i-think

A Thinking School.

The NST dated 11 January stated that the MOE is into a more aggressive mode into making schools looking beyond their borders by embarking on a new approach; the I-think concept of the Kestrel Education group.

Our school at the initiative of the principal took a look at the programme last Saturday. 

It was a well-spent Saturday as the teachers relearn an old approach spoken with a new language.

 This is Puan Mazmin Bt Mohd of SMK Serendah who graciously took the challenge of imparting the knowledge to us. Her simple, friendly approach warmed our hearts as we teachers became her students for the day. She started off by recalling past approaches like the KBKK approach whereby teachers and students apply creativity in teaching and learning in the classroom and how the i-think approach works along the same sentiments except this time we have images ad guiding points.

 School has just begun hardly a couple of weeks ago but the teachers are already on full-gear to do that which is right; to learn more.

 The circle map seeks to find information in context with the subject presented and all possible factors realted tot eh subject are drawn and connected. For every map there is a framework encircling the map to denote the source of the information- books, environment, the media ...

 Teachers put their thoughts together to form maps that lead to learning and devise techniques to present in the classroom so that students think beyond the framework.

 The English department of the school as usual is the most bositerous; always 'thinking beyond the framework' and came out with cheeky thoughts. How can the school go on without them?

 Look at their circle map. Read carefully. Adult thoughts. But they got them right; to be imparted to students.

The circle map is to bring all possible factors together for a subject discussed.

Notice the framework and its sources of information.

 The Malay Language Department has a story to tell too.

 The bubble map requires only adjectives to be used for a subject. So if it is fried noodles what adjectives would you use? This is a perfect map when used to describe a character- teacher, mother, friend...

 Then there is this double bubble map. This is applied to comparing and contrasting situations. What are the similarities and contrasts of Agrarian and Maritime times? The history teachers had a great time forming the double bubble map. Yes; they are great tools for classroom learning.

 Next, we had the 'tree' map where classification and grouping of information is best shown.

 Their work is also compared and contrasted. Who has the best map? It was a tough fight.

She is drawing a brace map. The map is used to identify part-whole relationships on a subject. Her subject is on a woman who is made up of her face, hair, clothes and accessories. Next, her face is best described in relation with other features-teeth, lips, nose , eyes and so forth. You can talk about a car, a book and any other subjects with the aim of extracting all possible details in parts related to the whole.

 The flow map is for sequencing and ordering events. This flow map is popular for language learning when students are asked to describe processes in cake making, sewing and changing of tyres...

 The Geography department took a further step by including pictures and images to enhance learning; imaginative indeed.

 The multi-flow map is to analyse cause and effect of an action, decision or situation. Why is one obese? What happens with the condition? Why do wars occur? Perfect for History lessons.

The bridge map illustrates analogies. The Tigris is to Mesopotamia as the Nile is to Egypt as The Indus is to India as the Huang Ho is to China... the word 'as' is essential.

So, on a Saturday like this one, we learn about the i-think maps - 8 in all - to be used for classroom debates and to emerge as a thinking school.

We have a mission to accomplish.

It can be done.

So once again, we put on our thinking caps for the days to come.