AFFT MABDA

Keberkesanan 0 Do
Tanggungjawa
• Tidak membuat Komponen 4 d: Re
sebarang refleksi.
1

• Tidak tahu sama ada
pengajaran tersebut
berkesan atau mencapai
matlamat atau salah
menilai keberkesanan
pengajaran.

Kegunaan untuk • Tidak membuat • Tiada cadangan untuk
membaiki pembelajaran
Pengajaran pada Masa sebarang refleksi. yang akan datang.

Depan

Dokumentasi :
1. Di dalam kelas
2. Buku rekod guru/ borang refleksi

omain 4
ab Profesionalisme
efleksi pada Pengajaran

234

• Mempunyai gambaran • Membuat penilaian yang • Membuat penilaian yang
yang agak tepat tentang tepat tentang baik dan tepat tentang
keberkesanan keberkesanan keberkesanan
pengajaran dan setakat pengajaran dan setakat pengajaran dan setakat
mana matlamat mana matlamat mana matlamat
pengajaran tercapai. pengajaran tercapai dan pengajaran tercapai.
boleh menyatakan Dapat menyatakan
contoh-contoh untuk banyak contoh daripada
menyokong pernyataan pengajaran dan
tersebut. mengenal pasti setiap
kekuatannya.

• Membuat cadangan • Membuat beberapa • Berdasarkan pelbagai
umum bagaimana cadangan spesifik untuk kemahiran yang ada,
pembelajaran boleh dicuba dalam guru dapat memberi
dipertingkatkan. pembelajaran akan cadangan spesifik
datang. dengan pendekatan
yang berbeza.

31

Do
Tanggungjawa
Komponen 4 e: Mengekalkan

01

Rekod Tugasan • Tidak menyimpan • Sistem penyimpanan
Pelajar
sebarang rekod tugasan rekod tentang tugasan

pelajar. pelajar tidak teratur.

Kemajuan/ • Tidak menyimpan • Tidak mempunyai
Peningkatan Pelajar sebarang rekod tugasan sistem untuk mengemas
dalam Pembelajaran pelajar. kini maklumat berkaitan
kemajuan pembelajaran
pelajar atau sistem tidak
teratur.

Rekod Tugasan Lain • Tidak mempunyai rekod • Rekod tugas-tugas lain
tugas-tugas lain. tidak teratur,
menyebabkan banyak
kesilapan dan
kekeliruan.

Dokumentasi :
1. Buku rekod guru
2. Tugasan pelajar

omain 4
ab Profesionalisme
n / Memastikan Rekod-rekod Tepat

234

• Sistem penyimpanan • Sistem penyimpanan • Sistem penyimpanan
rekod tugasan pelajar rekod tugasan pelajar rekod tugasan pelajar
pada tahap asas dan sangat berkesan. sangat berkesan.
kurang berkesan. Pelajar juga berperanan
dalam proses
penyimpanan rekod
tersebut.

• Sistem mengemas kini • Sistem mengemas kini • Sistem mengemas kini
maklumat berkaitan maklumat berkaitan maklumat berkaitan
kemajuan pembelajaran kemajuan pembelajaran kemajuan pembelajaran
pelajar pada tahap asas pelajar sangat berkesan. pelajar sangat berkesan.
dan kurang berkesan. Pelajar juga berperanan
dalam proses
mengemas kini
maklumat tersebut.

• Rekod tugas-tugas lain • Rekod tugas-tugas lain • Rekod tugas-tugas lain
memadai, tetapi sangat berkesan. sangat berkesan.
memerlukan Pelajar juga berperanan
pemantauan yang kerap dalam proses
untuk mengelakkan mengemas kini rekod.
kesilapan.

32

Do
Tanggungjawa
Komponen 4 f

01

Penyimpanan Rekod • Tidak mempunyai rekod • Mempunyai rekod
intervensi. intervensi untuk
beberapa orang pelajar
sahaja, dan tidak
lengkap.

Dokumentasi :
1. Buku rekod guru/ borang

omain 4
ab Profesionalisme
f: Rekod Intervensi

234

• Mempunyai rekod • Mempunyai rekod • Mempunyai rekod
intervensi untuk semua intervensi yang lengkap intervensi yang lengkap
pelajar yang untuk semua pelajar untuk semua pelajar
memerlukan bimbingan, yang memerlukan yang memerlukan
tetapi tidak lengkap. bimbingan. bimbingan, memberi
peluang kepada pelajar
untuk menyesuaikannya
dengan keupayaan
mereka.

33

Do
Tanggungjawa
Komponen 4 g: Mempe

01

Perkhidmatan kepada • Tidak membantu pelajar • Tidak prihatin dengan
Pelajar
langsung. kehendak/ keperluan

pelajar.

Sumbangan kepada • Tidak melibatkan diri • Melibatkan diri dalam
Sekolah dan dalam sebarang aktiviti aktiviti di sekolah/
Masyarakat di sekolah/daerah. daerah apabila diminta,
tetapi tidak
menyempurnakan tugas
yang diberi.

Perkembangan dan • Tidak mahu menyertai • Menyertai program
Pembangunan mana-mana program peningkatan ilmu/
Profesionalisme peningkatan kemahiran apabila
ilmu/kemahiran. diminta.

Dokumentasi ;
1. Buku rekod guru/ borang
2. Interaksi dengan pelajar/ rakan sejawat

omain 4
ab Profesionalisme
erlihatkan Profesionalisme

234

• Usaha untuk membantu • Aktif dalam membantu • Sangat proaktif untuk
membantu pelajar,
pelajar tidak konsisten. pelajar. mencari sumber apabila
perlu.

• Melibatkan diri dalam • Melibatkan diri secara • Melibatkan diri secara
aktiviti di sekolah/ sukarela dalam aktiviti di sukarela dalam aktiviti
daerah apabila diminta, sekolah/ daerah, sekolah/ daerah.
dan menyempurnakan sumbangan memenuhi Sumbangan memenuhi
tugas yang diberikan. kehendak/keperluan. kehendak/keperluan dan
pernah memegang
jawatan penting dalam
aktiviti di
sekolah/daerah.

• Menyertai program • Menyertai program • Menyertai program
peningkatan ilmu/ peningkatan ilmu/ peningkatan ilmu/
kemahiran secara kemahiran secara kemahiran secara
sukarela. Berkongsi ilmu sukarela dan mencari sukarela dan sentiasa
apabila diminta. peluang untuk mengikuti mencari peluang untuk
program seperti itu. mengikuti program
Berkongsi ilmu dengan seperti itu.
rakan sejawat. Mempraktikkan ilmu
yang diperoleh di dalam
kelas. Berkongsi ilmu
dengan memberi
sumbangan seperti
dalam bentuk penulisan
dan kajian.

34

DOMAIN 1 : PLANNING AND PREPARATION
Component 1 a : Demonstrating Knowledge of Content and Pedagogy

RATIONALE AND EXPLANATION

 ‘A person cannot teach what he or she does not know’.
- Sufficient command of a subject to guide student learning :
• the content to be learned, the structure of the discipline
of which that content is a part, methods of inquiry
unique to the discipline
• concepts, principles, relationships, methods of inquiry,
outstanding issues
- Teachers as the source of information :
• what they convey should be accurate
• reflects the nuances of a discipline
• understand the complexities and patterns of the content
- Good teaching :
• subject knowledge
• use pedagogical techniques to the different disciplines
to help convey information and teach skills
• teacher knows how to anticipate student misconceptions
- Knowledge of content and pedagogy is not stagnant but evolves over time :
• must keep apprised of developments in the field

DOCUMENTATION
1. Written documents , instructional artifacts, comments on student work.
2. Classroom interactions.

35

DOMAIN 1 : PLANNING AND PREPARATION
Component 1 b : Demonstrating Knowledge of Students

RATIONALE AND EXPLANATION

- To maximize learning, teachers must know not only their subject and its
accompanying pedagogy, but also their students :
• each age group has certain developmental
characteristics (intellectual, social and emotional)
• students vary in their interests, talents and preferred
approaches in learning
• students with special needs require additional assistance
in learning parts of the curriculum

- Teachers help students build on these strengths while developing all areas of
competence

- Students out-of-school experience provide rich material for teachers in
designing learning experiences, developing analogies and metaphors for new
content.

DOCUMENTATION
1. Completing the Knowledge of Students and Resources Sheet documents.
2. Learning experiences.

36

DOMAIN 1 : PLANNING AND PREPARATION
1 c : Selecting Instructional Goals

RATIONALE AND EXPLANATION

- Teaching is a purposeful activity

- It is goal directed, designed to achieve certain-well defined purposes

- When establish instructional goals, must take into account a number of factors:

• a district’s curriculum
• requirements of external mandates (e.g. state testing,

PMR, SPM)
• community expectations

- Instructional goals :
• worthwhile
• represent learning central
• high level learning for students
• consider the importance of teachers introduce to the
students
• must be clear, stated in terms of student learning (not
student activity)
• capable of assesment
• verbs should be unambiguous and suggest assessment
techniques
• appropriate to the diverse students
(age and developmental levels, prior skills and
knoweledge, interests and backgrounds ~ balance
among different types of learning)

DOCUMENTATION

1. Instruction Plan for Single Lesson.
2. Conversations with the teacher before or after a lesson is observed.
3. Classroom visit.

37

DOMAIN 1 : PLANNING AND PREPARATION
1 d : Demonstrating Knowledge of Resources

RATIONALE AND EXPLANATION

- 2 primary types of resources
• to assist in teaching
• to help students

- Resources for teaching :
• myriad things (simple or complex, purchased or made
by teachers or students)
• aids outside the classroom (museums, concert
performances, films, materials from local businesses)
• experts within the classroom community (students and
parents)
• available from a school or districts

- To help students :
• teacher aware what is available
• items and services available both through and beyond
the school
e.g special services (instructional aide to help a hearing-
impaired student
• range of offerings within a regular school setting
(resource room assistance for learning disabled students)
• outside resources
e. g tutoring services, mentoring, buddy system)

DOCUMENT
1. Knowledge of Students and Resources Sheet.

38

DOMAIN 1 : PLANNING AND PREPARATION
1 e : Designing Coherent Instruction

RATIONALE AND EXPLANATION

- Teacher translates instructional goals into learning experiences for students
through the design of instruction

- Choice of instructional strategies is also likely to vary
e.g. some lessons consist of presentations, workshops

- Critical element is the creation/adaptation of a series of learning activities :
• sequence should be logical
• engage students in meaningful activities
• activities should progress from easier to harder, simple to more
complex, from attention to one domain of learning to integration across
several
• activities should be suitable to students in terms of their age, prior
knowledge and interests, and approaches to learning
• activities and strategies should vary

- Choice of materials and resources :
• select carefully
• clearly support the instructional goals
• engage students in meaningful learning
e.g. project work and fill-in-the blanks worksheet

- Compatibility with recent findings :
e.g. problem-solving approach to the teaching of mathematics, engage
students in the “doing” of science, investigating history topics in depth

- A coherent instructional unit :
• each activity playing an important role
• time allocations are reasonable
• opportunities for students to engage in reflection and closure
• topics from one part of the unit are connected with others
• students explore a subject from many different angles
• understand the relationship of the parts to the whole
• instructional groups are suitable to both instructional goals and the
students
(where appropriate students themselves take some initiative in choosing
their own work group

DOCUMENT

1. Three-Week Unit Plan

39

2. Instruction Plan for a Single Lesson

DOMAIN 1 : PLANNING AND PREPARATION

1 f : Assessing Student Learning
RATIONALE AND EXPLANATION

- Through assessment of student learning can teachers know if students have
met the instructional goals of a unit or lesson

- Requirement of a design for assessing student learning is :
• each instructional goal can be assessed in some way
• assessment methodologies must be appropriate to the different types of
goals
• a well-designed approach is clear about how student work will be
evaluated (essay writing)
• students should know the required standards of achievement

DOCUMENT
1. Instruction Plan for a Single Lesson

40

DOMAIN 2 : CLASSROOM ENVIRONMENT
Component 2 a : Creating An Environment of Respect & Rapport
RATIONALE AND EXPLANATION
- Teaching is a matter of relationships among individuals :

• should be grounded in rapport & mutual respect; both between a
teacher & students & among students.

- Teachers create an environment of respect & rapport by :
• interact with students
• friendliness & openness
• humor
• caring (sometimes through a stern demeanor & businesslike
atmosphere)

DOCUMENTATION
1. Through words & actions in the classroom.
2. Teacher offer explanation
3. Discussion

41

DOMAIN 2 : CLASSROOM ENVIRONMENT
Component 2 b : Establishing A Culture For Learning

RATIONALE AND EXPLANATION

- Everyone including the teacher is engaged in pursuits of value

- Students & teachers take pride in their work, give their best energy

- High expectations for all students & a safe environment for taking risks :
• students know that their teacher has a high regard for their abilities
• strengthened in their commitment to high quality work

- Classroom without a culture for learning :
• no one cares about the content to be learned
• teacher may even indirectly blame the text-book, the administration,
the state, or the district for a curriculum that she doesn’t has much
value
• students are lethargic, do not invest energy in their work

- Classroom with a culture for learning :
• cognitively busy places
• student and teacher setting a high value on high-quality work
• student work are displayed
• teacher and students see the content as important
• student take pride in their work
• student acceptance to expand their best efforts

DOCUMENTATION

1. In the classroom
• Shows student work
• Nature of interactions
• Tone of the conversations

2. Instruction Plan for a Single Lesson

3. Conversations with students

42

DOMAIN 2 : CLASSROOM ENVIRONMENT
2 c : Managing Classroom Procedures

RATIONALE AND EXPLANATION

- Teaching requires good management before good instruction is possible.
- Teachers must develop procedures for the smooth operation of the classroom,

efficient use of time.
- Routines are established, distribution and collection of materials, performance

of noninstructional responsibilities, and supervision of volunteers &
paraprofessionals
- Students assume responsibility for the classroom
- Experienced teachers :
• Different activities have clear beginnings & endings
• Minimal time is lost as the teacher & students move from one lesson

segment to another
• Materials needed are at hand

DOCUMENTATION
1. Classroom observation
2. Explain procedures

43

DOMAIN 2 : CLASSROOM ENVIRONMENT
2 d : Managing Student Behavior

RATIONALE AND EXPLANATION

- Learning occur in an environment where student behaviour is in control
- A key to efficient & respectful management of student behaviour lies in :

• Agreed – upon standards of conduct
• Clear consequences for overstepping the bounds
• Appropriate language, attire
• Various procedures : for being recognized to speak during a discussion,

for entering & leaving the classroom, for getting materials, for going to
the rest room
- Characteristics : approaches to managing student behaviour in well-run
classrooms
• Expectations are clear
• Teacher aware of what is going on
• Teachers refrain from losing temper
• Chastisement of conduct focuses on a student’s behaviour
• Teachers encourage students to monitor their own behaviour

DOCUMENTATION
1. Classroom observation

44

DOMAIN 2 : CLASSROOM ENVIRONMENT
2 e : Organizing Physical Space

RATIONALE AND EXPLANATION
- Use of physical space is important in a total learning environment
e.g. reading corners, spaces for noisy and quiet activities, create furniture
arrangement for discussion sessions or group projects.
- Elements of a physical environment :
• Safety and accessibility to learning
• Arrangement of furniture
• Use of physical resources

DOCUMENTATION
1. Classroom observation

45

DOMAIN 3 : INSTRUCTION
Component 3 a : Communicating Clearly and Accurately

RATIONALE AND EXPLANATION

- To enable student engagement :
• Clarity of directions, procedures, limits : orally / in writing / a
combination of oral and written directions
• Quality of oral and written communication : audible, legible

- How ?
• Clear directions and explanations
• Vivid and expressive language
• Model correct and expressive vocabulary. If using informal speech,
make student aware of the difference
• Careful choice of words
• Vocabulary suitable to the discipline

- Why do teachers need to communicate clearly and accurately?
• To enable student engagement
• To optimise use of class time
• To enhance students’ learning experience
• To model the appropriate language of a discipline

DOCUMENTATION
1. Classroom observation

46

DOMAIN 3 : INSTRUCTION
Component 3 b : Using Questioning and Discussion Techniques
RATIONALE AND EXPLANATION
- To elicit student reflection :

• Student exploration of content
• Students reflect on their understanding
• Students consider new possibilities
- To promote deeper student engagement
- Good questions :
• Rarely requires a simple yes / no response
• May have many possible correct answers

DOCUMENTATION
4. Classroom observation
5. Instruction Plan for A Single Lesson

47

DOMAIN 3 : INSTRUCTION
3 c : Engaging Students In Learning

RATIONALE AND EXPLANATION

- There is intellectual involvement / mental engagement / minds-on, with the
contents of a lesson.

- Active construction of understanding takes place.

- Elements of student engagement :
• Representation of content
• Activities and assignments
• Grouping of students
• Use of instructional materials and resources
• Structure and pacing

- Enhancing student engagement
• Reading followed by discussion
• Independent investigations : for goals related to thinking & reasoning
• Searching for patterns and use of memorization techniques : if goal is
mastery of facts/information

- Some symptoms of non-engagement
• Doodling
• Passing out notes
• Gazing out of the windows
• Disruptive behaviour

- Time on task “vs engagement”

- Representation of Content
• Possible New Content : Concepts, relationships, skills
• Use appropriate examples, metaphors and analogies to connect new
content to students knowledge, interests, school’s culture etc.
• Forms : physical representation, oral description, graphic organizer,
discovery (investigations, discussions)
• Representation crucial to develop students understanding

- Activities and assignments
• Many forms and depends on context
• Share certain characteristics
• Emphasize problem-based learning
• Permit student-choice and initiative
• Encourage depth rather than breadth
• Require student thinking (age-appropriate)

48

• Designed to be relevant and authentic
- Student grouping

• Flexible
• Consider suitability of a particular type of grouping to lesson’s

objectives
- Use of instructional materials and resources

• Any item which can assist students in engaging with content
• Determinant for engagement : Use of the materials
- Structure and Pacing
• Pacing is appropriate to the students and content
• Suitable opportunities for closure
• Well- designed lesson has a defined structure

~ recognizable beginning,middle,and end
~ clear introduction and closure
~ working sessions (eg. Art studio)

DOCUMENTATION
3. Classroom observation
4. Instructional Artifact Sheet

49

DOMAIN 3 : INSTRUCTION

3 d : Providing Feedback to Students

RATIONALE AND EXPLANATION

- Information about student progress in learning
- Analyze each student’s :

• Questions,
• Approach to projects and assignments,
• Work,
• Insights,
• interests
- Possible ways of providing feedback
• Teacher : Oral, body language
• Student discovery through instructional activities eg. misconceptions
• Materials : eg. Answers at back of book.
• Computer programmes
• Other students
- A must for significant work eg papers, tests, quizzes, reports
- Effective feedback :
• Quality; accurate, constructive, substantive, specific
• Timely

DOCUMENTATION
2. Classroom observation
3. Examples of student work
4. Peer comments
5. Questionnaire

50

DOMAIN 3 : INSTRUCTION
3 e : Demonstrating Flexibility and Responsiveness
RATIONALE AND EXPLANATION
- 3 situations for Component 3e :
• when an instructional activity is not working
• a spontaneous event that provides opportunity for learning eg. A
school event / conflict
• when some students show difficulty in learning
- teacher requires a repertoire of strategies and techniques
DOCUMENTATION
1. Classroom observation

51

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 a : Reflecting On Teaching

RATIONALE AND EXPLANATION

- Through reflection :
• follow-up thinking (goals met, a lesson ‘worked’)
• sensitivity to the engagement of students
(approach used was appropriate/alternative approach
more effective)
• refine approach, improve practice (expand repertoire of
practice)
• focus on aspects that can be strengthened

DOCUMENTATION

1. Reflection Sheet
2. Professional conversation with colleagues

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 b : Maintaining Accurate Records

RATIONALE AND EXPLANATION

- Why records :

• respond to individual needs
• keep track of student assignments
• keep track of student learning

e.g. skills checklists, records of competencies, portfolios
• a system for monitoring student progress (align with 1 f,

3 d, 4 c)
• noninstructional activities

DOCUMENTATION

1. Portfolio items – grade book, skills worksheets, results of student assessments,
records of classroom noninstructional duties.

52

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 c : Communicating With Families

RATIONALE AND EXPLANATION

 “It takes a village to raise a child”
- Keeping families of :
• events in class
• academic and social progress
- engage parents in the actual instructional program

DOCUMENTATION
1. The Family Contact Log
2. Class Newsletter

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 d : Contributing To The School And District

RATIONALE AND EXPLANATION

- Elements involved :
• relationships with colleagues
e.g share materials and insights-joint planning of thematic units
• contributions to school-enhancing the culture of the school
• participation in schools and districts projects

DOCUMENT
1. The School And District Contribution Log

53

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 e : Growing and Developing Professionally

RATIONALE AND EXPLANATION

 Continuing development is the mark of a true professional, an ongoing effort that is
never completed.

- Areas involved :
• content knowledge
• developments in pedagogy
• expanding developments in information technology
• professional organizations as a vehicle
• contribution to the profession
e.g. conduct research in classrooms, make results known to colleagues
through conference or articles,
supervising student teachers
participating or taking a leadership role in study groups with
colleagues

DOCUMENTATION

1. The Professional Development Log
2. Professional Contribution Log

DOMAIN 4 : PROFESSIONAL RESPONSIBILITIES
4 f :Showing Professionalism

RATIONALE AND EXPLANATION

- Qualities involved :
• care deeply for the well-being of their students
• advocates for their students
• commitments in problem solving and decision making

DOCUMENTATION

1. Daily interactions with students and colleagues

54