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KPD 5023


By :


Student ID : L20081002254
Student ID : L20081002251

Prepared For:



This assignment were written to give some knowledge and exposure about the
technique of Creative Teaching and the concept of Smart School that can be applied
by teachers in teaching and learning process.
Writers choose the concept of creative teaching implemented by Gissele
Glosser on the creative way to teach mathematics. While, for the concept of Smart
School, writers uses the great ideas of the establishment of Sekolah Bestari (Smart
School) in Malaysia’s education by Jusni Nasirun. Both articles have helping writers
much to be well understand about the technique of Creative Teaching and the
concept of Smart School.
In finalising this assignment, writers would like to deliver great appreciation to
Dr. Shaheda Usop (Pedagogi Lecturer), for her support, aid and encouragement.
Besides, big thanks also to those who have contribute ideas and made comments for
this assignment.
Hopefully, with this little ideas presented in this paper will benefit writers and
others in order to understand the technique of Creative Teaching and the concept of
Smart School.



Table of Contents
Acknowledgement i
1.0 What Is Creative Teaching 1
1.1 Mind Map of Creative Way in Teaching Mathematics 2
1.2 Explanation of Creative Way in Teaching Mathematics 3
1.3 Summary 5
2.0 Concept of Smart School 6
2.1 Mind Map for Smart School Concept 7
2.2 Explanation for the Smart School Concept 8
2.3 Summary 9
Bibliography 10
Appendix 11

1.0 What Is Creative Teaching?

Creative Teaching may be defined in two ways that is teaching creatively and
teaching for creativity. Teaching creatively can be described as teachers using
imaginative approaches to make learning more interesting, engaging, exciting
and effective. While, teaching for creativity might best be described as using
forms of teaching that are intended to develop students own creative thinking
and behavior.
Teaching with creativity and teaching for creativity include all the
characteristics of good teaching-including high motivation, high expectation,
the ability to communicate and listen and the ability to interest, engage and
inspire. Creative teachers need techniques that stimulate curiosity and raise
self esteem and confidence in their students. They must recognize when
encouragement is needed and confidence threatened. They also must
balanced structured learning with opportunities for self-direction and the
management of groups while giving attention to individuals.
Teaching for creativity is not an easy option. It can involve more time
and planning to generate and develop ideas and to evaluate whether they
have worked. It involved confidence to improve and take detours, to pick up
unexpected opportunities for learning; to live with uncertainty and to risk
admitting that an idea led nowhere. Creative teachers are always willing to
experiment but they recognize the need to learn from experience.
Creative teachers also need to raise confidence in their disciplines
and in themselves, so that are able to become role model to their students
and in order to make sure the smooth of creative teaching. Creative probably
is a subjective matter that is not all people are gifted with creative brain but
we still can develop the way to creativity.
1.1 Mind Map of Creative Way in Teaching Mathematics

Chocolate Bars (Fractions)

Shoebox (Geometry)
Mnemonics (Probability)

Family Structure (Statistic)

Movies (Decimals Place)

Using Real Life

Dance (Decimals Place)

Creative Ways
In Teaching

Front Loading
1.2 Explanation of Creative Way in Teaching Mathematics

The mind map of creative way in teaching mathematis (2.0) on the previous
page is the idea originated by Gisele Glosser. He said that in order to capture
student’s attention to math’s lesson, a creative teacher should make the
learning session interesting, not bore and they still can get the objective of
given topics.
They are many ways of creative ways to make mathemetic’s lesson
fun for students. In fact, humor can ch eers the class enviroment. Reading
book on creative teaching and get new information from teacher web site can
help teachers in finding new way to improve teaching’s skill and creativity.
Math Goodies Sidefor example is very helpful in helping new math teacher.
This web was created by Gisele Glosser.
There are several ideas from Gisele Glosser to make math lesson
interesting and easy to understand. One of it is the Decimal Dance which is
helpful in solving decimal problem. Problem probably come when student
forget to mark the decimal point. While teacher solve the product of the
number, she or he exaggerate the motion of counting decimal places. By
making a large white arc under each digit until the corerct place.
Usually, teachers start school session by reviewing previously learned
concepts. However, this is a time when students are most motivated and
eager to learn new lesson. At this time teachers should try to introduce a new
topics they have never seen before and shows students that you intend to
challenge them, and sets the tone for the year.
Teachers also might use the real object such as foods to make their
teaching and learning process interesting. Such as in Choclate and Candy
style, it is not for sale but of course as teaching’s instrument. It can be used in
introducing the concept of fraction in mathematic lesson. This concept based
on the perception that it is easy to student to understand if they get something
to imagine how a fraction looks alike.
Besides, teachers also may explain their teaching to students by using
Shoebox. By using shoebox, teachers can teach shape of geometry to his or
her students rather than draw it on blackboard. It can be done by bend the
shoebox at different sides and angles without change the original shape of
shoebox. This can help student to imagine the shape of the geometry such as
square, rectangle, parrelogram, rhombus and trapezoid because theh have
seen the real model of it.
Homework can be burden for group of student but the other group
may think that it is important to help them mastering any concepts. So, it is
one of the teacher’s responsibility to motivate students to do their homework
and realize them the need of doing it. One way is through Homework Wave.
Through this concepts, if student has completed their task, they will take out
their task sheets and wave them. Thus, student will finish their homework so
they can involved in this activities and for them who ignore doing the
homework will be leave. This can be fun and enjoyable activity.
Then, use a home work and preparedness policy. Do not penalize a
student for being absent. However, deduct points if students fails to make up
missed assignments. Although this policy may seem elaborate, but it is
actually quite effective. Students are motivated to make up missed work in
order to get points back. It teaches them to be responsible and put in their
minds that homework is important.
In other way theachers also can apply the concept of family structure
to teach students. For example in teaching statistics, students may get trouble
to remember range, mean, median and mode. So, let teach them to think of
the median as the age of the middle child in a family. And, if there is an even
number of children then the median is the main of the two middlemost ages.
Some students also have trouble grasping the fact that a repeating
decimal goes on forever. First, start with a simple fraction like one-third. At the
blackboard, teacher divides the numerator by the denominator several times
until a pattern becomes apparent. Teacher then ask the class what they think
will happen if he or she continue to bring down the zero and divide. To
emphasize the concept of repeating decimals, make an analogy to monster
movie where monster is relentless – he or she just keeps coming back and
never dies, no matter how many times you try to kill him or her or try to get
1.3 Summary

Overall of Gisele Glosser ideas using object in the real life to enhance
students understanding of the lesson being taught. It is a better way to
improve student understanding and encouraging student participation in
teaching and learning process.
The implementation of this technique in teaching and learning process
will make teaching and learning process more fun and attractive. Students will
also not easily get bored in class since they can imagine the hard to reach
topic such as probability by seeing the real life example in front of their eyes.
Thus, the technique of using real life object is one of a better way to
teach creatively for teachers and for students it is the best way to mastering
the topic being taught.
2.0 Concept of Smart School

Smart School (Sekolah Bestari) concept is one of the seven flagship of the
Multimedia Super Coridor (MSC) project which was launched by Malaysia
government. The Smart School concept in education is one of the most topic
talking by educators in Malaysia. The Smart School identified as a critical
enabler to radically transform the Malaysia school system which incorporates
ideas that will benefit not only to the school itself but provide real life
experience to the student.
Smart School was conceptualised by Ministry of Education in 1996,
under leadership of the then Directio-General of Education, Tan Sri Dato’ Dr.
Wan Zahid Wan Mohamed. By entitle as “The Malaysian Smart School: A
Conceptual Blueprint” where it give the information about Malaysian Smart
School concept. In essence, the Malaysian Smart School is defined as a
learning institution systematically reinvented in terms of teaching and learning
Eventually, school management has been also systematic in order to
prepare adolescent for the information age through the implementation of
advance technology. Smart School strives to improve academic performance,
self esteem and social responsibility of students by empowering and
connecting them to broader comunities through computer communication
2.1 Mind Map For The Smart School Concept

The Concept of
Smart School
(Aims and

To encourage all To increase the

round development of participation of all
the individual stake holders
(Parents and

To demonstrate To produce a thinking

education such that workforce that is also
every child has equal technologically
access to learn

To provide
opportunities for the
individual to develop
their special strength
2.2 Explanation For The Smart School Concept

The first page of the smart school began its operation in 1999 academic year.
During that time, there are about 90 of schools have been selected by the
government to pioneer Smart School which are SMK Victoria (Kuala Lumpur),
SM Sains Teluk Intan (Perak), SMK Putrajaya (Selangor) and some other
more. The most important ideas about the Smart School project are about the
teaching and learning process and to prepare the next generation of
adolescent for the information age through an innovative education delevery
process. Smart teachers are retraining in five skills in context with the Smart
School such as learning skills, creative and critical thinking, facilitating,
assessment and evaluation, and also technologically competent.
The Smart School will be sifferent that the rest of Smart School
anywhere around the world. Two main factors involving current education
system in Malaysia and will continue in Smart School which are the main
component of Smart School curriculum is The National Philosophy of
Malaysian Education and moral values that have been stressed in present
curriculum will go on into Smart schooling. When Smart School being
launched by the Ministry of Education to the people of Malaysia, they were
thinking and imagining that the Smart School will packed with all the
communication technology such as computer and internet. Thus, the concept
of Smart Scholl and MSC are absolutely in misconception. The Smart School
is not about technology at all. It is actually, an educational institutions that is
redesigned systematically and reinvented in terms of teaching and learning
process, and also school management in order to prepare student in the
information age.
The objectives of the Smart School, which are based on Malaysia’s
National Philosophy of Education, are to encourage all round development of
the individual coverage the intellectual, physical, emotional and spiritual
domains, to provide oppurtunities for the individual to develop their special
strength and abilities, to produce a thinking workforce that is also
technologically literate, to demonstrate eduation such that every children has
equal access to learn and to increase the participantion of all stake holders
such as the parents, the community and the private sector in the education
Since the Smart School is a stimulating educational which provides
access to internet and innovative materials in advanced technology,
educators need to develop the smart skills in order to achieved the most
productive use of technology through teaching and learning process. It is
because the Malaysia’s hope is to create a new generation of creative and
innovative who are able to use new technologies efficiently in accessing and
managing the wealth of information arising from the information age. The
Smart School application is not confined to the introduction of IT and
multimedia in the learning and teaching process but it also a catalyst towards
and implementing a more effective delivery process.

2.3 Summary

In application, the concept of Smart School is useful in teaching and learning

in classroom. This concept is use to bring about a systematic change in
education, from an exam-dominated culture to a thinking and creative
knowledge culture.
Furthermore, Smart School concept also can help to re-emphasize
science and technology education with a focus on creativity and innovation.
This concept also can help to equip students with IT competence. Therefore,
the country can produce the smart students who can use technology in their
study and generate smart teachers that can create lesson pelan with fully use
the technology.
Thus, all of this benefit bringing up by Smart School concept will make
teaching and learning process become attractive.

Gisele Glosser. Techniques for Employing Cooperative Learning in the Classroom. (akses 12 Jan 2008)

Office of Research Education. Techniques Cooperative Learning. Guides/cooplear.html (akses 12 Jan 2008)

Kamarudin Husin, Siti Hajar Abdul Aziz. 2004. Pedagogi Asas Pendidikan. Kuala
Lumpur: Kayazano Enterprise.

Mimi Haryani Hassim, Mohd. Kamarruddin Abd. Hamid, Mohd. Abu Hassan (
2004. “Enhancing Learning Through Cooperative Learning: UTM Experience”.
Conference on Engineering Education, Kuala Lumpur.

Techniques For Employing Cooperative Learning In The Classroom

By Gisele Glosser

Cooperative learning is more elaborate than group work activity. Cooperative

learning should be employed as part of a classroom management system. If you train
your students to work effectively in groups, the results can be a very productive (and
fun) learning environment.
One of my first experiments with cooperative learning was to let my students
work in groups of their own choosing. Of course, they chose to work with their friends
and were not very productive. I used this to my advantage when I later assigned
group partners, careful to avoid having close friends in the same group.
Each school year I wait until October before assigning groups. This gives me
a chance to get to know my students and learn about their social and academic
abilities. After about 6 weeks of teacher-directed lessons, students welcome the idea
of group work. I set aside an entire 40-minute period for our first group work
experience. I assign four partners to a group (chosen ahead of time). The partners
are chosen mainly by ability so that each group will have one top-level, two middle-
level and one struggling student in each group. I also try to account for personality
differences. Students may choose any name for their group that is appropriate for a
The first group work assignment is usually a simple and easy one. This gives
students a chance to adjust to their partners and to choose a group name. Students
love to choose group names because it is cool and because it gives them decision-
making power. Ideally, all groups should choose a name by the end of the class
period. One member of each group places the name of the group and the names of
its members on an index card for me.
I then create a handout that lists the name of each group and its members in
alphabetical order. This handout is distributed to the class, along with a list of
cooperative learning rules (see below).
 Every member of each group is responsible for all work.
 If there is a disagreement, form a consensus, not a majority rule. Be
 Be open to other members' ideas and encourage their participation. Make
sure no one is left out.
 Every day one member of each group is designated as the facilitator. The
facilitator is not in charge of the group, but simply keeps the group organized
on a particular day.
Each day I choose a different group facilitator. For example, if the facilitator is
member 1, then the student whose last name is alphabetically first is the facilitator for
each group. (Remember the handout that lists group names and members?)
So why do I go to all this trouble? Allow me to elaborate on the benefits of all
this work.
 The facilitator distributes and collects materials for the group. Instead of
dealing with 28 students, I am dealing with 7 group facilitators. This saves a
lot of time and energy.
 Manipulatives are very important but expensive for grades K through 8.
Instead of asking the principal for 28 sets of fraction pieces, I ask for 7 sets
(one for each group). This is a tremendous costs savings.
 Having one set of manipulatives per group reduces the time needed to put
things away at the end of an activity.
 Students sometimes explain things to each other better than a teacher can to
an entire class of students. This usually results in better retention of material.
 Questions are more likely to be asked and answered in a group setting. This
saves a lot of time over a long question-and-answer session with the entire
class, which can cause some students to become bored.
 Students today seem to have a much shorter attention span than they did
years ago. With cooperative learning used on regular basis, they are less
likely to become restless or misbehave during a teacher-directed part of a
lesson since they know they will have time in groups.
 Varying from teacher-directed to group-directed activities prevents your class
from falling into a rut.
 Shy students are more likely to ask and answer questions in a group setting.
The same is true of low-skills students.
 Today's job market is looking for people with good interpersonal and problem-
solving skills. Regular participation in cooperative learning activities can help
develop and hone these skills.
It is a good idea to change group partners during the school year, otherwise
tempers might flare. I assign new group partners each marking period. My students
look forward to this since they get to choose new group names.
It took time for me to adjust to the noise level in my classroom during group
work. Eventually I was able to differentiate between academic and social
conversations. I also had to get used to the time it takes for students to move the
furniture in the room. However, this time diminishes as students get used to group
work. I remember one time when an administrator observed a class of mine. She
commented on how quickly my students moved into groups and started their
assignment (under 2 minutes). She concluded that they must be working in groups
every day since they were so quick and well-trained.
Cooperative learning should not be used haphazardly. However, when used
with a plan, it can offer many educational benefits. Most of all, it is just plain fun.