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THE 3H (HEAD-ON, HEART-ON AND HANDS-ON) APPROACH
TO PRODUCE COMPETENT TEACHERS
Dr Tan Aimei
[email protected]://sites.google.com/site/3happroach/about-3h-approach
http://aimei99.wordpress.com
Could you imagine the power could be generated by a teaching model on teaching and
learning, and its effects on both teachers and students? The 3H (Head-on, Heart-onand Hands-on) model developed by Dr Tan Aimei is grounded in 5 learning theories.
The power of this model is proven in the production of trainee teachers who are notonly aspiring but the birth of three blogs, namely http://aimei99.wordpress.com,
http://sites.google.com/site/ebuletinjipik2012/, http://sites.google.com/site/3happroach/
and including publication of a book, entitled Panduan Kerja Kursus Ilmu Pendidikan:idea, Contoh dan Aplikasi Teori. The 3H approach has now been further applied by by
Dr Tan in areas of curriculum, course work and rubric design which is witnessed in the
birth of Pentaksiran 3H as documented in the http://ebuletinjipik.wordpress.com .
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1.0 Introduction
In an effort to produce teachers equipped with vision, passion and action
(competency), the author has conducted three years of action research in her classes and
developed a teaching model, to be called the 3H Approach to Produce Competent
Teachers. This paper illustrates the power of 3H as a teaching model and the
transformation of her trainee teachers into reflective and competent practitioners. The
incorporation of 3H in the authors training of teachers has given rise to an advancement
in pedagogy and knowledge generation as well as enhancement in teacher
professionalism which is partially documented in the book Panduan Kerja Kursus Ilmu
Pendidikan: Idea, Contoh dan Aplikasi Teori (Tan, 2010), and can be accessed from
http://www.sites.google.com/site/3happroach/ and http://www.aimei99.wordpress.com .
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Another major contribution of 3H as a teaching model is its power to integrate the
5 learning theories: Heart-on illustrates the power of the Humanist approach in
motivating learners towards realizing their potentials, Head-on develops the cognitive
and the constructive capacity of learner as posited in the Cognitive and Constructive
Theory, while Hands-on demonstrates the effect of Social Modeling and Behaviorist
Theory which spells the charm of practice makes perfect. How to get 3H works
effectively? In order to make teaching and learning effective, the author points out the
need to pay emphasis to the sequencing of 3H and teaching to be activity oriented
through cooperative learning approach, as well as an observation of knowledge culture
and reflective practice by students. Teachers to assume the role as effective facilitatorsand students as active learners.
3H IMPLEMENTATION IN THE CLASSROOM
The effectiveness of 3H model in producing competent and confident teachers lies
in the emphasis in administering teaching and learning as a process. This model
illustrates the art and science of producing effective teachers who are not only competent,
but reflectiveand visionary as presented below. The use of 3H as an art refers to the use
of creativity and resourcefulness in motivating and inspiring the subject teachers towards
becoming reflective and enthusiastic, while the use of 3H as a science refers to the need
in compliance to some rules and procedures in order to facilitate effective learning in
students as presented below. In order to get the 3H model to work, an appreciation of the
concepts as explained below is a prerequisite.
WHAT IS 3H?
3H stands for Head-on, Heart-on and Hands-on. Head-on exemplifies both the
cognitive and constructive process, Heart-on exemplifies the essence of both the
humanist approach and social modeling while Hands-on exemplifies the demonstration of
modeling and the behaviorist approach entailing the philosophy of practice makes
perfect. In greater detail:
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Head-on refers to the use of head to acquire knowledge and develop concept
process and thus a development of strategy towards problem solving in the execution of
tasks. It enables students engaging in practices like reading, internet search, discussion
and thus a development of an inquisitive mind and hence thinking capacity and VISION.
In the author's teaching class, trainee teachers are required to prepare for tasks assigned,
which include planning, discussion and acquisition of adequate knowledge for lesson
delivery with activities that require a knowledge culture for which trainees must practice.
This preparation will have a positive influence to gear teachers towards being resourceful
and visionary.
Heart-on simply means get connected. In the process of teaching and learning,
first of all, teachers must ensure they are connected to the students needs and state of
being. In addition is to connect students with the learning curriculum. And more
importantly students are able to connect learning with themselves. In order to achieve
such effect, teachers need to provide students with motivation and support, in particular,
recognizing students potentials and urging them towards self-achievement through acts
of self reflection and participation in activities. This requires instilling in subject teachers
self-awareness and confidence which generate intrinsic motivation in subject teachers,
thereby releasing their potentials in the teaching profession.
Hands-on is associated with direct involvement of subject teachers in planning,
and execution of teaching and learning activities. Findings of the authors action research
indicate that emphasis on the command of both thinking and people skills by the teacher
consititutes the thrust towards the acquisition of all other related teaching task skills
which include concept building, bridging students experience with learning,
communicating, motivating, evaluating, facilitating, counseling etc.
The excerpt below demonstrates the perception of one of the trainee teachers towards
3H:
Apa itu 3H?Dalam kontekspendidikan 3H adalah salah satu cara atau skill dalam
pelaksanaanpengajarandanpembelajaran.Handsonadalahmaklumatyangdiberikan
secaralangsungkepadapelajarpadaketikaitujugadenganjawapanyangkonkritdan
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kritikalyangmanacarainilebihberkesan.Headonadalahmaklumatyangdisampaikan
berdasarkan kepada unjuran kognitif yang tinggi olehpelajardandibantu oleh guru.
Contohnyamencabarkognitifpelajardenganpersoalan persolalanyangkritikaldengan
subjekyang
mana
secara
tidak
langsung
akan
meningkatkan
daya
fikir
pelajar
untuk
berfikir dengan lebih kritis, kreatif dan reflektif lagi. Seterusnya Hearton adalah
pengajarandanpembelajaranyangberkonsepkankasihsayang.Konsep inimerupakan
antara salah satu peneguh yang paling berkesan dalam mendidik dan membentuk
perilaku murid yang bermasalah kerana melalui kasih sayang, ia seterusnya boleh
menjadisalahsatumotivasiinstrinsikkepadamuriduntukterusbersemangatdalam
P&Pdankehidupanmereka.
(Abdul Mat Azilah : 2009)
As noted by one of the trainee teachers, Wan , The 3H approach is actually
grounded in the 5 Learning theories as described in the excerpt below: -
Apa yang dapat saya simpulkan, ciriciri lima teori pembelajaran ada pada Dr. Tan. Beliau
seorang yang menggunakan teori humanis dengan pandai ambil hati pelajar (Hearton),
gunakanteoribehaviourisdenganmemberitugasanuntukpengukuhan(Handson),rolemodel
untukkamisemuaiaituteoripembelajaransosial(Hearton),menggunakanteoripembelajaran
kognitifdengansentiasabersoaljawabdanmenggunakanteorikonstruktivissupayakamidapat
berfikirsecarametakognitif(thinkhowtothink)melaluihubungkaitideayangsediaadadengan
ideayangbar(Headon).
. The acquisition of both hard and soft skills, including a multitude of teaching
skills through the Head-on and Hands-on approach, will lead to the development of
competent and confident teachers. This indirectly serves to professionally train and
nurture teachers to be effective life-long learners and knowledge practitioners.
2.0 How does 3H Work?
In order to make the 3H approach a success, the sequence of emphasis in the
shaping of teachers has to be commenced with the Heart-on, followed by Head on, andsubsequently the Hands-on though the three elements interplay and inter-phase
throughout the training process. This is because when teachers get inspired (heart-on),
self intrinsic motivation will lead teachers to engage with thinking, planning and
knowledge inquiry to establish goal including problem solving (Head-on).
Simultaneously, the full involvement of students with the doing of the task repetitively
(Hands-on) will lead to the acquisition of the task skill and other generic skills. It is noted
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that both thinking and people skills constitutes the thrust to facilitate the acquisition of
the hands-on skills.
Figure 2: HOW DOES 3H WORK?
ACCOMPLISHMENTS OF 3H
The charm of 3H is evident in its power to generate not only interest and
enthusiasm, but motivation and processes in producing promising educators for teachers.
This is indicated in the following journal excerpt ( see Tan: 2010, Chap 3) :
Bilamenyatakantentangproses pembelajaran, iamenunjukkankepadaperubahantingkah
laku sebagai output. Jika tiada perubahan yang terjadi, maka proses pembelajaran tidak
berjaya. ....Ini terjadi kerana perubahan diperlihatkan daripada tingkah laku. ... Dari aspek
kognitif, sayamengalamaiperubahandalamgayaberfikir .... Sayajugamerasakanbanyak
kelemahandiri
seperti
kurang
yakin,malu,rendah
diri
telah
berkurangan
dari
masa
ke
masa.
Konsepkendiripositifsayaaplikasikandalamhidup.(MohdIzwan:2007,in Tan:2010, Chap 3)
... Disebabkan teknik pengajaran Dr. Tan yang pelbagai dan sudah pastinya menarik.Mengadakanlakonandanperbentangankumpulantelahmemotivasikansayauntukmendalamiilmupendidikan.Selain itupelajaran inijugabanyakperkaitandengandirisendiri.Sayadapatmembuatpenilaiantentangdirisendiri.Motivasiinidinamakanmotivasiintriksik.
(Hafizah:2007,in Tan:2010,Chap3)
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Gurumestilahpekadengankeperluansosioemosimurid.Muridsememangnyabolehmembaca
keikhlasan seorangguru.KeikhlsanDrTanmemberikanpenghargaandanpeneguhanpositif
sememangnyamemberikanimpakkepadasaya.Saya lebihberkeyakinankinidarisebelumnya.
Inikerana
saya
mempunyai
banyak
kekurangan
dan
sering
melihat
orang
lain
lebih
hebat
daripadasaya.Sayasememangnyatidakpernahmengharapkanapaapauntukdirisaya.Namun
kini,berkatpengajaranP&PDrTan,sayamempunyai misiyangpalingpentinguntukmendidik
anakmuridsayamenjadiinsanyangbergunakepadabangsa,agamadannegara.(Farah:KPLI:2008)
Impak secara Head on
Sememangnya sekilas saya melihat,saya dapat membuat kesimpulan
DrTansarat dengan pengetahuan dan dapat memberikan ideaidea
yangbernas dengan hujahhujah dan bukti yanglengkap. Persiapan
dan perancangan yangstrategiklah yangmenjayakan setiap apa yang
ingin dilakukan. Dalam P&PDrTan,saya banyak berfikir secara lebih
mencapah .Sebelum ini saya hanya melihat sesuatu dari 1 aspek
sahaja,namun kini,pemikiran saya mula berkembang dan mula
mengambilkira banyak aspekaspek lain. Selain daripada itu,DrTan
juga kelihatan cooltetapi mempunyai inisiatif lainsekiranya
perancangannya gagal.Sebagai seorang guru,saya perlu lebih proaktif
dan efektif.
(F
a
r
a
h
K
o
h
o
r
t
K
P
L
I
/
2
Impaksecara heart on
Gurumestilah peka dengan keperluan sosioemosi murid. Murid sememangnya boleh membacakeikhlasan seorang guru.Keikhlsan DrTanmemberikan penghargaan dan peneguhan positif
sememangnya memberikan impak kepada saya.Saya lebih berkeyakinan kini dari sebelumnya.Ini kerana
saya mempunyai banyak dansering melihatorang lain lebih hebat dari saya.Saya sememangnya tidak
pernah mengharapkan apaapauntuk diri saya.Namun kini,berkat pengajaran p&p DrTan,saya
mempunyai misiyangpalingpenting untuk mendidikenam muridsaya menjadi insaneyangberguna
kepada bangsa,agamadan negara.mempunyai misiyangpalingpenting iaitu untuk mendidik anak murid
saya menjadi insanyangberguna kepada agama,bangsa dan negara. Farah
(FarahKohortKPLI/2008)
AMALAN
REFLEKSI
AMALAN
REFLEKSI
********
IMPAK3HTerharu
Kesedaran
Perubahan
KewujudandalampenampirandiriDrTan Aim ei @IPIK' 2009
Figure 2: The Impact of 3H on the Trainee Teachers as recorded in their Journal Wrtings
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Slide 3 (Video Clip) : A movie produced by three 18 year olds trainee teachers depicting
issues of EQ confronting teenagers in the present Malaysian society
I NNOVATI ON I N STUDENTS T& L
ONSTRUCTIVISTAPPROACH
(NUR AND RINA)
BEHAVIORISTAPPROACH
(NIK AND AZMI)
ENRICHMENT
AND
REHABILITAION
(NUR AND RINA)
SMART SCHOOLSTRATEGY
(LIZA AND WAN)
TEACHERS
ACCOUNTABILIT
(WAN)
Slide 4: Innovative activities designed in teaching and learning demonstrated
by Dr Tans trainee teachers.
In addition to the development of motivated trainee teachers, the power of 3H approach is
evident in its contribution towards generation of knowledge and advancement in teaching
pedagogy. This is clearly evident in the work produced by the trainee students to include
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creative presentation of mind-maps, reflective journal writing, insightful school-based
inquiry research as well as their resources and the variety of ideas displayed in the design and
delivery of activities in teaching and learning( see Slide 4). These have been documented in
the form of script, forum, simulation, video clip, CD and VCD which in turn have given rise
to the following 4 major accomplishments stated below:
(i) Development of an effective teaching model. This model stood out from among the
33 groups of participants, comprising both private and public higher education
institutions in Malaysia. It was awarded the Bronze Medal in a national competition,
Research and Innovativeness in Education held by University Malaya.
(ii) Book publication entitled, Panduan Kerja Kursus Ilmu Pendidikan: Idea, Contoh
and Aplikasi Teori (2010) (i.e. Coursework guide in Education: Ideas, Illustrations and
Application of Theories) comprised reflective writings of trainee teachers in educational
psychology and presentation of their school-based action research findings which ranged
from students disciplinary, behavioral to classroom management as well as strategies in
enhancing pedagogy and the teaching profession.
(iii) Establisment of websites: aimei99.wordpress.com (2008) and
www.sites.google.com/site/ 3happroach/ (2010). Both these websites demonstrate the use
and effect of 3H in teaching, including the documentation of work produced by subject
teachers in the form of mind-maps, role-play, stimulation, movie and excerpts of journal
writing etc.
(iv) A series of forthcoming publications in print, videos and illustrations covering areas
such as Emotional Quotients(EQ), Education philosophy, Applications of diffferent
Teaching Methods and Learning theories as well as activities sharing through blogs
covering thinking is fun and the teaching of social cultural aspects in education.
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3H TEACHING MODEL: THE THREE PHASES OF EXPERIMENTING
Development of 3H as a teaching model is a result of a 3 year action research
conducted by the author in her teaching classrooms. It commenced in 2005 as a year of
exploration, 2007 as a year of consolidation and 2008 as a year of distinguished success.
Methods used in this action research comprised of interviews and feedbacks from the
trainee teachers in oral and written forms of reflection, as well as video recordings of
various sessions of experimenting in teaching and learning in the classrooms.
In 2005, the author was assigned to teach a class of 35 post-secondary traineeteachers in a teaching institute in Malaysia. The trainee students were considerately
bright with ideas. However, they were lax in their learning attitude and expected notes to
be provided by lecturers. They did not read nor prepare for their assigned tasks and
classroom presentations. On the contrary, they complained of heavy workload and that
the author was too speedy in her teaching. In the face of such a challenge, she resorted to
the use of tutorial questions which delineate the assignment of tasks and activities to be
delivered in groups by the trainee teachers. This set the beginning of the Head-on
experimenting in the classroom. In parallel, time was allocated for the trainees to discuss
their work and reading in the classroom. That constituted the practice of a knowledge
culture as observed by the trainee teachers. Simultaneously, the author played the role of
facilitator to provide them with feedback and guidance for further enhancement of their
work production.
In the year 2007, the subject trainee teachers consisted of 2 classes of university
graduates: 19 and 21 of them from each class. However during the first 4 weeks of the
course, these were combined due to the shortage of classrooms. The author was
overwhelmed by her own enthusiasm and passion for teaching and oblivious to the
pressure faced by these adult students. She was ignorant of the trainees' background,
whereby their past learning experiences in schools and universities were highly academic
and examination oriented. As a result, a considerable number of these students found her
requirement on them to prepare for presentation of tasks through activities burdensome
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and stressful. Casual interviews with the unhappy students disclosed the impact of
different learning styles and the dominance of the left and right brain on their
preference for teaching. The author was also aware that students acceptance for new
ideas is related to their learning experiences, externally or internally, negative or positive,
cognitive or affective, and that will have an impact on the students. This has enlightened
her to give priority and connected to the Heart of the students. She was aware too
that an observation of reflective practices by students seemingly has an effect to get the
students to connect with themselves from the inside, and in turn the generation of their
self awareness and intrinsic motivation eventually. With the right emphasis given
between the Head-on and the Heart-on, where Heart-on is given priority, as is the casementioned above, she realized that the sequencing of the interplay of the 3H elements
makes a difference on the impact of teaching and learning.
2008 was the phase of accomplishment. Drawing from past experiences of 2005
and 2007, she began to realize that in order to motivate the students to enjoy and excel in
learning, the emphasis in observation of knowledge culture, the Head-on, and the
preparation for the execution of activities, the Hands-on did not work with all the
students. Instead to those who are less positive and lacking confidence , foremost
attention should be given to the Heart-on component, namely to connect with students by
providing them care, support, opportunities and affirmation towards realization of their
potential. This has therefore laid the foundation for her success in teaching trainee
teachers in 2008.
By 2008, the author had acquired the insight in interplaying the elements of the
3H. Instead of focusing on students weaknesses, she facilitated them to think, to reflect
and to enjoy learning through the use of humour and effective question asking technique.
Also, she paid much attention to identify trainee teachers potentials to acknowledge
them openly and in warm recognition in class. It had a tremendous effect on the Heart-on
of the students and that was the impetus to their intrinsic motivation. She reinforced in
students the use of related thinking and people skills, to lead them to acquire the
various teaching skills such as communicating, emotivating, building relationships,
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drawing students attention etc. Such Hands-on training develops the necessary teaching
competency in the trainee teachers. It also provided them with lots of tips and gains in
deeper reflection towards problem solving. Her biggest discovery in 2008 was the power
of journal writing and the effect reflective sharing have on the passion generated in
trainee teachers towards the teaching profession.
Since 2008 until the present, the author has mastered the art and science in
interplaying the elements of 3H towards realizing her aims in shaping teachers to be
reflective, visionary and passionate which will be presented in the following paragraphs.
The joy, effect and meaning of students learning experience have been documented invideos, research reports and students reflective writing. Others in the pipeline will be
shared through blogs and book publications in the near future.
The Four Factors Contributing To The Success Of 3H
The building of Head-on can be very effective through emphasizing an
appreciation of knowledge culture in the students. A prerequisite to the success of the
3H is building on the impact of modeling where the trainer has to be both an effective
model and a competent facilitator (see video-clip the art of facilitating in
aimei99.wordpress). Another ( a must ) teaching approach to facilitate development of
3H students is the activity oriented cooperative approach. These are discussed below:
I. Teaching to be activity oriented through cooperative learning approach
II. The Role of teachers as effective facilitators and students as active learners
III. An observation of knowledge culture practice in the subject teachersIV. Enhancing transformation in teachers through reflective writings
(i) Cooperative Learning with Activity-Orientation
In the author's teaching classroom, students are divided into groups. They take
turns to present the task assigned with activities and power point presentations by pooling
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resources, sharing their joy and sorrow, experiencing the swimming or sinking together
in cooperative learning of group work.
In their learning process the students engage the Head-on to come out with ideas
and solutions for problem solving as well as tapping into the strength and resources
of their group members. This obviously contributes to the intellectual development in
the subject teachers. Besides, the need to interact and to communicate, to discuss and to
argue, the trainee teachers will at the same time develop the art of people skills as
described in the following excerpts.
Dariaspek
kognitif,
saya
mengalami
perubahan
dalam
gaya
berfikir.
Semasa di peringkat ijazah, saya hanya belajar tentang teori. Tetapi
berbezapulaapabilaberadadidalamkelaspsikologibersamasamaDr.
Tan. Saya telah mempelajari perkara baharu, iaitu melihat sesuatu
dengan lebih makro, membuat hubung kait dan dicabar untuk
membuat pandangan kritikal, menguji teori sepertipembelajaran di
peringkat Sarjana dan melatih diri saya untuk mengeluarakan teori
sendiri (Izwan:KPLI:2007)
Dalam
aspek
sosial
melalui
aktiviti
kelas
yang
dijalankan,
saya
menjadi
seorangyang lebihakrabdengankawankawan.Kamiberkongsitawa,
tangis, dan menghadapi tekanan bersamasama. Di sini menunjukkan
empatidankomunikasisayadenganoranglainmenjadisangatbaik.
(Izwan:KPLI:2007)Dr. Tanpernah berkata Kelas sayamemerlukanpengorbanan dari
segimasa,jadi kamuperlu berkorbanmasa untukmemastikan dapat
menguasaipelajaran ini. Akan tetapi katakata itu tidak cukupuntuk
memotivasikan
saya.
Ada
sesuatu
sebab
lain
yang
telah
memotivasikan
sayauntukmelakukanulangkaji ilmupendidikan. Ia ialahdisebabkan
teknikpengajaranDr.Tan yangpelbagaidan sudahpastinyamenarik.
Mengadakan lakonandanperbentangankumpulantelahmemotivasikan
saya untuk mendalami ilmu pendidikan. Selain itu pelajaran ini juga
banyakperkaitan dengan diri sendiri. Saya dapat membuatpenilaian
tentangdirisendiri.Motivasiinidinamakanmotivasiintriksik.(Izwan:KPLI:2007)
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Collaboration and sharing of resources within and between groups develop
in students the benchmark by which such cooperative approach directly facilitates
learning, living up to the motto of the four pillars of education of UNESCO, namely (i)
learning to know, (ii) learning to work together; (iii) learning to solve problems, and (iv)
learning to being.
(ii) The Role Of Teachers As Effective Facilitators
The success of 3H implementation in the classroom is closely related to the
effective role played by teachers as facilitators and students as active learners. This
means that the students take ownership in their learning and the teachersresponsibility is to generate interest, enthusiasm and motivation in students towards
realizing their potentials to be motivated learners and effective life-long learners.
Good facilitating skills are not confined only to provide students with resources,
moral support, affirmation and guidance to learn and to excel, but stimulations and
challenge as well as feedbacks and alternatives for students to reflect in learning. Other
dimensions of effective facilitating skills include a demonstration of skills, knowledge
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and assessment to facilitate students to look back and to leap forward. The art of
facilitating in the 3H strikes at both the Head-on and Heart-on of the trainee including the
Hands-on effect on teachers which in turn motivates them to strive towards realization of
their full potentials as clearly noted in the following excerpt:
Galakan di dalam kelas membuatkan semuapelajar bersemangat untuk mengikuti
kelasini.Motivasiinipuladinamakanmotivasiekstrinsik.Kesimpulannyabanyakteknik
yangDr.Tanterapkandidalamkelassamaadasecaralangsungatautidaklangsung.
(iii) Appreciation OF Knowledge Culture
An observation of knowledge culture practice is a prerequisite to build up the
Head-on component of the 3H, that is to develop in students the thinking capacity, thus
the capability to generate ideas and alternatives towards problem solving. This is
especially important for teachers who are required to live up to their roles as knowledge
practitioners and human engineers, entrusted with the mission to open up the minds of
students with knowledge, ideas, alternatives and inspiration for a greater good.
Slide 5 : An observation of knowledge culture by both teachersand educators in Dr Tans classroom and workshops.
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A knowledge culture comprises not only reading or searching for information
through the internet but of utmost importance, the researching and inquiring mind
brought about through sharing, group discussion and an engagement in research and
reflection. Below is an excerpt demonstrating the benefit of knowledge culture
appreciation by the trainee teachers:
3H inijugamudahdilaksanakan terutama kepadaguru yangmembudayakan ilmu
kerana ia memerlukan satupengetahuan yang luas dan tidak terbatas. Oleh yang
demikian ini akan menjadi satu cabaran kepada guru untuk terus menjelajahi dan
menguasi ilmu di dadamereka kerana apa yang akan mereka sampaikan kepada
pelajarnantimemerlukanmerekamenguasaiilmudalambanyakaspekdanbarulah
mudahuntukmerekabertindaksebagaiejenpenyampaiilmuyangbaikdanberjaya.
Secaratidak
langsung
3H
ini
akan
meningkatkan
kejayaan
dan
penampilan
seseorang
guruitunanti. (AbdulMatAzizlah:2008)
(iv) Reflective Practice Observed By Teachers
Engagement in teacher reflections, oral or written, in a group or on an individual
basis has the charm to enhance ones awareness about the self, and thus an effective
approach to facilitate changes in teachers attitudes, as shared by the trainee teachers in
the following excerpts:
Oneofthewaysshehasmotivatedstudentsisthroughreflection,byengagingstudentstothink
aboutwhattheyhavelearntandwhattheyarelearning.Studentsarefreetogivetheiropinions
and comments. This strategy is democratic, and students take ownership in learning. This
reinforcement technique isverygoodbecause it ishighlymotivatingand studentscouldeasily
engagewithactiveparticipationduringlecturehours. (Saiful:KPLI2007)
Refleksimerupakanprosesmemikirkan ataumerenung kembalipengalaman dan implikasinya
terhadapdirikita.Iaadalahsalahsatuusahabermaknauntukmenjiwaiprosespengajarandan
pembelajara(P&P),
membantu
guru
mengimbangkan
tindakan
guru
dengan
keperluan
pelajar.
Apabila guru membuat refleksi, kita menjadi lebih sedar dan kritis mengenai amalan diri
sebagaiguru.Sebagaikesan,keberkesananP&Pdankualiti pendidikandipertingkatkan.
(Liza:KPli 2009)
..Kinisayaselalumerenungdiridalamseharihariuntukmencarijawapandalamtindakansaya
agar sayamenjadi lebih baikpada hari esoknya.Dari segi emosi, saya berubah kerana dapat
mengenaliemosisendiri,mengawal,danmembezakannya.Selainitu,sayadapatmerasakan
satumotivasidalamanyangselalumenggerakkansayauntukterusberjayadalamhidup.
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The above excerpt clearly outlines the power of reflective practice on teachers to
become more self aware and critical of their strengths and weaknesses. As a result, the
observation of regular reflective practices will directly upgrade a teachers teaching and
learning practice, including enhancing the psychological attitude of a more effective
educator.
CONCLUDING NOTES AND IMPLICATIONS
The effectiveness of 3H model in producing competent and confident teachers lies
in its emphasis in administering teaching and learning as a process. This model illustrates
the art and science in developing effective teachers who can effectively producemotivated students.
3H also echoes with a mission to educate with the ASK, the shaping ofAttitude,
Skill and Knowledge in students, which has been given due emphasis in the delivery of
education in many schools in Singapore. Head-on signifies the Knowledge, Heart-on
draws on the Attitude and the Hands-on produces the Skills
This model works in line with the contemporary learning model developed by
INTEL called GRAPE, the acronym for Goal, Role, Audience, Product and Evaluation,
where in the 3H model, the Head-on corresponds with the Goal and Role, the Heart-on
corresponds with the Evaluation and Audience as in the engaging with reflection and
attending to its audience, while the Hands-on corresponds with the product, its
achievement in a thinking and people-related skills, including the application of
knowledge.
.
One major contribution of 3H as a teaching model attributed to its power to
integrate the 5 learning theorie. . This model works well to cater to the different
preferences for learning owing to different learning styles and the dominance of multiple
intelligence in learners as pointed out in the earlier part of the article . Heart-on illustrates
the power of the Humanist approach motivating learners towards realizing their
potentials, Head-on develops the cognitive and the constructive capacity of learner as
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posited in the Cognitive and Constructive Theory, while Hands-on demonstrates the
effect of social modeling and Behaviorist Theory which spells the charm of practice
makes perfect.
Finally, in the challenging environment of globalization, it is obvious that the 3H
model sits in the framework of globalization to produce teachers who are effective life-
long learners and reflective knowledge practitioners.
REFERENCES
Hord, Shirley M (1997). Professional Learning Communities: Communities Of Continuous
And Improvement. Retrieved On 7 January 2009, Www.Ncrel.Org/Sdrs/Areas/Issues/
Content/Currclum/Cu3lk22.Htm
Porter, P. (1997). Knowledge, Skills And Compassion? Education Research And The
Universities. Australian Educational Research, 24(1), April, 79-96.
UNESCO (2007). Education For Sustainable Development: Quality Education. Retrieved onJuly 2008 from Http://Portal.Unesco.Org/Education/En/Ev.Php-/URL_ID= 27542&
URL_DO_TOPIC&URL_SECTION=201.Html.
Mok Soon Sang. (2009). Teks Komprehensif PTK Pengajaran Dan Pembelajaran (P&P).Selangor : Penerbitan Multimedia Sdn Bhd.
Chubb, I. (1992). The Idea Of Quality In Higher Education: An Academic Perspective. ScholasticTimes, 2(3), April, 16-18.
Tan Aimei (2002). Malaysian Private Higher Education: Globalisation, Privatisation,Transformation And Marketplaces. London: Asean Academic Press.
Tan, Aimei (2006). The Heavy School Beg Issues Embedded In Politics, Policies, MarketplacesAnd Leadership. Petaling Jaya: Strategic Information And Social Research Centre.
Tan, Aimei (2010). Panduan Kerja Kursus: Idea, Contoh Dan Applikasi Teori. Shah Alam,Malaysia: Oxford Fajar.
JOURNAL WRITINGS
Abdul Mat Azizlah (2008). Bagaimana 3H Meningkatkan Kejayaan Dan Penampilan SayaSebagai Sorang Guru. in Tan, Aimei (2010), Panduan Kerja Kursus: Idea, Contoh DanApplikasi Teori. Shah Alam, Malaysia: Oxford Fajar. p.
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Che Rozaini Bt Azizan (2007). Pemahaman Saya Tentang Teori Kecerdasan Pelbagai (M.IQ),
EQ Dan Motivasi Diri Semasa, Sebelum Dan Selepas. In Tan, Aimei (2010), p..
Farah Sabrina Bt Choh(2008). Bagaimana 3H Meningkatkan Kejayaan Dan Penampilan SayaSebagai Sorang Guru. In Tan, Aimei (2010), p.
Farizah Binti Buyong ( 2008). Kerja Kursus: Penulisan Secara Reflekif Tentang BagaimanaSeorang Guru Boleh Meningkatkan Tahap Profesionalisme Keguruan. In Tan, Aimei(2010).
Mohd Izwan Bin Mustafa Kamal (2007). Perkembangan Diri Selepas Belajar PsikologiPendidikan Selepas 3 Bulan Belajar. Mohd Saiful (2007). Refleksi Kelas PsikologiBersama Dr Tan. In Tan, Aimei (2010), p.
Nursyahirah Bt Adam (2007). Refleksi Diri Tentang Tajuk Motivasi. InTan, Aimei (2010),
Roshidi Romalji (2008). Refleksi Tentang Perubahan Diri. In Tan, Aimei (2010), p.
Wan Zanariah Binti Wan Ishak (2008). REFLEKS Kerja Kursusi : Aplikasi Strategi, Kaedah DanTeori Pembelajaran Ke Arah Keberkesanan P&P Dan Penghasilan Insan Pelajar YangSeimbang. In Tan, Aimei (2010), p.