Discussion issues on curriculum

Good morning,

Curriculum in Malaysia education is an ever changing process which is strongly affected by current and issues happening locally and globally. Countless changes regarding the curriculum along with the teaching approaches had been made since the very beginning. The diagram attached in this forum shows the changes of curriculum of our Education system during late 1980s until today.

New Primary School Curriculum (KBSR) was introduced in 1982 in 305 schools on an experiment basis, and was fully implemented on 1983. KBSR was replace KLSR since there are many comment on this curriculum whereby it does not fit the student’s needs and the content of the KSLR was not dependent among other subjects at makes it hard to be implemented well. KBSR.  The aims of KBSR is to equip learners with basic skills and knowledge of the subjects. Apart from emphasized the three elements of basic skills (reading, writing and applying mathematical concepts), it also focus on a human development process which will produce an individual with a high moral standard. KBSR was divided into three major areas; communication, human and environment and individual development. Each part specifically narrowed into four components which consist of basic skills, spiritually, values and attitudes. However, New Primary School Curriculum was the changed to Integrated Primary School Curriculum, to center on the concept of integration. By implementation of the new curriculum, some of the subjects was revised including Language subjects, Moral education, Islamic education and the Physical education to enable a new elements such as patriotism, integration, creative and critical thinking skills, mastery learning, multiple intelligence and etc., to be encompassed (Educational Milestones in Malaysia, 2001).

Integrated Secondary School Curriculum (KBSM) was implemented after continuation of the KBSR in secondary schools in1989. Some of the principles by which KBSM was designed are the continuity from the primary education, integration of intellectual, spiritual, emotional noble values and physical elements. It also stressed on the lifelong education and the further usage of our national language. (Educational Milestones in Malaysia, 2001). KBSM was recheck in 1990 to fulfill vision 2020, globalization and ICT. Some modification taken such as Malaysia government had prolong the compulsory education system form 9 years to 11 years and the concept of smart school was introduced in mid of 1990, where 90 schools were given the chance to undergo the processes. Besides that, the public examination was also recheck and comes out with the amendment at where the students after PMR will continue their study whether in science stream or art stream in daily school, boarding or Islamic school based on their interest.

Next, teaching and learning mathematics and science in English (TLMSE @ PPSMI) was implemented gradually in January 2003 to Form 1 and Form 6 (Secondary School) and Primary 1 (Primary School). It was fully implemented in 2007 (Secondary School) and 2008 (Primary School). The objectives of TLMSE; (i) to achieve the modern country level, (ii) to compete in the globalization era and (iii) English is the international language and the language of knowledge. However, it found many issues such as difficulty of the students to follow the lesson and the teachers to adapt with the changes of the language etc. Consequently, student’s performance in mathematics and science decreases. Lastly Minister of Education, Tan Sri Muhyiddin Yassin terminate the TLMSE starting 2012.

Recently, Primary School Standard Curriculum (KSSR) was established in 2011 for primary 1 students. The learning and content standards that are outlined in KSSR were specifically aimed towards ensuring students acquire basic literacy skills by the end of primary 3. KSSR will be implemented fully in year 2016 where primary 6 students no longer be evaluated based on their primary school evaluation test (UPSR) results, but from their overall performance and classroom participation. While, Secondary School Standard Curriculum (KSSM) will be implemented fully in year 2017 which replace the KBSM.

Based on my explanation, it shows that curriculum had gone through a lot of changes from time to time. Some peoples will feel the changes produces many difficulties to the students, community and lastly to ours country. However, the changes would be relevant to the age, critical values which each and every Malaysian should still possess even the time changed. As a future teacher, we should get ready from now in order to accept and try our best to implement the changes that will be implemented in future. 

Discussion issuue on teaching approaches

Good morning,

Teaching is a systematic process of delivering knowledge and skills to the students Approaches gives the overall wisdom, it provides direction, and sets expectations to the entire spectrum of the teaching process. Furthermore, approach sets the general rule principle to make learning possible. Teaching approach is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.

            Before decide which type of teaching approach going to implement, teachers must consider few criteria such as students background, class level, nature of the subject, number of students in a class, size of the classroom, time available and resource available. For example, teachers must know the students before start teaching. For example, when choosing the teaching approach for students at rural area, teachers must give an example which nearest and closed to them which related to the topic. While, when choosing the teaching approach for students at urban or sub-urban area, teachers may give example which more advanced and latest, so they can understand the topic easily. No matter which approach teacher going to choose, we just hope the students able to achieve the objective and learn something based on the lesson.

            ‘A thousand teacher, a thousand method’ (Chinese proverb). It means that many approaches keep on created by educators. There have a lot of approaches such as teacher-centered approach, learner-centered approach, interactive approach etc. Teachers may apply one approach or combine few approaches in one lesson. Mathematics is a study about numbers, logic, algorithm, reasoning etc. It may boring when teaching unable to use the correct approach, so teachers should smart in choosing the approaches before start any lesson. For example, chapter which related to solid geometry, teacher must bring the model to show the shape of geometry and must let the student to involve by touching the model. Any lesson must combine teacher-centered approach and learner-centered approach to ensure the active learning in a classroom.

            Nowadays, information technology must implement together with teaching approach to ensure the effectiveness of learning. Teachers must get ready with the evolution of teaching from time to time. For example, learning not only occur in classroom anymore, the introduction of blended learning allow learner study at anywhere and anytime. Existing of new teaching approach do not mean we expel or refuse to use the traditional teaching approach, we can combine the approaches by targeting the students able to achieve the objective and learn something from the lesson.        

            As a conclusion, teacher have the responsibility to select the suitable teaching approach before start any lesson. Teachers must accommodate with latest approaches and integrate the traditional approaches in order to enhance the learning process.

Thank you.

Discussion Issue on the Secondary Mathematics Curriculum

Curriculum is defined as the planned operational plans for teaching and learning. Mathematics was introduced in education system before our country independence. So, the curriculum was changed before the current (KBSM) implement. The table below show the changes of mathematics curriculum from 70’s until today. Recently, a new curriculum will be implement starting year 2017.

Mathematics syllabus listed its main aim as “the mathematics curriculum for secondary school aims to develop individuals who are able to think mathematically and who can apply mathematical knowledge effectively and responsibly in solving problems and making decision. This will enable individual to face challenges in everyday life that arise due to the advancement of science and technology” (Ministry of Education, 2003). Besides that, there have five elements was focused on in the teaching and learning mathematics. There are problem solving in mathematics, communication in mathematics, reasoning mathematics, mathematical connections and application of technology. Based on the aim and elements that focus by ministry, the Mathematics curriculum is suitable for our children.

            However, the issue is the implementation process raised many problems to the students, teachers, and schools and lastly affect the education system. For example, in 2003, the Malaysian government introduced English as a language medium to teach science and mathematics at all levels of education. Unfortunately, this plan was stop at year 2012 due to some reasons. Then, mathematics and science was teaches in Malay language, Mandarin language and Tamil language starting year 2013. In my opinion, this plan is good because it helping the students to improve their English proficiency rather than just learn English language. Other than that, English is an international language, so if our Malaysian can master the language, it will an added value for them go further in future.

            Next, the usage of ICT in teaching and learning process is a new challenge for all teachers to implement it in class. Actually, by using ICT in teaching and learning mathematics is a good choice because students was exposed to the latest technology and the interactive learning method can attract students to learn more in that particular subject. Moreover, teachers also exposed to the technology rather than teaching by using text book and work book. We must go through changes so it would be relevant to the era. So, teachers and students must always ready to the new plan or implementation in education system.

            The mathematics curriculum is suitable to Malaysian children. Regarding the changes on teaching and learning process, it raised many problem or issues. However, for successful implementation, change also need the support and commitment of all parties involved especially students and educators. Last but not least, Malaysian education system had gone through a lot of changes so it would be relevant to the age, and the same time have not forgotten the critical values which each and every Malaysian should still possess even time changed. 

Discussion Issue on The Language Instruction

Good morning,

Malaysian students and teachers are multicultural and have multilingual background. Based on education history, primary school available in four mediums in Malaya. ‘National school’ used the malay medium, whereas ‘National-Type Schools’ employed English, Mandarin or Tamil as mediums. Malay medium, Mandarin medium, and Tamil medium exclusively to ethnic Malay, ethnic Chinese and ethnic Tamil pupils respectively. So, Malaya education background was started with four mediums and becomes three mediums because English medium was vanish in 1970s. Furthermore, in 1967, Malay was declared as national language in order to unify the nation. Then, all subjects in three mediums schools is teaching in Malay except for Mandarin language, Tamil language and English language. It shows that Malaysian learned bilingual since primary school. Nowadays, English, second language which is important for all Malaysian to compete in the globalization era. But, Malay students contributing low performance compared to the other groups in Malaysia is their perceived weakness in English as a second language. In an article in the University Science Malaysia's Jurnal Pendidik dan Pendidikan, Sharifah Md. Nor (1991) states that there is a significant difference between race and academic achievement, especially English language proficiency among primary (elementary) school students from the Malay, Chinese and Indian ethnic groups in Malaysia, with the Malays lagging behind the Chinese students. A study conducted by Jamaliah Kamal (1993) on English proficiency among undergraduates at the National University of Malaysia (UKM), also found that the performance of Malay undergraduates in English was still weak.

            In 2002, the government announced the implementation of a new policy in the national education system; ELIMS (English as the Language of instruction for Mathematics and Sciences) or PPSMI (Pengajaran dan Pembelanjaran Sains dan Matematik dalam Bahasa Inggeris) was introduced. The decision to use English was based on the rationale that mastery of English is regarded as an important mechanism for direct acquisition of knowledge in the field of science and technology (Ainan, 2003). The purpose of teaching Science and Mathematics in English is to enable students to acquire proficiency in English while learning science. The implementation of ELIMS created great concern among parents and educators on the quality of Mathematics and Science education as both teachers and students are not proficient in the English language (The Star, 2006). This is expected as Malay language has been the language of instruction for more than three decades. To ensure the successful implementation of the educational reform, the Malaysian government provided adequate support for teachers’ professional development. Firstly, the Ministry of Education organized professional development course for MSTs, known as English for the Teaching of Mathematics and Science (ETeMS). Then, All MSTs were also given a laptop and LCD by the government to encourage the use of multimedia in their teaching. A financial incentive (5% of their basic pay every month) is given to MSTs to motivate them in using English in their teaching. Lastly, ELIMS was stop in 2012 because the achievement in Mathematics and Sciences getting worst compared to achievement by using Malay language as language instruction in these two subjects.

            Cummins (1981) points out that the effects of bilingualism on children's educational  and  intellectual  growth  depend  very  much  on  the  type  of  bilingualism  that  is developed. Where children develop low levels of proficiency in both languages, educational and intellectual progress will be slowed down. However, where children's abilities in both languages are relatively well developed, but not necessarily equal, then there is evidence that bilingualism can enhance intellectual functioning. However, we as a student must appreciate the chance to learn multiple languages. This is to ensure us able to compete with other candidates in order to have a better life in future. 

i-Think Official Website (Malaysia)

Hello guys,

I would like to share the official website for i-Think program.You may gain more information in this website. Please have a look at https://www.ithinkonline.org.my

i-Think Official Website

Issue 3: High Order Thinking Skills

Hello guys,

Sorry for late update the third issue about HOTS. Here are the slide presentation.

Issue 3: Higher Order Thinking Skills

Exchange Idea with Students From Jakarta

On last 29 October 2014, students from Jakarta was visited UPSI. So, we have the chance to combine with them in order to discuss an issue about assessment. We feel happy and great because we able to exchange our idea with them . 

We are discussing the issue prepared by our lecturer. 

My Gorup Discussion

 Here are the three situation given by the lecturer.

Situation 1

In the classroom, decision is always been made. As a teacher, you have decided that:

1. Alan, Johnny and Rama have mastered the concept of factorization but not Bambang.

2. Jimmy got A; Selvi got B.

Question to ponder: On what basis, you made these decisions? 

Answer for Situation 1

Situation 2

Mrs Nora gave Mathematics grade based on monthly tests and final examination. However, in the classroom she also took student’s attendance, marked students’ assignments, encouraged students to participate in activities and developed positive attitudes among students towards Mathematics.

Mr Ahmad gave Mathematics grade based on: Monthly tests 20%, final examination 20%, assignment 10%, attendance 20%, participation in activities 15% and attitude 15%.

Questions to ponder:

Is grade A given by Mrs Nora has the same meaning with the A given by Mr Ahmad?

Whose method of grading is correct?

If an A student from Mrs Nora’class and an  A student from Mr Ahmad’s class to sit for a test carried out by a third teacher, do you think they will obtain the same grade?

Answer for Situation 2

Situation 3

Mrs Laili taught in a Form 2 class at a private school where the students are excellent in Math. She was always proud of herself saying that the tests that she gave to her students emphasized on the ability to apply Mathematical concepts in real life. The tests contained of world problems.

When she was transferred to a normal daily school and taught in the same form, she discovered that her students were not excellent compare to her former students. She carried out a test similar to the test given to her former students, and 29 out of 31 students failed the test. She gave another test which was much easier (she thought), but this time 30 out of 31 students failed Finally, she concluded that her students indeed had little or no basic mathematical skills and she applied for a transfer to another school.

Questions to ponder:

1. Do you agree with Mrs Laili’s conclusion?

2. What other conclusions can be made?

3. What can Mrs Laili do for her students to pass her test?  

Answer for Situation 3