teaching Strategy of Senior High. 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM).
Ministry of Education Malaysia (MoE) (2014). Malaysian Education Blueprint Annual Report: 2014. Kuala Lumpur.
Banks, J.A. & Banks, C.A.M. (2010) Multicultural Education 7th Edition USA: John Wiley & Sons, Inc.
Implication
The assessment should include more HOTS questions, such as open-ended questions. (analyse, evaluate, create)
Teachers focus on pupils core elements on the language; focus on the pupils' basic skills in the language, not the syllabus
Promotes meaningful learning in ESL classroom rather than rote learning.
Limitations
Teachers should cater to pupils' needs (different interest, prior cultural knowledge, intelligence, social and economical differences).
Assessment setting (difficult to assess within stipulated time)
The time constrain for deep learning because of curriculum content overload (teachers are rushing to finish the syllabus)