MODULE 10 - IMPLEMENT CO-CURRICULUM ACTIVITIES

1.1         Planning Co-curriculum Activities

·         Co-curriculum refers to activity, process and contents of planned teaching and learning which are carried out outside the training room. 

·         Co-curriculum activity emphasizes aspects of talent, role, leadership and social values.

i.      Co-curriculum implementation is based on the following philosophies: 

a.    Balance between the physical, emotional, intellectual and spiritual

b.    Develop the talent and interest of trainers. 

c.    Develop trainer’s personality. 

d.    Training center has the responsibility to produce trainers for the needs of society. 

ii.    Goals of  curriculum implementation are:

a.    To foster the spirit of goodwill, solidarity and national integration

b.    To increase trainer’s self discipline

c.    To provide a comprehensive and balanced experience

d.    To encourage leadership and social training.

e.    To create a balance in physical, emotional, intellectual and spiritual aspects among trainers. 

iii.   Objectives of  co-curriculum implementation are:

It is hoped that trainers can be moulded with characteristics such as believing in God, well – mannered and ethical, obedient, responsible, honest, self-controlled and unemotional, cooperative, neat, affectionate, considerate, willing to compromise, ambitious, self-confident, steadfast, creative, logical, rational as well as independent.

iv.   The strategies of co-curriculum implementation are.

a.    Give priority to activities that involve the participation of many trainers.

b.    Carry out various forms of co-curriculum activities.

c.    Conduct activities that promote good values.

v.    The different areas/fields in co-curriculum include:

a.    Uniform unit

b.    Society / Association

c.    Sports and games

vi.   Requirements for the administration of the training centre are:

a.    A committee to manage and make plans. 

b.    Resources and equipments that must be stored and managed systematically. 

c.    Preparation of co-curriculum time - table

d.    Co-curriculum activities that will be more effective if conducted collectively. 

e.    Recording of student’s involvement.

f.     Trainer to prepare a written report each time co-curriculum activity is carried out. 

vii.  Procedure for the formation of an association/ society or club with no parent body outside the training centre:

a.    Inform MLVK ( if necessary ) 

b.    Prepare a draft constitution and regulations 

c.    Prepare membership form

d.    Register membership

e.    Plan and conduct activities

f.     Prepare report on  activity

viii.Basic matters that need to be recorded:

a.    Name and address of  association /society

b.    Goals

c.    Membership

d.    Fees

e.    Committee members of association

f.     Association accounts

g.    Cancellation and investments of association     

h.    Amendments to association’s  constitution 

i.      Association meetings.

ix.    Appointment and  selection of committee members are made in two ways:

a.    Selection during general meeting 

b.    Selection based on skill

x.    Responsibilities and roles of trainer in the implementation of co-curriculum activities. As:

a.    Trainer

b.    Faciliatator

c.    Supervisor

d.    Manager

e.    Trustee

f.     Observer/ Monitor

1.2       Implementation of Activities

Uniform unit’s activities can be categorized into two:

·                     Activities based on unit/ association badge

·                     Extra-curricular activities such as camping, traveling and drills. Example:

 

 Activities Of Uniform Associations/ Societies.

UNIT	BADGE  SCHEME	EXRA-CURRICULAR ACTIVITIES
Scout	Membership, Self achievement badge, Activity badge, Expedition badge, Service badge.	Adventure, visits, drills competition, job week.
Puteri Islam	Puteri Bongsu Puteri Tengah Puteri Sulong	Exploration/ travel Drills competition Singing

i.      Society/ Club activities

a.    Debate

b.    Exhibition

c.    Competition

d.    Drawing

e.    Arts

f.     Social gathering, protocol and  inauguration 

ii.    Purposes of having competition/ co-curriculum activities

1. To determine the interest and capability of a student.
2. To strengthen the management of the trainer / advisor 
3. To instill positive values
4. To search for talents

iii.   Procedures in program planning 

a.    Prepare working paper 

b.    Conduct coordination meeting 

c.    Implement follow-up action 

d.    Conduct follow-up meeting 

e.    Handle all correspondences

iv.   Working paper has to be prepared. Items to be included : 

a.    Introduction

b.    Objective – goal 

c.    Theme

d.    Dates / Period  of implementation 

e.    Venue

f.     Inauguration   date

g.    Number of participants

h.    Fee

i.      Conditions for participation

j.      Working committee

k.    Implementation sub-committee

l.      Budget

m.   Income

n.    Conclusion

v.    Before carrying out any activity, the following correspondences must be settled.

a.    Letters

b.    Permit from proper authority

c.    Road Transport Department

d.    District Commissioner

e.    Security regulations

vi.   Management measures and procedures must be executed:

a.    Before conducting activity

b.    While conducting activity

c.    After conducting activity

vii.  Procedures before conducting activity:

a.    Checklist  on activity ( very important ) 

b.    Giving briefing to  participants, for example, on camping activity.

c.    Listing  out duties of individual committee members

viii.    Secretariat / Camp commander must ensure certain security measures: 

a.    Ensure that venue and equipment for activity or competition are safe for use.

b.    Ensure that trainers are present at activity / competition venue. 

c.    Make sure that all trainers report for duty to participants’ manager. 

d.    Provide sufficient equipment for competition / match / for every event. 

e.    Control/Monitor the implementation of activity / competition 

f.     Ensure security measures

g.    Give briefing to participants on procedure, conditions of competition and security measures. 

ix.   Matters to be settled after completing an activity:

a.    Clean up venue of activity

b.    Settle all bills and epayments.

c.    Check that items/ equipment brought are accounted for. 

d.    Ensure that all borrowed equipments are returned

e.    Hand over  souvenirs, presents and certificates

f.     Prepare report on activity, participation, accounts and others. 

g.    Send appreciation letters to contributors

x.    Evaluation on activity conducted: 

a.    Determine how far objective and goal of activity have been achieved. 

b.    Provide evidence of value and contribution to program.

c.    Know the effectiveness of the committee’s performance during the implementation of the activity

d.    Improve on the process as well as the procedures for carrying out tasks.

e.    Identify whether the operation has gone according to plan, so that weaknesses can be rectified.

xi.   Attach report on activity. Include:

a.    Number of participants

b.    Attendance register

c.    Inauguration  register

d.    W orking committee / Sub-committee

e.    Report on program and activity that have  been carried out

f.     Report on accounts

g.    General evaluation

h.    Problems arising

i.      Views and suggestions .

REFERENCES:

1. Ab. Halim Abdul Rahim, Pengurusan Gerak Kerja Kokurikulum, Fajar Bakti, 2004

2. Brown, B.B (1989) ‘ The Vital Agenda For Research On Extra - Curricular Influences : A Reply To Holand And Andree’, Review of Educational Research, 107-111.

3. Leonard De Vries, ‘Sport Values and Education’ Journal Pendekar, Physical Education Association of Malaysia, XV.

4. Noraini Ahmad, 1985, ‘Kokurikulum dan Pandangan Pengetua’. Kertas kerja, Seminar Kebangsaan Mengenai Kokurikulum di Universiti Utara Malaysia.

MODULE 9 - TECHNING TECHNIQUE

1.1    Preparation of Teaching and Learning Facilities              

Effective teaching and learning is determined by educational facilities:

i.          The management of the institution is responsible for the general management of teaching space, repairs of equipment, maintenance and audio-visual aids. 

ii.        The Information Technology Centre is necessary as it is responsible for the preparation, installation and computer operation during training.

iii.       The management of class space for teaching includes that of the laboratory, gymnasium, halls etc. The policy and procedure for use need to be considered.

iv.       Planning of future learning facilities.

v.        Taking care of security aspect of building, equipment and learning.

vi.       Taking care of basic need for basic facilities such as electricity, water, toilets, rest room, prayer room, library, canteen and convenience store for students and staff of the training centre.

1.2     Preparation of Training Presentation

Before conducting instruction (training), a trainer needs to be prepared with the following:

i.          Be well versed in the topic or subject matter to be delivered.

Study each aspect to be delivered / presented by reading up reports and researching on the topic for the sole purpose of preparing a presentation script. In this way, new ideas and alternative ways of thinking can be generated.

ii.        Understanding audience or learners.

Research on individuals who make up the audience or trainees can be beneficial to prepare for the delivery or presentation. For example, if trainees are not from technical groups, avoid presenting technical illustrations and data.

iii.       Identifying objective

All presentations, whether easy or complex contain one purpose or objective. Understand and always remember this when preparing presentations. 

iv.       Preparing the script.

Short notes have to be prepared whether the presentation is formal or not. The notes should contain the following components.

a.    Introduction which explains the aim and scopes of the presentation.

b.    Body or contents of the presentation – The body contains the most information, however divide it into several topics to be covered.

c.    Summary – This part must be brief and should emphasis on the main or important ideas of the presentation.

d.    Conclusion – Circulate the handouts which focus on the main ideas so that course participants can remember. Answers during the question- answer session of the presentation can be repeated.

v.        Choose appropriate audio-visual aids.

For small groups of two/three people, handouts are sufficient. For groups of more than thirty, the use of transparency and OHP or slide is more appropriate.

vi.       Prepare story board

The purpose is to give a general picture of the presentation and to deliver important ideas to audience or trainees.

vii.      Produce audio- visual aids such as graphics, posters, etc.

viii.    Practice and practice.

Practice or rehearsal can be recorded and any weaknesses can be rectified and presentation improved.

ix.       On the presentation day.

Arrive early and ensure that all equipments are in working order. Entertain all questions, and use humor to reduce anxiety. 

x.        Follow-up actions  

Check trainee/audiences attendance to ensure that the goal of presentation has been achieved .Hand out questionnaires at the end of the presentation to get feedback, in order to improve future presentations Encourage participants to submit written questions which have not been answered during question-answer session.

1.3     Aspects of a Good Presentation

A trainer must have good presentation skill at a seminar or workshop. If the trainer is not skilled enough, presentation will be ineffective. The following are important aspects of a good presentation or delivery.

i.      Communication

Create rapport, as good relations with the person we are interacting with is very important. High technology presentation will be meaningless without this rapport.

ii.    Skill in the use of teaching aids:

o      OHP

o      LCD and power point.

iii.   Use of samples.

For further clarification of explanation and facilitate comprehension, the trainer has to use appropriate samples.

iv.   Speech Dynamics

Fluency in speaking will ensure a good and interesting presentation. The trainer needs to use correct voice and tone, proper breathing, projection, resonance, and avoid high tone. Choose words that will enable trainees to remember them.

v.    Skill in giving explanation.

Good mastery over a language will make an explanation clearer. Content or ideas to be delivered have to be arranged from simple to complex.

vi.   Organization of ideas to be delivered.

o      Arrange important ideas.

o      Inform late comers/ participants of the ideas.

o      Summarize the ideas.

1.4         Main Aspects of Evaluation and Effectiveness of Session.

Evaluation of presentation is divided into 4 components.

i.      Preparation:

a.    There must be a set of up-to-date course objectives, enabling objectives and critical learning points.

b.    Visual Aids – up to date, well designed, relevant and appropriate for the subject being taught.

c.    Training room is arranged conducively for the session that is going to be conducted. All equipment has been set up – checked in advance.

d.    Trainer well turned out – efficient, reflects enthusiasm and committed to the session to be conducted.

ii.    Structure

a.    Introduction – clear statement of objectives. The content and structure of the session are explained clearly.

b.    Effort to motivate trainees and explanation on why they need to learn the subject.

c.    The session is  presented in a logical order.

d.    The material taught is technically accurate, relevant and complete.

e.    Every opportunity is taken to use questionnaires or carry out discussion, to ensure that trainees have learnt and understood the session.

f.     The conclusion includes accurate feedback on the achievement of objectives and aural performance, clear summary and link up with next session.

iii.   Instructor Skills

a.    Posture, body language and expression give impression of enthusiasm and commitment to the session. Alert when moving and when seated.

b.    Establishes / maintains good rapport with participants, provides relaxed atmosphere, good eye contact and easy two-way communication.

c.    Makes good use of voice in terms of range, pitch and tone, and emphasizes use of gesture.

d.    Notes are used easily and naturally as a support material. Trainer should be familiar with content.

e.    Answer questions from trainees accurately, patiently and with interest.

f.     Deals with different kinds of trainees with patience, tolerance and in a matter-of-fact way, in detached and unemotional manner.

g.    Deals with different situations empathetically.

h.    Deals with different situations tactfully without any prejudice.

i.      Manages time discreetly to ensure that all learning points are covered.

j.      During discussion, has complete control over time, range of topics and trainees.

k.    During role-play, has total control over flow of activity.

l.      When giving feedback on interpersonal-skills, is completely objective, sensitive to trainees, problem areas and suggests constructive actions.

iv.   Use of Visual Aids

a.    Has no difficulty in operating OHP.

b.    Uses flip chart with clear writing.

c.    Operates video recorder effortlessly and easily.

d.    Uses camera and recorder knowledgeably to produce good quality videos.

1.5     Components in Display of Professionalism

The trainer must display professionalism when carrying out tasks. Among the components of professionalism that can be displayed are:

a.    Sincerity and integrity

Sincerity and integrity indicate fairness, speaking the truth, fulfilling promises, being fully committed, and being open when interacting with trainee.

b.    Responsibility

Prepared to accept and act responsibly when carrying out tasks.

c.    Respect for others

This feeling of respect is the crux of humanity and humanity is the essence of professionalism. 

d.    Empathy

Empathy is important as it enables the i to understand the condition and needs of the trainee.

e.    Self-improvement

Search for and attempt to improve skills in order to contribute and give better service.

f.     Self-awareness

Awareness of the availability of guidance and instruction when confronted by complex responsibilities.

g.    Communication / collaboration

Instructor needs to work in collaboration with other parties and be able communicate clearly, in order to deliver information to trainees. 

h.    Altruism

This quality of giving importance to another person’s welfare is the main element of professionalism. 

 REFERENCES

 1. Esah Sulaiman, Amalan Profesionalisme Perguruan, Penerbit Universiti Teknologi Malaysia, Skudai, 2003.

2. Esah Sulaiman, Pengenalan Pedagogi, Penerbit Universiti Teknologi Malaysia, Skudai, 2004.