HYDROPOT

My latest project for Dr Sophia Md Yassin, Faculty Science and Technology, UPSI.

VIDEOS

INGREDIENTS FOR OOZE

DEFYING THE GRAVITY

SUPERJET

Solve It

This is an of example in Problem Solving Activity. If you interested to solve this problem, please send to me the solving. ( email: mohdhalim4823@gmail.com )

Cluster School In Malaysia

Sekolah Kebangsaan Ssri Langat, Banting, Selangor ( Third Phase Cluster School )

Background

The establishment of cluster schools is contained in Chapter 9 of the Education Development Master Plan (PIPP), which was launched on January 16, 2006. Cluster School is based on the PIPP approach to develop the full potential of the cluster schools of excellence in the mechanism described in the Strategic Thrust 6, Accelerating Excellence Institution. Literature review shows that the practice of clustering of schools carried out to improve the quality of education. Groupings are done on the basis of locality or excellence.

Definition

Cluster School is a brand name given to the schools identified in the cluster of outstanding aspects of school management and student excel.The creation of the cluster aims to boost excellence in schools in the school education system of Malaysia and develop exemplary school by the school in the same cluster and other schools outside the cluster.

Goal

Cluster School was created to boost school performance in the Malaysian education system

Implementation

There are three committees established to implement the concept of cluster schools. The committees are;

• School Selection Committee - chaired by the Director of Education
• Advisory Panel - chaired by YBhg. Tan Sri Datuk Seri Panglima Dr. Abdul Rahman Arshad.
• Implementation Committee - chaired by the Deputy Director of Education (School Department)

Implementing the school cluster is based on the decentralization process that involves the empowerment of schools through the provision of guided autonomy. Views of stakeholders such as the PTA, alumni, school leaders and teachers were taken into account in implementing the cluster school. They were directly involved in the Workshop School Autonomy Cluster Ministry of Education held on 19-20 March 2007. Cluster Schools Advisory Panel was set up to provide expert advice to ensure the implementation of the cluster schools run successfully.

Cluster School Selection Criteria

Selection of schools will be made based on the following clusters:

• Primary School Sekolah Kebangsaan (SK), Chinese National Type Schools (SJKC), Tamil National Type Schools (SJKT) and the School of Natural Persons.
• School of Residential Schools (SBP), School of Engineering (SMT), National Religious Secondary Schools (SMKA), School Day, School of Premier, One Hundred Years School, a school in the vicinity of Putrajaya and Cyberjaya, and the Special Model School.
• Special Education Primary School (SPK) and Special Education Secondary School (SMPK), and High School Special Education (SMPKV).
• International Schools and Private Schools
• Institutions such as the secondary after Matriculation College and the Institute of Teacher Education (IPG)

The selection of these schools should meet the following Terms and Conditions:

• First Prerequisites
- Strengthening the School Standards
• Schools must achieve a minimum standard of Excellence on Education Quality Standards (SKPM)
• Second Prerequisites
• Excellence Curriculum (Primary School)
• Average Grade School (GPS) for public examination PMR and SPM 3 consecutive years:

- SBP: GPS 2.5 and below
- SMKA: GPS 3.0 and below
- SMT: GPS 4.0 and below
- Cm Daily: gps 4.0 and below

• Excellence Curriculum (Primary School)
• School Day: 80%, and the student passed all subjects in the UPSR, or
• increasing percentage of passes, or
• GPS UPSR: 2 and under

Terms election

• Excellent student in terms of:

i) Academic
ii) Co
iii) Personality

• Management of visionary and effective
• Development of resources managed and used optimally
• quality of school leadership
• Management education and learning
• school climate conducive to the development of human capital
• Effective implementation of the program MOE
• Schools with character

Schools that meet the Terms and Conditions set out above may submit an application and electoral procedures are as follows;

• Step 1: Acceptance of nomination
• Step 2: Assessment using the instrument and Annex SKPM
• Step 3: Determination of the standard (standard fixing) by the Implementation Committee School Cluster
• Step 4: The validity of a candidate in the Hal-Hal Meeting Professionals
• Step 5: Candidates are advised to Advisory Board
• Step 6: Announcement by Minister of Education

Cluster School Management

Cluster school leaders are:

• Principal (DG52/DGA 36)
• The selected leaders meet outstanding leaders
• Occupation: school-based post

Cluster school teachers are:

• Meets criteria Excellent Teachers
• The performance will determine whether they remain teaching at the School Cluster
• Those who are experts in niche areas of school curriculum in a contract or part-time
• Class: teacher ratio is 1:2

Method of selecting school cluster:

• Cluster SBP, SMT and SMKA remain as existing practices
• other cluster, the principal / head teacher is empowered to take a small amount of new students to the field of school kebitaraan
• School screening test

Accountability of school leaders

• Based on

Key Performance Indicator (KPI)

i) management of human resources and physical
ii) financial resources
iii) the development of professional staff
iv) an effective program of curriculum and curriculum
v) quality of school graduates: academic achievement, curriculum and personality

School autonomy:

Type of autonomy granted to the following schools:

• General (for all schools)
• Special (in accordance with the needs of schools based on school type, education and niche areas

Autonomy given is guided autonomy need to:

• Compliance with the following standards:

i) Education Act 1996
ii) National Education System
iii) the Financial Procedure Act 1957, Treasury Circulars and Guidelines and release letters
iv) SKPM

Autonomy Field List

ii) Management School
ii) Human Resource Management
iii) Management of Financial Resources and Physical Resources
iv) Curriculum Management
v) Co-Curriculum Management

Smart School In Malaysia

VISION

Tun Dr. Mahathir Mohamad, Former Prime Minister of Malaysia, pointed out the three core visions of the Smart School Flagship Application during the Launching of Multimedia Super Corridor on 1st August 1996.
The visions are as follows:

1. Teachers will need to change their role in the electronic classroom from being information providers to counselors to help students develop know how and judgement to select information sources.

2. Key to success in the Information Age will be making the right judgement between an awesome array of choices.

3. We are examining our education system to create a curriculum where people learn how to learn for continuing education throughout their lives.


OBJECTIVES

The Smart School is a learning institution that has been reinvented in terms of teaching and learning methods and school administration system in order to prepare the students for the Information-Based Society. Creativity and better management of information is facilitated through the use of technology where students, teachers, administrators and parents are better prepared for the challenges of the information Age.
The objectives of the Smart School, which are based on Malaysia's National Philosophy of Education, are as follows:

• To produce a thinking and technology-literate workforce
• To democratize education
• To increase participation of stakeholders.
• To provide all-round development of the individual
• To provide opportunities to enhance individual strengths and abilities


BACKGROUND

About The Malaysian Smart School

The Malaysian Smart School Flagship was premised on the strong belief that information and communication technology is a key enabler to imparting the learning desire to all. The impact of technology on education and future generations is undoubtedly enormous. The Smart School Flagship is one of the seven flagship applications envisaged under the Multimedia Super Corridor initiative.

It was implemented on a Pilot basis between 1999 and 2002. Deemed one of the most forward-looking ICT-mediated learning initiatives in the world, the Smart School Flagship attempts to reinvent the teaching-learning processes.

In the Pilot, the Smart School Integrated Solution (SSIS) was rolled out to 87 schools in the country at the cost of about USD78 million (RM300 million). The Smart School project is implemented by the Ministry of Education (MoE), Malaysia. The industry partner is Telekom Smart School (TSS) that was awarded the contract to develop the project in collaboration with the MoE and the Multimedia Development Corporation (MDeC).

My Teaching Philosophy

Educate…
I believe exceptional classroom management skills are the foundation for a productive learning environment. When expectations and procedures are clear and consistent, learning can take place. I believe in building a sense of community in the classroom and promoting positive relationships among students and teachers. Students must feel they are in a safe, fair, and comfortable environment where they can equally contribute by sharing and gaining knowledge. I believe all students are capable of learning. My constant goal as an educator is to ensure every student reaches his or her full academic potential. Differentiated instruction will be provided to accommodate all learning styles, abilities, and interests. I believe in using variety of alternate assessments and will provide individual feedback. I will promote an active learning environment where students will be encouraged to interpret, analyze, and predict information. As an educator, I will take advantage of the unique opportunity to teach beyond the mandated standards.

Motivate…
Students who are fully engaged in the learning process will not only retain information, but also will be motivated to learn more. I believe in encouraging students to take responsibility for learning and to develop a pride for their own work. Implementing intrinsic motivation in the classroom will help foster a passion for learning. I believe in being patient, yet persistent when reaching out to students. Although I will focus on appealing to students’ intrinsic motivations, I will also use a variety of extrinsic motivators when appropriate.

Inspire…
I believe the teacher must be an inspirational role model. In order to inspire students, a teacher must establish exceptional classroom management skills, an effective education curriculum and constant motivation. The purpose of education is not only to enable students to become successful in their lives, but also to teach them how to be responsible and positive contributors to society. I will continue to stay inspired by furthering my education through endorsements/advanced degrees and by staying informed about the current educational reforms. My ultimate goal as a teacher is to educate, motivate and inspire students to value lifelong learning.

National Science Education Philosophy

" Science education in Malaysia to foster a culture of Science and Technology, focusing on the development of a competitive individual, dynamic, agile and resilient and able to master the science and technology skills "

National Education Philosophy

"Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a comprehensive and integrated to create a balanced and harmonious human in terms of intellectual, spiritual, emotional and physical. This is to produce Malaysian citizens who are knowledgeable, moral, responsible , competent and capable of achieving well-being of themselves and contribute to the harmony and prosperity of family, community and country. "

PERSONAL DATA AND BACKGROUND

MOHD HALIM BIN MARZUKI,
SK SRI LANGAT ( KLUSTER ),
JALAN SULTAN ABDUL SAMAD,
42700 BANTING,
SELANGOR.
mohdhjalim4823@gmail.com
013-2706229

PERSONAL DATA

Date of birth : 27th June 1974
Gender : Male
Place of birth : Banting, Selangor
Marital status : Married
Age : 35 years old
IC No : A 2834028
Religion : Islam
Nationality : Malaysian
Race : Malay
Hobby & Interest : Reading and Riding Horse.


CAREER OBJECTIVE

To seek further exposure in education profession where my interest in teaching field could be utilized and further developed. I am determined to become a successful educator in the academic profession. My strengths in ability are as below:

1. 13 years experience in teaching field.
2. High passion to educate student in any condition.
3. Ambitious, optimistic, hardworking and committed to excellence.
4. Ability to work and survive in any challenging environment

EDUCATIONAL BACKGROUND

Highest Education Level

Bachelor's Degree with Honors
Field of Study : Education
Major : Linguistic
Institute / University : Universiti Kebangsaan Malaysia.
Located In : Bandar Baru Bangi, Selangor.
Graduation Date : March 2001


Second Highest Education Level
Profession Certificate
Field of Study : Music, Science and Art Education
Institute : Maktab Perguruan Batu Pahat.
Located : Batu Pahat, Johor.
Graduation Date : Disember 1996.


Sijil Tinggi Pelajaran Malaysia ( 1993 ).
Sijil Pelajaran Malaysia ( 1991 ).
Field of Study : Science Stream.
Sekolah Menengah Kebangsaan Telok Datok.
Located In : Telok Datok, Banting, Selangor.


Sijil Rendah Pelajaran - SRP ( 1989 )
Institute / University : Sekolah Menengah Jugra.
Located In : Banting, Selangor.

Penilaian Darjah Lima ( 1885 )
Institute : Sekolah Kebangsaan Sungai Buaya.
Located In : Banting, Selangor.

My Professional Development Plan ( PDD )

MY GOALS :

Since now I am studying at master's degree level, I have strong passion to improve my ability in teaching field. I am so ambitious and optimistic to learn any new instructional design and educational approach to be a better me.

TEACHING COMMITMENTS :

I am very dedicated to improving my English skills. I hope to get more opportunity to learn this language along my period in postgraduate study. I am very looking forward to learn more about science in education field; especially in research studies and science process skills studies.

TEACHING GOALS :

I believe after my postgraduate study, I will apply every new approach or technique in teaching ang learning to my student and share it to all educator. Students are not empty chamber which is waiting for someone to fill it. We need to identify all potency in each student we meet. These people bring along their own ideas in class, prior knowledge and past experiences to class. I want my students to think in the creative and critical ways. Emphasizing on student centered learning strategies,I will help my students to explore and develop their various skills into good use. As a result, they will find out what they're really good in.

UNIVERSITI PENDIDIKAN SULTAN IDRIS

BACKGROUND

Universiti Pendidikan Sultan Idris was established on 1st May 1997 based on Government gazette P.U.(A) 132 & 133 dated 24th February 1997 under the Order of Universiti Pendidikan Sultan Idris (Corporation) and the Order of Universiti Pendidikan Sultan Idris (Campus) 1997. However, the history of this University dates back to 1922 when the University was then known as Sultan Idris Training College (SITC).

SITC was set up by the British government and it was the brainchild of the Deputy Director of Malay Schools, Sir Richard Winstedt. SITC was officially opened on November 29, 1922 by the Chief Secretary to the Federation of Malay States, Sir George Maxwell, making it the highest institution of learning exclusively for the Malays at that time.

Graduates of this institution were greatly respected and honoured by the society as it was renowned for producing prominent figures like the ‘Father of Modern Malay Language’, Zainal Abidin Ahmad or popularly known as Za’ba, novelists like Harun Aminurrashid, and Ahmad Bakhtiar and legendaries such as Ibrahim Yaacob and Aminuddin Baki. Tan Sri Awang Had Salleh, a national figure in the field of education and not forgetting the Former Deputy Prime Minister of Malaysia, Tun Abdul Ghaffar Baba are also the ‘products’ of SITC. To many, SITC was regarded as the birthplace of Malay nationalism.

In the early days, students of SITC had to undergo a three-year training course, where they learnt traditional skills and arithmetic. These students were under the tutelage of its teaching staff comprising of four Europeans, one Filipino and ten Malays.

After the 1957 Razak Report, new subjects were introduced and the training course was extended to five years. In addition, the name of the college was changed to Maktab Perguruan Sultan Idris (MPSI).

Traditionally, MPSI accepted only male students. However, in 1976 it began to open its door to the female population admitting its first batch of 150 female students. 1n 1987, the Minister of Education bestowed the institute status upon the country’s oldest teacher training college, and MPSI was thereafter referred to as Institut Perguruan Sultan Idris (IPSI). With its new status, IPSI started to introduce new courses including a twinning programme with Universiti Pertanian Malaysia (currently known as Universiti Putra Malaysia). By then, the number of students, lecturers and support staff had increased in tandem.

It is the aspiration of the Ministry to have only graduate teachers spearheading both the primary and secondary schools in Malaysia. Thus, in order to realise such noble dream, the Ministry of Education granted the university status to IPSI on 1st May 1997.

THE CAMPUS

Sultan Abdul Jalil Shah campus is located at the border of Perak and Selangor in Tanjong Malim on a 33ha of land. However, the ground breaking ceremony of the new Sultan Azlan Shah campus has taken place on 24th April 2002 by His Royal Highness the Sultan of Perak, Sultan Azlan Muhibbuddin Shah Ibni Almarhum Sultan Yussuf Izzuddin Shah Ghaffarullahu-lah. The new campus will be built on an 800 acres of land located at Behrang Ulu, 5km from its current campus

ABOUT ME

Assalamualaikum. Nama saya Mohd Halim bin Marzuki. Saya merupakan seorang guru yang sedang mengikuti program master di UPSI secara sepenuh masa dengan tajaan penuh oleh Kementerian Pelajaran Malaysia. Bidang pengajian saya ialah Pendidikan Sains Sekolah Rendah ( Primary Science Education ). Saya berpengalaman di dalam bidang pendidikan selama 13 tahun dan sangat berbesar hati kerana diberi peluang untuk melanjutkan pengajian di UPSI.

Saya amat berharap agar dapat berkongsi segala pengalaman dan pengetahuan yang saya perolehi di sini kepada semua warga pendidik dan anak-anak murid yang dikasihi khususnya. Saya amat percaya semua warga pendidik di Malaysia, khususnya guru-guru sains perlu berupaya untuk menjadi guru yang luarbiasa, kreatif, kritis, inovatif dan berkarisma tinggi bagi melaksanakan segala tanggungjawab dengan sepenuh hati.

Semua murid di Malaysia berhak mendapat pendidikan sains yang berkualiti, setanding dengan negara-negara membangun dan moden yang lain. 'No One Left Behind' . Saya amat yakin generasi guru hari ini mampu membawa pendidikan pada satu aras yang jauh lebih baik bagi memenuhi aspirasi negara membina sebuah negara maju berasaskan kemajuan sains dan teknologi. Justeru itu segala bentuk pengajaran dan pembelajaran yang mampu meningkatkan kefahaman dan kebolehan murid perlu diketengahkan dan dipraktikkan dengan mengambil semua aspek keseimbangan rohani dan jasmani.

PRIMARY SCIENCE ACTIVITY - SCIENCE STORY TELLING

The picture above shows 'Science Story Telling' competition. Pupils of age 7 to 9 are qualified to participate in this competition. The story for this competition is about science facts. Pupils must used Year 1 to 6 science syllabus to create or build the story. Every participants have ten minutes to show their talent and the evaluation for this competition is based on their content story, language ( proper English ) and presentation.

PRIMARY SCIENCE ACTIVITY - 'SAINTIS MUDA'

'Saintis Muda' competition is the one of my favourite activity. As technical officer for this competition in Kuala Langat, Selangor, I was involve in this activity since 2007. This competition will test student ability in science process skills and science manipulative skills. Student have to carry out five experiment in a group and one of the experiment will be held outside the school lab. Each station of the experiment is judge by the teacher and each group have 10 minutes to carry out the experiment in four station in lab. and 15 minutes for the station outside the lab. Student marks are based on final report given and manipulative skills shown. SK Sri Langat ( Kluster ) in Banting is my former school which is won this competition every years.