Refleksi Minggu Ke-5- Instructional Analysis (How to cook rice)

Salam Sejahtera

Pada minggu ini, cara pembelajaran kami adalah secara blended learning di mana kami tidak bertemu di kelas bersama  Dr Dorothy tetapi diberikan tugasan secara online.  

Tugasan yang diberikan adalah mengenai bahagian Instructional Analysis. Dr Dorothy juga telah menyediakan bahan rujukan dalam bentuk video dan juga nota bagi membantu kami menyiapkan tugasan. Video-video yang dikongsikan adalah daripada model ADDIE dan bagi tugasan ini berfokus kepada fasa analisis (A).

Menurut  Morrison, Ross,Kalman & Kempp, (2011) Instructional Analysis terdiri daripada;

1. Goal analysis- proses analisis matlamat yang ingin dicapai
2. Learner analysis- proses analisis kumpulan sasaran (target audience)
3. Contextual analysis-proses analisis persekitaran pembelajaran (surrounding)
4.  Task Analysis- proses pembahagian langkah-langkah dalam pembelajaran kepada beberapa bahagian mengikut susunan yang sistematik

Fasa analisis adalah seperti berikut;

1.Instructional goals: Matlamat akhir yang ingin dicapai daripada pembelajaran
2.Instructional analysis: Langkah-langkah spesifik yang diperlukan bagi mencapai matlamat
3.Learner analysis: Pengetahuan sedia ada para pelajar (prior knowledge)
4.Learning objective: pembelajaran yang perlu dikuasai oleh pelajar setelah tamat pembelajaran sama ada pengetahuan, kemahiran ataupun sikap.

Anda juga boleh menonton video di bawah sebagai rujukan

Fasa Analisis




Tugasan 

Tugasan yang diberikan adalah seperti di bawah iaitu tentang cara memasak nasi bagi dua kategori pelajar yang berbeza (pelajar prasekolah dan pelajar dewasa-Denmark)dan saya juga sertakan jawapan yang telah saya berikan bagi tugasan ini.

Perbezaan peringkat umur dan tahap kognitif serta kebolehan fizikal

Question 1:

1. Write down the things you need to consider when preparing a lesson to teach how to cook rice for a class of preschool students (5 years old). Write your goal analisis, and your instructional analysis on what you need to teach.

Considerations to be made are including the learners’ age, context, and prior knowledge in cooking rice. The first consideration is the learners’ age which is 5 years old that usually have no experience in cooking rice. As such, the teacher need to guide the student with a specific and detailed step by step. The teacher need to demonstrate the actual steps of cooking rice to the students. Next, the students’ context whether the student know what is the rice cooker look like?  Do they have a rice cooker at home? Do they actually eat white rice at home? and lastly the prior knowledge of cooking rice whether the student ever read about it or witness the actual process or have they ever been taught on how to cook rice?

The goal analysis is to teach and demonstrate the process to cook white rice to the preschool’s student .Instructional analysis comprises all the necessary steps to carry out instructional goals. The first step is the students need to identify the correct white rice type and the rice cooker. In this step the teacher (me) need to introduce the student the white rice and also the rice cooker. Secondly, the students need to know the amount of rice need to be cooked for a single person. Thirdly, the students need to know how to wash rice properly using tap water. Fourthly, the student should know the correct amount of water to be used to cook rice. Fifthly, the students should be able to use the rice cooker and adhere to the precautions steps. Next,the students should be able differentiate between well-cooked rice and not well-cooked rice. Finally, the student will be able to cook rice by using the correct procedure.

1.Tools

1. Rice cooker

2. Measuring cup

3. Dry cloth

4. Gloves

3.Power supply

2. Ingredients

1.Rice

2.Water

Procedures to cook rice for preschool student.

1. First, the teacher (me) will introduce and show the tools (rice cooker, measuring cup & power supply) and ingredients (white rice and water) used  to cook rice to the students
2. Secondly, the teacher will demonstrate how to measure the rice. Take one cup of rice using the measuring cup and put into the rice pot.
3. Third step, the teacher will demonstrate how to wash the rice by rinsing the rice three times using tap water.
4. Fourthly, put 1 ¼ cup of tap water into the rice pot.
5. Next, wipe the outer part of the rice pot with a dry cloth.
6. After that, place the pot into the rice cooker and cover with the lid.
7. Connect the rice cooker cable to the power supply . Remind the student to wipe their hand dry  to avoid being electrocuted.
8. Turn on the switch and press down the cook button.
9. Leave the rice to be cooked for 45 minutes.
10. After 45 minutes, teach the student to observe  the cook button which already showed keep warm that indicate the rice is already cooked. By using glove,take out small portion of rice and let cool.
11. Teach the student to differentiate the well-cooked rice and not well-cooked rice by asking the student to pinch the rice. If the rice is soft, consider the rice is well -cooked and if it is hard, consider the rice is not well-cooked.
12. Remind the student the important of the well-cooked rice to avoid stomach ache.

Question 2:

Next, imagine you have to teach a class of adult students, say a group of students from Denmark, who have no experience in cooking rice, nor do they have a rice cooker. What needs to change in your instructional analysis. 

 In view of teaching a group of adult learners, I will not go into details on the introduction regarding tools & ingredients.. I will provide a simplified procedures on how to cook rice using a traditional or electric stove as alternatives to rice cooker. As for the type of rice used will be more flexible which they can use either white rice or brown rice. I will also allow them to retrieve information on how to cook rice on the stove from various resources including friends, media and internet (YouTube) which actually applying the concept of connectivism.

 Simplified procedures for Denmark's students.

1. Prepare cooking pots,rice and water to cook rice.
2. Take one cup of rice and put inside the cooking pot.
3. Wash the rice using tap water by rinsing three times.
4. Put 1 ¼ cup of water into the pot.
5. Turn on the stove using medium heat and place the cooking pot accordingly.
6. Cover the pot with the lid and ensure to lift up the lid a little bit to avoid water to spill out of the pot.
7. Stir the rice with 15 minutes intervals for 45 minutes to avoid the rice from burnt.
8. After 45 minutes, pinch the rice. If it is soft, considered the rice is well-cooked.
9. If not, add a little bit water just to cover the rice surface  and continue to cook with the medium heat for another 15 minutes. Repeat this step until the rice is soft.

Bagi pendapat saya, Instructional Analysis amat penting dan sangat membantu dalam merancang lesson plan  dengan cara yang sistematik dan bersturktur pada masa akan datang. Sebagai guru, adalah amat penting untuk kita mengetahui pengetahuan sedia ada para pelajar supaya mereka dapat belajar dengan lebih efektif dan tidak berasa bosan. Guru juga haruslah mengambil kira tahap cognitif,persekitaran pembelajara dan budaya para pelajar sebagai panduan bagi merangka sesi pembelajaran.

Kepelbagaian latar belakang para pelajar

Apakah pendapat anda? Adakah Instructional analysis penting dan membantu dalam merancang  rancangan pengajaran harian (RPH)?