TeknikPenyoalanBerkesanB

erbentukTugasan
 PenyoalanBerkesan
Penyoalan yang
meransangmuridberfikirsebelummem
berijawapan

Mampumenjanapembelajaranberimp
aktinggi

Menyuburpembinaanpengetahuan,
kefahaman, kemahirandannilai
 Teknik
Taksonomi Bloom
Taksonomi SOLO
PenyelesaianMasalah ala PISA
PenyoalanDimensiPembelajaran
PelbagaiStrategi
Taksonomi Bloom
Pengetahuan
Pemahaman
Aplikasi
Sintesis
Analisis
Penilaian
Knowledge

PenyoalanPengetahuan
Useful Potential activities
Sample Question Stems
Verbs and products
tell What happened after...? Make a list of the main
list How many...? events..
describe Who was it that...? Make a timeline of
relate Can you name the...? events.
locate Describe what happened at...? Make a facts chart.
write Who spoke to...? Write a list of any pieces
find Can you tell why...? of information you can
state Find the meaning of...? remember.
name What is...? List all the .... in the
Which is true or false...? story.
Make a chart showing...
Make an acrostic.
Recite a poem.
 PenyoalanPemahaman
Useful Sample Question
Verbs Stems
explain Can you write in your own
interpret words...?
outline Can you write a brief outline...?
discuss What do you think could of
distinguish happened next...?
predict Who do you think...?
restate What was the main idea...?
translate Who was the key character...?
compare Can you distinguish between...?
describe What differences exist
between...?
Can you provide an example of
what you mean...?
Can you provide a definition
for...?
Potential activities and
products
Cut out or draw pictures to show a particular
event.
Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence
of events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the
sequence of events.
Make a colouring book.
 PenyoalanAplikasi
Useful Potential activities and
Sample Question Stems
Verbs products
solve Do you know another instance Construct a model to demonstrate how it will
show where...? work.
use Could this have happened in...? Make a diorama to illustrate an important event.
illustrate Can you group by characteristics such Make a scrapbook about the areas of study.
construct as...? Make a paper-mache map to include relevant
complete What factors would you change if...? information about an event.
examine Can you apply the method used to Take a collection of photographs to demonstrate
classify some experience of your own...? a particular point.
What questions would you ask of...? Make up a puzzle game using the ideas from the
From the information given, can you study area.
develop a set of instructions about...? Make a clay model of an item in the material.
Would this information be useful if Design a market strategy for your product using
you had a ...? a known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.
 PenyoalanAnalisis
Useful Potential activities and
Sample Question Stems
Verbs products
analyse Which events could have happened...? Design a questionnaire to gather information.
distinguish I ... happened, what might the ending Write a commercial to sell a new product.
examine have been? Conduct an investigation to produce
compare How was this similar to...? information to support a view.
contrast What was the underlying theme of...? Make a flow chart to show the critical stages.
investigate What do you see as other possible Construct a graph to illustrate selected
categorise outcomes? information.
identify Why did ... changes occur? Make a jigsaw puzzle.
explain Can you compare your ... with that Make a family tree showing relationships.
separate presented in...? Put on a play about the study area.
advertise Can you explain what must have Write a biography of the study person.
happened when...? Prepare a report about the area of study.
How is ... similar to ...? Arrange a party. Make all the arrangements
What are some of the problems of...? and record the steps needed.
Can you distinguish between...? Review a work of art in terms of form, colour
What were some of the motives and texture.
behind...?
What was the turning point in the game?
What was the problem with...?
 PenyoalanSintesis
Useful Sample Question Potential activities and
Verbs Stems products
create Can you design a ... to ...? Invent a machine to do a specific task.
invent Why not compose a song Design a building to house your study.
compose about...? Create a new product. Give it a name and plan a
predict Can you see a possible solution marketing campaign.
plan to...? Write about your feelings in relation to...
construct If you had access to all resources Write a TV show, play, puppet show, role play,
design how would you deal with...? song or pantomime about...?
imagine Why don't you devise your own Design a record, book, or magazine cover for...?
propose way to deal with...? Make up a new language code and write material
devise What would happen if...? suing it.
formulate How many ways can you...? Sell an idea.
Can you create new and unusual Devise a way to...
uses for...? Compose a rhythm or put new words to a known
Can you write a new recipe for a melody.
tasty dish?
can you develop a proposal
which would...
 PenyoalanPenilaian
Useful Sample Question
Potential activities and products
Verbs Stems
judge Is there a better solution to... Prepare a list of criteria to judge a ... show.
select Judge the value of... Indicate priority and ratings.
choose Can you defend your position Conduct a debate about an issue of special
decide about...? interest.
justify Do you think ... is a good or a bad Make a booklet about 5 rules you see as important.
debate thing? Convince others.
verify How would you have handled...? Form a panel to discuss views, eg "Learning at
argue What changes to ... would you School."
recommend recommend? Write a letter to ... advising on changes needed
assess Do you believe? at...
discuss Are you a ... person? Write a half yearly report.
rate How would you feel if...? Prepare a case to present your view about...
prioritise How effective are...?
determine What do you think about...?
Revised Bloom
BLOOMS REVISED TAXONOMY

Remembering
Recalling information
Recognising, listing,
describing, retrieving,
naming, finding
BLOOMS REVISED TAXONOMY

Understanding
Explaining ideas or
concepts
Interpreting,
summarising,
paraphrasing,
classifying, explaining
BLOOMS REVISED TAXONOMY

Applying
Using information in
another familiar situation
Implementing, carrying
out, using, executing
BLOOMS REVISED TAXONOMY

Analysing
Breaking information into
parts to explore
understandings and
relationships
Comparing, organising,
deconstructing,
interrogating, finding
BLOOMS REVISED TAXONOMY

Evaluating
Justifying a decision
or course of action
Checking,
hypothesising,
critiquing,
experimenting,
judging
BLOOMS REVISED TAXONOMY

Creating
Generating new ideas, products, or
ways of viewing things
Designing, constructing, planning,
producing, inventing.
TAKSONOMI SOLO
 Apaitu SOLO?
SOLO ialah Structure of Observed Learning Outcomes.

SOLO ialahsuatuusahamemahamikefahaman

SOLO mengenalpasti 5
peringkatkefahamanmuriddalampembelajaran.
Setiapperingkatmenggambarkankefahamanmurid yang
lebihdaripadakefahamandalamperingkatsebelumnya:

Prestructural Unistructural Multistructural

Relational Extended Abstract
 5 Peringkat SOLO
Prestructural
muridmenguasaisedikitmaklumattetapitidakdapatmenghubungkanmaklum
at-maklumatituantarasatusama lain.
Merekatidakdapatmengorganisasimaklumat-
maklumatitusebagaisatumaklumat yang bermakna.
Padaperingkatinikitatidakmengharapkanmerekaberbuatdemikianolehitukita
tidakperlumenyoallebihlanjut
Unistructural
muridbolehmembuatpertalianmudahdanjelasantarabeberapamaklumat
yang diketahui (pertaliansatu-satu)
Multistructural beberapapertaliandapatdilakukantetapibukan yang
berbentuk meta-pertalianantaramaklumat-maklumatitu
Relational muriddapatmelihatbeberapamaklumat yang
berkaitanantarasatusama lain sehinggamembentuksatu idea yang
bermakna
Extended abstract
muridbolehmembuatpertalianantarabeberapamaklumatsehinggamembent
uk idea lain diluarlingkunganmaklumat, permasalahandanpersoalan yang
 PRESTRUC UNISTRUCT
TURAL URAL

MULTISTRU
CTURAL

RELATIONAL EXTENDED
 Contoh Algebra: Patterns in
number
Houses 1 2 3
Given: Sticks 5 9 __

How many sticks are needed for 3 houses? (unistructural)

How many sticks are there for 5 houses? (multistructural)

If 52 houses require 209 sticks, how many sticks do you need to be able to
make 53 houses? (relational)
Make up a rule to count how many sticks are needed for any number of
houses. (extended abstract)
 PenyoalanDimensiPe
mbelajaran
DimensiTiga(Extending and
Refining Knowledge) reinforces
students' deep understanding of
essential declarative (facts,
concepts, generalizations,
principles) and procedural (skills,
processes, procedures)
knowledge.
 DimensiTiga
Comparison
How are these things alike?
How are they different?

Classification
Into what groups could you organize these things?
What are the rules for membership in each group?
What are the defining characteristics of each
group?
 DimensiTiga
Induction
Based on the following facts (or observations), what
can you conclude?
Based on this information, what is a likely conclusion?

Deduction
Based on the following generalizations (or rules or
principles), what predictions can you make or what
conclusions can you draw that must be true?
If you know that has happened, then what do you know
will have to occur?
What are the conditions that make this conclusion
inevitable?
 DimensiTiga
Error Analysis
What are the errors in reasoning in the following
information?
How is this information misleading?

Constructing Support
What is an argument that would support this
claim?
What are the limitations of or assumptions
underlying this argument?
How is this information trying to persuade you?
 DimensiTiga
Analyzing Perspectives
Why would someone consider this to be good (or
bad or neutral)?
What is the reasoning behind this perspective?
What is an alternative perspective and what is the
reasoning behind it?
 DimensiEmpat
Dimension Four (Using Knowledge
Meaningfully) asks students to apply
their knowledge to real-world , decisions,
investigations, experiments, problems,
and inventions.
 Dimensi Empat
Decision Experimental Problem
Investigation Invention
Making Inquiry Solving
What are your What do you What do you see What are some What do you
choices? How want to find out? or notice? How ways you can want to make or
well will each of What can you explain overcome what make better?
your choices disagreements it? What if...? you can't do? What is a model,
help you get or confusions do How can you test How do you sketch, or outline
what you want? people have your "What if..?" make sure you of your
Which choice will about it? How What happened? do what you invention? How
do the best job? can you support have to? What can you make it
your solutions will you or improve on it?
conclusions? try?
 Dimensi Lima
Dimension Five (Productive Habits
of Mind) asks students to become
self-reflective about their use of life-
long thinking "habits," including the
ability to be self-regulated, critical,
and creative.
 Dimensi Lima
1. Are you aware of your own thinking about
what you are trying to accomplish?

2. Have you made a plan for what you want to

accomplish?

3. Have you collected all the resources for

what you want to accomplish?

4. Are you aware of how well you are doing

and if you need to change any of your
actions or attitudes?
 Dimensi Lima
5. Are you actively seeking accuracy in the
information you are receiving?

6. Are you actively seeking clarity in the

information you are receiving?

7. Are you being open-minded about the

information you are receiving?

8. Are you stopping to think before you speak

or act?
 Dimensi Lima
9. Are you resisting impulsively?

10. Are you actively taking and defending

positions when such action is warranted?

11. Are you being sensitive to the feelings and

level of knowledge of others?

12. Are you still engaging intensely even when

it becomes difficult, or are you withdrawing
when the task is hard?
 Dimensi Lima
13. Are you pushing yourself to your limits,
or are you coasting?

14. Are you continually identifying

standards you want to meet?

15. Are you continually trying to see the

situation in new and unique ways?
 PelbagaiStrategi
Untukmenjadikankelasberubahdaripada imperative
kepadainterogative:

Use the think-pair-share strategy to allow students to

respond to questions cooperatively.

Avoid predictable question patterns by calling on

students randomly and allowing for student calling.

Ask students to unpack their thinking by describing

how they arrived at an answer.

Promote active listening by asking for summaries of

individual and class responses to key questions.
 PelbagaiStrategi
Untukmenjadikankelasberubahdaripada imperative
kepadainterogative:

Ask students why they hold a particular position

or point of view on a subject.

Survey the class (e.g., How many of you

agree?Thumbs up, thumbs down...)

Encourage student-constructed questions.

Emphasize why? and how? questions.

 PelbagaiStrategi
Untukmenjadikankelasberubahdaripada
imperative kepadainterogative:

Use hypothetical thinking: What would happen

if...? What if this had happened?

Employ reversals: What happens if we reverse

the steps?

Apply different symbol systems: How can we

present these ideas in graphic form?
 PelbagaiStrategi
Untukmenjadikankelasberubahdaripada
imperative kepadainterogative:

Use analogies: How is this like _____ ?

Analyze points of view: What else might

account for this? How would Hamlet view
these events?

Employ completion activities: Before we read

the conclusion, what ending would you
 Check List
1. Do I make certain that all students develop a
deep understanding of key and procedural
knowledge by emphasizing higher-order
questioning?

2. Do I encourage discussion in my classroom

by using open-ended questions?

3. Do I decide on the goals or purposes of my

questions?
 Check List
4. Do I choose important--rather than trivial--
material to emphasize students' in-depth
exploration of essential/key questions?

5. Do I avoid "yes" and "no" questions?

6. Do I use "probe" questions to encourage

students to elaborate and support assertions
and claims?
 Check List
7. Do I ensure that students clearly understand
my questions--and avoid a "guessing game?

8. Do I avoid questions that "contain the

answer"?

9. Do I anticipate students' responses to my

questions, yet allow for divergent thinking and
original responses?
 Check List
10.Do I use purposeful strategies for helping
students deal with incorrect responses?

11.Do I make effective use of Wait Time I and

II?

12. Do I vary my question structures where

appropriate?
Terimakasih