GAYA PEMBELAJARAN
1.0 Gaya Pembelajaran
Setiap orang
mempunyai gaya
pembelajaran dan kekuatan yang tersendiri (Kenneth & Dunn, 1984). Gaya pembelajaran boleh
didefinisikan sebagai “motivational interest or pattern that is preferred
when processing new information or experiences” ( minat atau pola terpilih
yang mendorong seseorang apabila memproses maklumat baru atau pengalaman)
Terdapat empat model gaya pembelajaran iaitu
(1) Model Dunn & Dunn (Lampiran1.1-F1b)
(2) Kolb Learning Styles Inventory (3)
Honey & Mumford: Learning Styles Questionnaire (LSQ) (4) Hermaan: Whole
Brain Learning Style Preference (LSP) (Lampiran 1.1-1a ). Mana-mana satu model
boleh dipilih untuk digunakan. Walau bagaimanapun, fasilitator harus memberi
fokus sekurang-kurangnya kepada tiga bentuk gaya pembelajaran yang utama iaitu (1)
Visual, (2) Auditori, dan (3) Kinestetik (Kajian oleh Neuro Linguistic
Programming). Layari http://www.nwlink.com/~donclark/hrd/vak.html) Model Dunn &
Dunn juga sesuai digunakan untuk melengkapkan konsep gaya pembelajaran.
Secara ringkas, aplikasi kepada gaya pembelajaran
mengambil kira proses yang ditunjukkan oleh rajah di bawah.
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Konsep : Gaya
pembelajaran ialah cara mempelajari
sesuatu mengikut kecenderungan individu. Terdapat pelbagai teori dan
model gaya
pembelajaran. Murid dan guru perlu
mengetahui kepelbagaian gaya pembelajaran tersebut supaya mereka
dapat mengenal pasti gaya pembelajaran yang sesuai untuk diri mereka / pelajar mereka.
Pada asasnya terdapat
dua model gaya pembelajaran yang akan dibincangkan di sini, iaitu:-
·
Gaya
VAK ( Visual , Auditouri , Kinestetik
)
·
Gaya Pembelajaran Dunn dan Dunn
1.1 MODEL GAYA
PEMBELAJARAN VAK ( Visual , Auditouri , Kinestetik )
Gaya VAK mengandungi tiga aspek , iaitu gaya
pembelajaran Visual , Auditori dan Kinestetik.
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Gaya Pembelajaran Visual
1. Murid
belajar lebih baik dengan melihat sesuatu teks berbentuk perkataan / ayat dalam buku , papan hitam atau paparan
komputer.
2. Mereka
lebih mengingati dan memahami arahan dan penerangan menerusi pembacaan ayat
atau teks berkenaan.
3. Murid
“Visual “ tidak memerlukan penerangan
lisan seperti murid “auditori” tetapi
mereka selalunya dapat belajar melalui pembacaan.
4. Mereka
selalunya menulis nota syarahan / arahan lisan jika mereka hendak mengingati
sesuatu.
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Gaya Pembelajaran Auditori
1. Murid
“Auditori” belajar dengan mendengar perkataan / ayat yang disebut dan juga
arahan lisan.
2. Mereka
boleh mengingati penerangan melalui bacaan kuat atau menggerakkan bibir ketika
membaca terutama apabila mempelajari sesuatu yang baru.
3. Mereka
dapat mengukuhkan ingatan dengan mendengar semula rakaman pita audio, mengajar
murid lain dan berbincang dengan guru.
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Gaya Pembelajaran Kinestetik
1. Murid
“Kinestetik” belajar dengan baik dan berkesan melalui pengalaman dan akan
melibatkan diri secara fizikal dalam aktiviti di kelas.
2. Mereka biasanya dapat menginagti sesuatu dengan baik
dan berkesan apabila melakukan aktiviti secara “hands-on”.
1.1.1 Matrik Gaya Pembelajaran VAK
Apabila anda
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Visual
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Audiotori
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Kinestetik/Tactile
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Mengeja
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Adakah
anda cuba
melihat perkataan?
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Membunyikan
perkataan atau menggunakan pendekatan fonetik?
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Tulis
perkataan untuk memastikannya betul.
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Bercakap
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Anda bercakap secara berpasangan tetapi
tidak suka mendengar terlalu lama? Lebih suka mendengar perkataan lihat,
gambarkan dan bayangkan?
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Anda
suka mendengar tetapi tidak suka untuk bercakap? Guna perkataan seperti
dengar dan fikirkan?
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Menggunakan
pergerakan dan air muka. Suka perkataan rasa, sentuh dan pegang.
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Membayangkan
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Adakah
anda dapat melihat gambar dengan jelas dan terperinci?
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Berfikir
secara bunyi?
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Melihat
beberapa gambar, semuanya bergerak?
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Memberi tumpuan
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Adakah
anda terganggu oleh pergerakan atau
keadaan tidak teratur?
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Terganggu
oleh bunyi atau bising?
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Terganggu
oleh aktiviti di sekeliling?
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Bertemu semula
seseorang
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Terlupa
nama tetapi ingat mukanya? Ingat di mana bertemu?
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Terlupa
muka tetapi ingat nama? Ingat apa yang telah bicarakan?
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Ingat
dengan baik apa yang telah dilakukan bersama?
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Menghubungi
sesorang atas sesuatu urusan
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Adakah
anda suka secara terus, berhadapan atau pertemuan peribadi?
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Lebih
suka telefon?
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Bercakap
sambil atau melibatkan diri dalam sesuatu aktiviti?
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Releks (relax)
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Adalah anda lebih suka menonton TV,
pertunjukan atau wayang?
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Lebih
suka mendengar radio, musik atau membaca?
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Suka
bermain sesuatu permainan atau membuat sesuatu menggunakan tangan?
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Cuba
menginterpretasikan mood seseorang
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Adakah
anda memerhatikan air mukanya?
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Mendengar
ton suara?
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Melihat
pergerakan badan?
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Membaca
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Adakah
anda suka situasi deskriptif? Berhenti untuk membayangkan sesuatu tindakan?
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Gemarkan
dialog dan perbualan atau mendengar watak yang bercakap?
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Lebih
suka cerita berbentuk aksi atau tidak betul-betul berminat membaca?
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Membuat sesuatu
yang baru
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Adakah
anda suka melihat demonstrasi, rajah, slaid atau poster?
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Lebih
suka arahan verbal atau berbincang dengan seseorang?
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Lebih
suka terus mencuba?
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Meletakkan sesuatu
bersama-sama
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Adakah
melihat arah dan gambar?
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Suka
bercakap dengan seseorang atau bercakap kuat semasa bekerja?
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Mengabaikan
arahan dan memikirkan semasa melaksanakannya?
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Memerlukan bantuan
daripada aplikasi komputer
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Adakah
anda memerlukan gambar atau rajah?
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Panggil
meja-bantuan, tanya jiran?
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Terus
mencuba atau mencuba di komputer lain.
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Mengajar seseorang
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Adakah
anda suka menunjukkan sesuatu?
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Lebih
suka memberitahu?
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Lakukan
untuk mereka dan berikan mereka melihat bagaimana dibuat atau minta mereka
melakukan?
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The Visual Modality
The visual learner remembers 75% of what the read or see.
Demonstrations
from the blackboard, diagrams, graphs and charts are all valuable tools for the
visual learner. Generally, analytic visual learners will process the printed word before iconic (pictorial) information.
Generally, global visual learners will process iconic (pictorial) information before reading the printed text.
Learning Strengths of the VISUAL Learner
Remembers what they read and write.
Enjoys
visual projects and presentations. Can remember diagrams, charts, maps well.
Understands information best when they SEE it.
Strategies
for the VISUAL Learner
Write things that you want to remember down; you will remember
them better that way.
Look
at the person who is speaking to you; it will help you focus. Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do, however, like soft music in the background.
If you miss something a teacher says or do not understand, ask politely if they could repeat or explain.
Most visual learners learn best alone.
Teaching
Strategies for the VISUAL Learner
Provide lots of interesting visual material in a variety of
formats.
Make
sure visual presentations are well-organized. During lessons, ensure auditory learners are in a position to hear well.
Make handouts and all other written work as visually appealing as possible, and easily read.
Make full use of a variety of technologies: computer, OHP, video camera, live video feeds/close circuit TV, photography, internet, etc.
Activity Suggestions for the VISUAL Learner
Diagrams.
Graphs. Photographs. Colouring books.
Posters.
Collages.
TV
shows.
Turn starz.
Maps.
Charts.
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Games.
Writing. Newspapers.
Recipes. Magazines.
Reading.
Books.Flippaz cards.
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Illustrations.
Displays. Cartoons.
Slide
Shows/Power Point.
Movies.
OHP
transparencies. Written reports.
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Flash
cards Crossword & word find puzzles.
Letters.
Bulletin
boards Workbooks.
Info Wheels. Flip-gate quizzes.
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Traits of the VISUAL
Learner
Prefers
to see words written down
When something is being described, the visual
learner also prefers to have a picture to view. Prefers a time-line or some other similar diagram to remember historical events.
Prefers written instructions rather than verbal instructions.
Carefully organizes their learning materials.
Enjoys decorating their learning areas.
Prefers photographs and illustrations with printed content.
Remembers and understands through the use of diagrams, charts and maps.
Appreciates presentations using OHP transparencies or handouts.
Studies materials by reading notes and organizing it in outline form
Enjoys visual art activities
The Auditory Modality
The
auditory learner MUST HEAR things for them to have the best chance of
learning.
Only 30% of
the general school-age population is auditory. Generally, the auditory learner will remember 75% of what they hear in a lecture.
Using the auditory modality is the most difficult way to learn new material
Learning Strengths
Remembers
what they hear and say.
Enjoys
classroom and small-group discussion. Can remember oral instructions well.
Understands information best when they HEAR it.
Strategies for the AUDITORY Learner
Study
with a friend so you can talk about the information and HEAR it, too.
Recite
out loud the information you want to remember several times. Ask your teacher if you can submit some work (if appropriate) as an oral presentation, or on audio tape.
Make your own tapes of important points you want to remember and listen to it repeatedly. This is especially useful for learning material for tests.
When reading, skim through and look at the pictures, chapter titles, and other clues and say out loud what you think this book could be about.
Make flashcards for various material you want to learn and use them repeatedly, reading them out loud. Use different colours to aid your memory.
Set a goal for your assignments and verbalise them. Say your goals out loud each time you begin work on that particular assignment.
Read out loud when possible. You need to HEAR the words as you read them to understand them well.
When doing maths calculations, use grid paper to help you set your sums out correctly and in their correct columns.
Use different colours and pictures in your notes, exercise books, etc. This will help you remember them.
Teaching Strategies for
the AUDITORY Learner
Re-phrase
points, questions. Vary speed, volume, pitch, as appropriate, to help create
interesting aural textures.
Write
down key points or key words to help avoid confusion due to pronunciation. During lessons, ensure auditory learners are in a position to hear well.
Incorporate multimedia applications utilizing sounds, music, or speech (use tape recorders, computer sound cards/recording applications, musical instruments, etc.).
Activities
Oral
report or presentation.
Teach
the class or a group.
Panel
discussion.
Debate.
Tape
recordings.
Songs.
Raps.
Poems.
Musical
performance.
Puppet
show.
TV/radio
show.
Verbal
games.
Show
and tell/current events.
peer
tutoring.
Oral
presentations.
Demonstrations.
Oral recitation.
Traits of the
AUDITORY Learner
Remembers
what they say and what others say very well.
Remembers
best through verbal repetition and by saying things aloud. Prefers to discuss ideas they do not immediately understand.
Remembers verbal instructions well.
Enjoys the opportunities to present dramatically, including the use of music.
Finds it difficult to work quietly for long periods of time.
Easily distracted by noise, but also easily distracted by silence.
Verbally expresses interest and enthusiasm.
Enjoys class and group discussions.
Learning
Styles
The Tactile - Kinesthetic Modality
The Tactile - Kinesthetic Modality
The
tactile-kinesthetic learner must DO things for them to have the best
chance of learning.
The tactile-kinesthetic
learner remembers best the things they experience. Kinesthetic learning involves use of the whole body rather than just hands-on.
Getting information from written materials or by listening is not as easy as aforementioned methods.
Learning
Strengths of the TACTILE-KINESTHETIC Learner
Remembers
what they DO, what they experience with their hands or bodies (movement and
touch).
Enjoys
using tools or lessons which involve active/practical participation. Can remember how to do things after they've done them once (motor memory).
Have good motor coordination.
Strategies
for the TACTILE - KINESTHETIC Learner
To
memorise, pace or walk around while reciting to yourself or using flashcards or
notes.
When reading
a short story or chapter in a book, try a whole-to-part approach. This
means you should first scan the pictures, then read headings, then read the
first and last paragraphs and try to get a feel for the book. You could
also try skim-reading the chapter or short story backwards,
paragraph-by-paragraph. If you need to fidget, try doing so in a way which will not disturb others of endager yourself or others. Try jiggling your legs or feet, try hand/finger exercises, or handle a koosh ball, tennis ball or something similar.
You might not study best while at a desk. Try lying on your stomach or back. Try studying while sitting in a comfortable lounge chair or on cushions or a bean bag.
Studying with music in the background might suit you (baroque music is best - as opposed to heavily rhythm-based music).
Use coloured contruction paper to cover your desk or even decorate your area. Choose your favourite colour as this will help you focus. This technique is called colour grounding.
Try reading through coloured transparencies to help focus your attention. Try a variety of colours to see which colours work best.
While studying, take frequent breaks, but be sure to settle back down to work quickly. A reasonable schedule would be 15-25 minutes of study, 3-5 minutes of break time.
When trying to memorise information, try closing your eyes and writing the information in the air or on a surface with your finger. Try to picture the words in your head as you are doing this. Try to hear the words in your head, too.
Later, when you try to remember this information, close your eyes and try to see it with your mind's eye and to hear it in your head.
When learning new information, make task cards, flashcards, electro-boards, card games, floor games, etc. This will help you process the information.
Teaching Strategies
for the TACTILE-KINESTHETIC Learner
Allow
tactile-kinesthetic students to take breaks during lessons and move
around.
Encourage
tactile-kinesthetic students to write down their own notes. Encourage tactile-kinesthetic students to stand or move while reciting information or learning new material.
Incorporate multimedia resources (computer, video camera, OHP transparencies, photography camera, etc.) into programmes (teacher presentations and student presentations).
Provide lots of tactile-kinesthetic activities in the class.
Suggestions ACTIVITY for the TACTILE - KINESTHETIC Learner
KINESTHETIC Activities
KSurveys. Demonstrations. Dance. Products. Body games. Rocking and reading.
Make
a video show.
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Field
trips. Dress as characters. Role-play/interviewss. Charades. Pantomimes. Plays. Projects. |
Walking
and reading. Puppet shows. Musical performances.
Science
labs
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Activities
Tactile
Activities
Modelling.
Scrapbook. Colouring books. Artistic creations Dioramas. |
Needlework.
Posters. Task cards. Electroboards. Blackboard/whiteboard activities Sandpaper/felt letters. Games. Calculators. Puzzles. Collections.
Workbooks
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Sculptures.
Mobiles. Displays. Collages Flip chutes. Turn starz Flip-gate quiz sheets. Flippaz. |
Info
wheels. Peekys. Floaterz. Origami. Learning circles. Computers. Cut-and-paste tasks. |
Traits of the
TACTILE-KINESTHETIC Learner
Remembers
what they DO very well.
Remembers
best through getting physically involved in whatever is being learnt. Enjoys acting out a situation relevant to the study topic.
Enjoys making and creating.
Enjoys the opportunities to build and physically handle learning materials.
Will take notes to keep busy but will not often use them.
Enjoys using computers.
Physically expresses interest and enthusiasm by getting active and excited.
Has trouble staying still or in one place for a long time.
Enjoys hands-on activities.
Tends to want to fiddle with small objects while listening or working.
Tends to want to eat snacks while studying.
1.2 MODEL GAYA PEMBELAJARAN DUNN & DUNN
Model Gaya
Pembelajaran oleh Dunn dan Dunn menyatakan gaya pembelajaran seseorang
pelajar bergantung
kepada unsur-unsur yang disukainya di bawah lima stimulus
yang ditunjukkan dalam Jadual
1.2.1 di bawah.
Jadual 1.2.1: Model Gaya Pembelajaran Dunn dan Dunn
Stimulus
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Unsur
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Ciri-ciri
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1.
Alam Sekitar
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Bunyi
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Suka belajar
tanpa bising atau dengan mendengar muzik.
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Cahaya
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Suka belajar di
tempat yang cerah atau di tempat yang kurang cahaya.
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Suhu
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Suka belajar di
tempat yang sejuk atau panas.
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Pola
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Suka belajar di
tempat formal yang ada kerusi dan meja atau di tempat tidak formal seperti
berbaring atau duduk di atas lantai.
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2.
Emosi
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Motivasi
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Boleh merangsang
diri untuk belajar atau perlu dirangsang oleh guru.
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Ketabahan
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Boleh belajar
dalam jangka masa yang pendek atau panjang.
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Tanggungjawab
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Bertanggungjawab
untuk belajar atau perlu bimbingan oleh guru.
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Struktur
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Suka belajar
mengikut jadual waktu atau suka belajar sekiranya lebih masa diberi untuk
sesuatu mata pelajaran atau perkara.
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3.
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Sendiri
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Suka belajar
secara sendirian.
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Sosiologi
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Pasangan
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Suka belajar
secara pasangan.
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Rakan sebaya
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Suka belajar
dengan rakan sebaya.
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Pasukan
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Suka belajar
dalam pasukan.
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Guru
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Suka belajar
dengan bimbingan guru
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Pelbagai cara
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Dapat belajar
dengan mana-mana cara yang tersebut di
atas.
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4.
Fizikal
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Persepsi
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Suka belajar
dengan benda/perkara maujud atau abstrak
atau melalui pengalaman.
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Makan
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Suka atau tidak
suka makan dan minum semasa belajar.
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Waktu
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Suka belajar
sesuatu mata pelajaran pada waktu yang sesuai atau pada bila-bila masa.
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Gerakan
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Suka atau tidak
suka bergerak semasa belajar.
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Stimulus
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Unsur
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Ciri
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5.
Psikologi
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Global atau Analitik
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Pelajar global
suka belajar secara menyeluruh; pelajar analitik suka belajar mengikut
urutan dan membuat analisis.
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Otak Kiri
atau Otak Kanan
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Pelajar yang memproses maklumat menggunakan otak
kiri suka belajar bahagian-bahagian bahasa, dan membuat pengiraan dan
analisis;
Pelajar yang
memproses maklumat menggunakan otak kanan suka belajar secara
keseluruhan, membuat sintesis, melukis, membuat gerakan dan mencipta sesuatu.
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Impulsif
atau Reflektif
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Pelajar yang impulsif bertindak secara spontan
manakala pelajar yang reflektif berfikir sebelum bertindak.
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http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
Catatan: Inventori
Gaya Pembelajaran secara on line
boleh dilayari di URL di bawah;
http://www.learnativity.com/assessment.htmlhttp://snow.utoronto.ca/Learn2/mod3/tchstyle.html
http://www.ldpride.net/learningstyles.MI.htm
http://www.ldpride.net/learning_style.html
http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html
http://www.metamath.com//multiple/multiple_choice_questions.cgi
Contoh Rancangan Pengajaran Harian
Mengambil Kira Gaya Pembelajaran & Pelbagai Kecerdasan
Nama Guru: Mohd Talib bin Rahman
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Darjah
: 4 Mawar
Tajuk Pelajaran: Surat Tidak Rasmi & Surat Rasmi
Bidang/Tema:Membaca untuk unsur
Pengajaran /Surat
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Jangka masa: 2 jam ( dua hari )
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Ringkasan Pelajaran :
Memahami format surat
Berkomunikasi, menganalisis,
menjana idea,
Pembelajaran koperatif, kemahiran teknologi maklumat,
jujur dan bertanggungjawab,
bersama kumpulan.
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Hasil
Pembelajaran:
i.
Memahami Format Surat
ii. Menyatakan bahawa Surat
mempunyai format tertentu
iii.Menyenaraikan
persamaan
format
dan perbezaan
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Aras :2
1. Meneliti dan
membuat perbandingan
Surat Rasmi dan Surat Tidak Rasmi
2. Menghasilkan rangka
Surat Rasmi dan
Surat Tidak Rasmi.
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Objektif: Diakhir pengajaran murid dapat membezakan dan persamaan antara
Surat
Rasmi dengan surat
Tidak Rasmi.
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Isi Kandungan:
Tak Rasmi dengan Surat Tak Rasmi
dengan Surat Rasmi Rasmi dan
Surat Rasmi
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Nilai Murni : i. Menggunakan bahasa surat
ii. Menggunakan kata
panggil yang betul dan berbudi bahasa
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Bahan
Bantu Belajar :
i.
Transparensi
ii Kad Manila iii.
Lembaran kerja iv. OHP
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Elemen Pengurusan Pembelajaran Bestari/Kemahiran Generik Yang
Menjadi Fokus
Ø
Kemahiran berfikir, kemahiran membanding
dan membeza dan
Ø
Pembelajaran Kooperatif
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Langkah / Masa
(Peristiwa/
Pengajaran
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Is i
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Media
Pengajaran
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Kemahiran
Generik
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Langkah 2
(15 minit )
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Format
Surat Tidak
Rasmi & Format
Surat Rasmi
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Kertas
A4
(lakar
format)
Dan
tranpiransi
Lukis
semula
(2
helai satu kumpulan)
Borang
Penilaian
rakan sebaya.
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Kemahiran
Kolaboratif
Kemahiran
belajar
Pemerolehan
maklumat..
MI-Interpersonal
Mengumpul
dan mengelaskanmengikut kategori.
Kem
Fasi:
Attending
Kecederasan
Fizikal
Logik.
Melakar
rajah.
Kecerdasan
Verbal
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Dipetik sebahagian daripada PPP oleh Cikgu
Mohd Talib bin Rahman (SK Jelutong Pulau Pinang)
(Catatan
: Perkataan-perkataan yang diboldkan pada ruangan aktiviti
pelajar membawa maksud gaya
pembelajaran dan kecerdasan pelbagai)
Ulasan