TOOL KIT 2.2.

2 KD- E1 DAN E2
________________________________________________________

AKTIVITI 1: BASKET ROBBIN (45 minit)

1. Aktiviti ini menggunakan lima (5) lampiran (Lampiran IDTK2-1, IDTK2-2, IDTK2-
3, IDTK2-4, IDTK2-5) yang terdiri daripada lima (5) artikel.
2. Setiap ahli kumpulan membaca satu artikel.
3. Dalam masa lima minit, memahami isi kandungan artikel yang dibaca.
4. Selepas baca dan memahami, berkongsi dengan rakan dalam kumpulan yang
sama.
5. Selepas itu, arahan untuk berkumpul dengan ahli kumpulan lain yang sama tajuk
artikel akan diberikan.
6. Bergerak dan berkongsi hasil bacaan dengan ahli kumpulan lain yang sama tajuk
artikel.
7. Kemudian balik dan sekali lagi berkongsi dengan ahli kumpulan sendiri.
8. Setelah aktiviti selesai, rumuskan hasil aktiviti dan perbincangan untuk
perkongsian bersama.
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Lampiran IDTK2-1

DOCUMENT ANALYSIS

Overview
Document analysis is the systematic examination of instructional documents such as syllabi,
assignments, lecture notes, and course evaluation results in order to identify instructional
needs and challenges and describe an instructional activity. The focus of the analysis should
be a critical examination, rather than a mere description, of the documents. The analysis
should include questions about the instructional purpose of the document; how you and
students are using it, and how it is (or is not) contributing to learning.
Document analysis works best when the purpose is to gain insight into an instructional
activity or approach. It can help you to recognize patterns you might miss if you create one
lecture, assignment, or activity at a time. For example, you might review documents to
determine whether you presented information using a variety of modes that would suit
different learning styles. Learning modes include aural (hearing speech), reading, visual
(seeing figures, charts, graphs, pictures) and kinesthetic (using movement and active
participation).

Suggested uses of document analysis:

 Gaining insight into an instructional activity or approach
 Examining trends, patterns, and consistency in instructional documents
 Providing a preliminary study for an interview, survey, or observation. Interview
questions, survey questions, or an observation checklist can be informed by a document
analysis
 Evaluating aspects of a course

Limitations of document analysis:

Documents or materials may be incomplete or missing
Data is restricted to what already exists
Does not evaluate current student opinion, needs, or satisfaction

Resource requirements
Minimal resources are required, primarily involving the time to select and analyze course
documents. You can complete the analysis without involving students, or interrupting the
course. Experience or training in content analysis is helpful. Analyzing course documents
requires a low to medium time commitment, depending on the number of documents you
want to examine.
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________

Plan your document analysis

STEP 1. Describe the context

Include the age, majors, educational background, motivation level, and skill levels of
students. Also consider central goals of the course, your ability to implement changes, and
how the instructional setting impacts your course. A worksheet is available to help you
document your instructional context.

STEP 2. Identify stakeholder needs and develop central questions

Identify what is most essential for students, your needs, and any organizational priorities that
impact your course. Central questions, informed by these needs, specify what you want to
learn from an assessment. For example, "Are students effectively learning from class
discussions in my course?" A worksheet is available to help you identify stakeholder needs
and develop central questions.

STEP 3. Determine the purpose of the document analysis

Because it is too cumbersome to examine every aspect of instruction at once, start with clear
goals about what you would like to learn and narrow your focus. Whether you analyze
documents to immediately adjust instruction or as part of an overall evaluation will determine
your focus and what documents to review. A worksheet is available to help you develop and
refine your study’s purposes.

STEP 4. Determine how you will use the results

How you intend to use results should also guide the focus of your document analysis. If
analyzing a particular document will not guide course content or instruction, choose a
different document or consider another assessment method. A worksheet is available to
help exemplify how to use results after determining the purpose of a study.

STEP 5. Develop document analysis criteria

Establish clear criteria before you analyze documents. How deeply you analyze documents
depends on your central question(s). Make sure you establish clear criteria for ratings such
as "none," "little," "medium," or "extensive" and concretely define the relative importance of
different criteria. Refer to the teaching assessment planning process for additional help in
developing your criteria.

Additional information
1. Chism, N.V.N. (1999). Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker
Publishing.
2. McNamara, C. (1998). Basic guide to program evaluation. Retrieved June 28, 2006 from
http://www.mapnp.org/library/evaluatn/fnl_eval.htm
3. Weber, R.P. (1990). Basic Content Analysis, 2nd ed. Newbury Park, CA: Sage
Publications.
 Lampiran IDTK2-2
TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Student
voice
“I think it’s important we get a say”:
KidsMatter and student voice
What is student voice?
Student voice allows students to have a say
about what goes on at their school and be
active participants in the school community1.
Student voice helps students to participate in
and contribute to a number of processes at
school, including:
• decision making in a variety of areas like
curriculum planning and school community
values
• forming a student-led Action Team to
research and develop strategies to
improve the school community
• providing feedback about teaching and
learning at the school.
In practice, student participation in the school
community can happen across five levels,
ranging from basic to high level and from adult
led to student led2. Generally, the higher the
level of student participation, the more
meaningful it is to students. The table below
gives examples of student voice at each level
of involvement.
Lampiran IDTK2-3
Why is it important for students to have a
voice at school?
Children spend a lot of time at school. After
the family, school has the most significant
influence on child development, so making
students’ time at school enjoyable and
worthwhile supports their mental health and
wellbeing. Part of this process involves
supporting students to be active contributors
to their own learning. The sense of belonging,
positive relationships and improved self-
esteem achieved when children are active
contributors in their school community are
significant protective factors that support their
mental health and wellbeing now and in the
future.
While listening to student voice is important,
research shows that the benefits for students
don’t come from just hearing their own voices;
it’s more about how other people (students,
teachers, schools) respond to students’ voices
and work with them to make ideas come to life.
In other words, the opportunities for students to
participate in shaping their experiences at
school must be real rather than simulated3.
6
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________

What are some of the barriers to change? How does KidsMatter Primary help schools to
hear and honour student voice?
Even though many schools would like to incorporate
the principles of student voice into the school
community, the process isn’t always easy.
Sometimes it isn’t possible to bring students’ ideas
to life because of restrictions on time or other
resources (eg funding). Students are also less likely
to be involved in some higher level decisions (eg
budget allocation). Looking at ways to incorporate
student voice into the school community can seem
like a very large task, especially if your school is
only at the very beginning of the process. A good
way to start seeking and using student voice at your
school is to start with one of the lower levels of
student involvement and work your way up to the
higher levels. For example, you might like to look at
the areas in which students currently have input and
identify where there might be opportunities for
students to give their opinions or information which
can drive decision making. Also keep in mind that
your school doesn’t need to involve students in
every decision made at the school in order to hear
and honour student voice.
The KidsMatter Primary framework recognises
the importance of student voice through one of
its Guiding Principles.
KidsMatter Primary Guiding Principle 6:
Children need to be active participants
Ongoing efforts at a whole-school level are
required to ensure that all community
members feel included and able to
participate actively in day-to-day school life.
This includes building a school culture in
which student voice has a place. This
principle recognises that supporting
students to be engaged contributors to
healthy and active communities is important.
Students who experience a sense of
belonging and supportive relationships with
teachers and classmates are more
motivated to participate actively in the life of
the classroom.

The four components of KidsMatter Primary also help schools to hear and honour student voice
in the entire school community

Decision making is shared by adults. Decision making about a variety of issues

Level 5 (ie not just student concerns) is initiated by students and they share the process
Student led with adults.
Decision making is led, directed and centred on students. Students start and
Level 4 lead decision making about student concerns. Adults play only a supportive role.
Decision making is shared by students. Decision making is started by adults,
Level 3 but students participate in the process.

Decision making is informed by students. Students give information or opinions

Adult led Level 2 that are used in the decision making process.

Decision making includes input from students. Students are given a specific
Level 1 role in the decision making process and told how and why they are involved.

7
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
What are you doing at your school?
There are no set rules about how to
incorporate student voice in day-to-day
activities at your school. You might already
be doing activities to involve students in
decision making or you might like to think of
additional ways that you can involve them.
Try to keep in mind that seeking student
voice and involving students in decision
making at your school isn’t something extra
you need to do as ideally students will
automatically be involved in some way. You
might like to use the questions below to guide
your reflections about student voice.
• What does student voice look like at our
school?
• When students have ideas or want to
have a say about something at the school,
how do they tell the school community?
• What would you like student voice to look
like at your school? In which areas would
you like to involve students? (eg planning
and decision making) What would you
need to set up at the school for this to
happen?
(eg student leadership teams)
• What does student voice look like to
school staff?
• How does your school handle a situation
where it is not possible to do what
students have requested?
“If you got your say, then you’d feel like
they’re letting you in, and you feel like
you’re meant to be here.”
Student, Hastings Primary School
Other resources
• Connect, a free bimonthly magazine
edited by Roger Holdsworth about student
voice and supporting student participation:
www.asprinworld.com/connect
• Examining the Meaning of Student
Involvement: The Ladder of Student
Involvement in School by Adam Fletcher,
which contains additional information
about the levels of student voice and how
to go about assessing student voice at
your school:
www.soundout.org/ladder.html
• Student Voice, an online resource to help
students, teachers and parents share and
reflect on the ways in which young people
are empowered to influence their own
learning: www.studentvoice.aitsl.edu.au
Some videos on this site that might be of
particular interest to primary schools are:
• Peer teaching:
www.studentvoice.aitsl.edu.au/videos/385
• Curriculum planning:
www.studentvoice.aitsl.edu.au/videos/382
• Student engagement and inquiry-based
learning:
www.studentvoice.aitsl.edu.au/videos/378
8
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Component 1: Positive school community Component 2:
Social and emotional learning for students
Helps schools to focus on building a culture Focuses on teaching students social and
where every contribution is valued and emotional skills to build the confidence they
everyone feels included. It requires a need to become active participants in the
whole-school approach, where school community. The importance of
contributions from students are valued in relationships is also emphasised so that
the classroom, philosophy of the school student voice is supported by a culture of
and broader school community. positive relationships

Component 3: Component 4:
Working with parents and carers Helping children with mental health difficulties
Helps to strengthen the positive relationships Helps schools to support children who may
that support student voice by encouraging need extra support. By supporting children’s
schools to build positive working mental health, schools help students to use
relationships with parents and carers. their voice and be active participants in the
within the entire school community school community, as well as seek help if

References
1. Manefield ,J., Collins, R., Moore, J., Mahar, S., & Warne, C. (2007). Student voice: A historical
perspective and new directions. East Melbourne: State of Victoria.
2. Fletcher, A. (2005). Meaningful student involvement guide to students as partners in school
change. Seattle: Human Links Foundation. Retrieved from: www.soundout.org/ladder.html
3. Holdsworth, R. (2012). Student voice: Patterns of partnership and the demands of deep
democracy. Connect Newsletter, 197, 10-15

Copyright © Commonwealth of Australia 2013. This work is copyright. You may use this work in accordance with the terms of licence available at
www.kidsmatter.edu.au

9
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Lampiran IDTK2-4

TEACHER VOICE

In education, teacher voice refers to the values, opinions, beliefs, perspectives, expertise,
and cultural backgrounds of the teachers working in a school, which extends to teacher
unions, professional organizations, and other entities that advocate for teachers.
As both a philosophical stance and a school-improvement strategy, the concept of teacher
voice in education has grown increasingly popular in recent decades. Generally speaking,
teacher voice can be seen as an alternative to more hierarchical forms of governance or
decision making in which school administrators may make unilateral decisions with little or
no input from the faculty. Teacher voice is also predicated on the belief or recognition that a
school will be more successful—e.g., that teachers will be more effective and professionally
fulfilled, that students will learn and achieve more, and that parents will feel more confidence
in the school and more involved in their child’s education—if school leaders both consider
and act upon the values, opinions, beliefs, expertise, and perspectives of the teachers in a
school. While the degree to which teacher voice is both solicited and valued can vary
considerably from school to school, educators are increasingly embracing teacher voice in
decisions related school leadership and governance, instruction, curriculum, and
professional development.
In public schools, it is now more common for teachers to play a role in school-leadership
decisions, and administrators are more likely to solicit and act upon teacher concerns and
viewpoints than in the past. Historically, teacher unions and academic departments, which
typically have chairpersons with defined leadership responsibilities, have been the most
common channels through which teachers participated in school governance. In recent
years, however, the role of teachers in leadership and instructional decisions has expanded
and diversified, and alternative governance strategies, such as shared leadership and
leadership teams, are becoming more common in schools throughout the United States.
Teachers are also playing a more active role in instructional decisions, including the design
of school curricula and assessments, and in the selection of academic texts, learning
technologies, and other educational resources. More recently, teachers have become
increasingly active in voicing their concerns about teacher-performance evaluations,
including the criteria used to define effective teachers and determine whether their pay
scales should be based in part on student performance (for related discussions, see high-
stakes test and value-added measures). Teachers may also be involved in selecting the
types of professional development and training offered by a school or district, including
teacher-led forms of professional development such as professional learning communities.
And, of course, teachers may also share their opinions with a larger audience by serving on
committees at the district, state, or national levels; by writing books, blogs, or newspaper
editorials; or by taking on a leadership role in a union or professional association, such as a
membership organization for teachers in a specific subject area.

Teachers Are Frustrated

A new survey from the Center on Education Policy (CEP) reveals just how frustrated
educators are with the state of their profession. One startling headline that came from its
release: "Nearly half of teachers would quit now for a higher-paying job."

10
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Although that survey found that 49% of respondents either strongly or somewhat agree with
the following statement, "If I could get a higher paying job, I'd leave teaching as soon as
possible," it's not very informative.

Why Are America's Teachers so Frustrated?

It turns out that the most significant challenges that teachers report facing are systemic --
number one being "state or district policies that get in the way of teaching," followed by,
"constantly changing demands placed on teachers" and "constantly changing demands
placed on students." These challenges far outweigh the issues we talk much more about in
education, including the need for more collaboration with families and opportunities for
professional growth.

What Most Teachers Believe

So perhaps unsurprisingly, the survey also revealed important findings about whether
teachers perceive that their opinions are factored into decision-making. In general, they
don't. Just one percent of teachers felt their opinions impacted decision-making at the
national level; just two percent did at the state level; and nineteen percent did at the district
level.
The school level fared better -- 53% of teachers felt their opinions were factored into
decision-making at their school. Unfortunately, that means that nearly half of teachers did
NOT feel their opinions were considered. And the survey also found that teachers'
perceptions of whether their opinions are factored into school-level decisions appear to be
related to job satisfaction.
This is not the first survey to note this connection. The Teacher Voice Report 2010-2014
found that the exact same percentage of teachers (53%) agreed with the statement, "I have
a voice in decision-making at my school." That report also found that teachers who are
comfortable expressing honest opinions and concerns are four times more likely to be
excited about their future career in education.
And it found implications for students. When teachers have a voice in decision-making, they
are four times more likely to believe that they can make a difference and three times more
likely to encourage students to be leaders and make decisions. Other research has found
that compared with lower-achieving schools, higher-achieving schools provide all
stakeholders -- including teachers -- with greater influence on decisions.

How to Increase Teacher Voice

So how do we ensure that more of our educators have a voice in decision-making?
It starts with school culture. Both teachers and administrators have to be willing to move past
the us versus them mentality that characterizes some schools and districts. Both parties also
have to be willing to put in the time necessary to build the relationships and trust that will
allow educators to feel safe in voicing opinions and administrators to feel comfortable
sharing control.

11
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
3-Step Method
In addition, Russell Quaglia, president and founder of the Quaglia Institute for Student
Aspirations, and Lisa Lande, executive director of the Teacher Voice and Aspirations
International Center, have recently proposed three steps that school and district leaders can
take to ensure teacher voice is represented in decision-making:
1. Listen
Seek out the opinions of all teachers on a regular basis (not just during staff meetings or an
annual survey); and make sure you're not only connecting with those who speak the loudest
or most often. Also, provide alternatives to face-to-face communications. For example, set
up a Google document for brainstorming solutions to a particular concern. Personally invite
the individuals whose voice tends to be missing to join the conversation. Do not wait for
teachers to come to you, and do not identify a few teachers as token representatives for the
entire staff.
2. Learn
Be prepared to learn from others and expand your comfort zone. Trust your teachers, and be
willing to adopt an idea different from your own. Do not dismiss opinions you disagree with or
do not understand, and do not be afraid to ask questions.
3. Lead
Spend less time directing and more time facilitating. Provide teachers the support and time
they need to be successful both in the classroom and in the leadership opportunities that
emerge when they are asked to share their input and generate solutions to school- and
district-level problems.
What are strategies that you've used to increase teacher voice in your school or district?

Source:
1. The Glossary of Education Reform, 2014, http://edglossary.org/teacher-voice/ LAST UPDATED: 12.20.13
retrieved Feb 5, 2017
2. Edutopia - https://www.edutopia.org/blog/increasing-teacher-voice-decision-making-anne-obrien, posted
June 9, 2016, retrieved Feb 5, 2017

12
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Lampiran IDTK2-5
CLASSROOM OBSERVATION

A classroom observation is a formal or informal observation of teaching while it is taking

place in a classroom or other learning environment. Typically conducted by fellow teachers,
administrators, or instructional specialists, classroom observations are often used to provide
teachers with constructive critical feedback aimed at improving their classroom management
and instructional techniques. School administrators also regularly observe teachers as an
extension of formal job-performance evaluations.
Classroom observations may be called learning walks, teacher observations, walkthroughs,
and many other things, and they may be conducted for shorter or longer periods of time—
from a few minutes to a full class period or school day. Educators may also use a wide
variety of classroom-observation methods—some may be nationally utilized models
developed by educational experts, while others may be homegrown processes created by
the educators using them. In many cases, observation notes are recorded using common
templates or guidelines that describe what observers should be looking for or what the
observed teacher would like feedback on. Increasingly, educators are conducting and
recording classroom observations using digital and online technologies—such as
smartphones, tablets, and subscription-based online systems—that can provide educators
with observational functionality and data analytics that would not be possible if paper-based
processes were used.
While classroom observations are conducted for a wide variety of purposes, they are
perhaps most commonly associated with job-performance evaluations conducted by school
administrators and with professional learning communities—groups of teachers who work
together to improve their instructional skills. Classroom observations may be conducted by
teachers in the same content area or grade level—in these cases, teachers share students
or similar expertise—or they may be conducted by teachers across academic disciplines—in
this case, the goal may be to observe and learn from the varied instructional practices used
in different types of classes.
It should also be noted that many educators make a strict delineation between observations
made for the purposes of helping a teacher improve, and those conducted for the purposes
of job-performance evaluation. Some educators may object to the use of walkthrough, or
other terms associated with non-administrative observations, when referencing evaluative
observations by school administrators.
Systematic classroom observation is a quantitative method of measuring classroom
behaviors from direct observations that specifies both the events or behaviors that are to be
observed and how they are to be recorded. Generally, the data that is collected from this
procedure focuses on the frequency with which specific behaviors or types of behavior
occurred in the classroom and measures their duration. There are several elements that are
common to most observational systems.
 a purpose for the observation  a unit of time
 operational definitions of all the  an observation schedule
observed behaviors
 a method to record the data
 training procedures for observers
 a method to process and analyze
 a specific observational focus data (Stallings and Mohlman, pp.
469–471)
 a setting

13
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________
Prior to the use of systematic observational methods, research on effective teaching typically
consisted of subjective data based on personal and anecdotal accounts of effective
teaching. In order to develop a scientific basis for teaching, researchers began to use the
more objective and reliable measures of systematic classroom observation. In the last
quarter of the twentieth century, several hundred different observational systems have been
developed and used in classrooms. There have similarly been hundreds of studies that have
used classroom observation systems since the 1970s.
Although there are several types of observational procedures or techniques that have been
used to examine effective teaching (e.g., charts, rating scales, checklists, and narrative
descriptions), the most widely used procedure or research method has been systematic
classroom observation based on interactive coding systems. These interactive coding
systems allow the observer to record nearly everything that students and teachers do during
a given time interval. These interaction systems are very objective and typically do not
require the observer to make any high inferences or judgments about the behaviors they
observe in the classroom. In other words, these low-inference observational systems provide
specific and easy identifiable behaviors that observers can easily code. Some of the more
commonly used observation instruments are the Brophy-Good Dyadic Interaction System,
Stallings Observation System, and the Classroom Observation Schedule. They all have
been widely used in research studies and in teacher development projects designed to
improve classroom instruction.
Some of the major strengths of using classroom observation allow educators to do the
following: (1) permit researchers to study the processes of education in naturalistic settings;
(2) provide more detailed and precise evidence than other data sources; and (3) stimulate
change and verify that the change occurred. The descriptions of instructional events that are
provided by this method have also been found to lead to improved understanding and better
models for improving teaching.
A final strength of this research method is that the findings from these observational studies
have provided a coherent, well-substantiated knowledge base about effective instruction.
Many of the reviews and summaries of the classroom observation research, such as that of
Herb Walberg (1991, 1995), have consistently found that a number of classroom behaviors
significantly relate to students' academic achievement. Several aspects of classroom
instruction such as conducting daily reviews, presenting new material, conducting guided
practice, providing feedback and correctives, conducting independent practice, and
conducting weekly and monthly reviews have been found to be significantly related to
students' academic achievement. In other words, research using systematic classroom
observation has provided us with a substantial knowledge base that has helped us
understand effective teaching.
Purposes of Classroom Observation
Classroom observation has many valid and important educational purposes. This section
summarizes three important purposes or areas where systematic classroom observation has
been widely used: (1) description of instructional practices; (2) investigation of instructional
inequities for different groups of students; and (3) improvement of teachers' classroom
instruction based on feedback from individual classroom or school profiles. However,
classroom observation has its limitation based on its (1) theoretical and epistemological
criticisms; (2) methodological concerns; and (3) pragmatic concerns.
Source:
1. The Glossary of Education Reform, 2014, http://edglossary.org/classroom-observation / LAST UPDATED:
08.29.13, retrieved Feb 5, 2017
2. Classroom Observation - Purposes of Classroom Observation, Limitations of Classroom Observation, New
Directions retrieved Feb 5 2017, from http://education.stateuniversity.com/pages/1835/Classroom-
Observation.htm

14
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________

AKTIVITI 2 (20 MINIT)

1. Merujuk prinsip dan penyediaan instrumen yang dibincangkan, dengan

berasaskan contoh instrumen yang dikongsi, setiap sekolah diminta membina
satu instrumen untuk kegunaan Learning Walk merujuk kepada fokus yang
hendak dilihat dan berkaitan dengan bidang keberhasilan yang dipilih.

AKTIVITI 3 (15 MINIT)

1. Anda dikehendaki melaksanakan aktiviti berasaskan video yang ditayangkan.

2. Melalui simulasi Learning Walk yang dilihat, kumpul data menggunakan
instrumen di bawah.
3. Merumus dan membuat refleksi terhadap data yang dikumpul melalui simulasi
Learning Walk.

Deskripsi LW

Penglibatan Murid
- Murid terlibat dalam perbincangan,
- Murid memberi respon kepada guru
- Murid berinteraksi secara aktif
pelbagai hala
Penggunaan Bahan PdP
- Penggunaan Bahan PdP oleh guru
dan murid.
- Bahan PdP mampu menarik perhatian
murid belajar
Penyampaian Guru
- Pengajaran berfokuskan murid 15
- Guru melibatkan aktiviti dalam
penyampaian
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________

AKTIVITI 4 (20 MINIT)

1. Dalam kumpulan masing-masing.

2. Baca senario yang disediakan.
3. Kenal pasti perkara yang hendak diukur, kaedah mengukur, dan alat ukur yang
bersesuaian (contohnya: template, senarai semak, soal selidik).
4. Tentukan objektif dan siapa yang memerlukan alat ukur tersebut,
5. Sediakan satu alat (tool) untuk mengumpul maklum balas guru atau murid
berdasarkan senario yang disediakan.

Senario A:
Dalam pertemuan dengan seorang guru, guru tersebut menyatakan
bahawa beliau telah mencuba menggunakan kaedah pembelajaran abad
ke-21 tetapi masih tidak dapat mengujakan muridnya supaya penglibatan
mereka lebih aktif ketika di dalam kelas.

Aktiviti:
Sediakan satu alat (tool) untuk mendapatkan maklum balas daripada
murid dalam hal tersebut.

Senario B:
Seorang pentadbir sekolah mempunyai cita-cita yang tinggi dan visi yang
jelas tentang bagaimana sekolah beliau boleh ditambahbaik. Walau
bagaimanapun, beliau mempunyai kesukaran untuk mendapatkan
komitmen dan motivasi guru untuk mempercayai visi beliau.

Aktiviti:
Bagaimana pentadbir sekolah tersebut mengumpul maklum balas
daripada guru sekolah bagi tujuan penambahbaikan?

16
 TOOL KIT 2.2.2 KD- E1 DAN E2
________________________________________________________

17