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A visual gallery of artwork that you can do with your students at the beginning of a school year...Have fun
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This year is my first experience to be Visual Art teacher and since we have a new Visual Art room so we nee dto start everything from scratch. Although we have some supplies from last year left over, but we still need some basic supplies to start the year. So, if you're also looking for idea to prepare supplies for your art room or just for teaching, hopefully this article will help. Here is a list of suppies that I compiled from different resources, some of them are in Indonesian because I don't really know the name in English
and these are on going supplies tthat you probably need to help managing your lesson
Hope you find this post useful...Comment below for queries.
Here is a short idea that I propose to start an iPad project at school which include the aims of the program, the scenario to start the pilot project of iPad classroom, some background research, and also other consideration. So if you're looking for idea to make proposal for iPad project at your school hopefully this article will help.
An iPad initiative to build on the learning, the strategies and the resources of our current teaching and learning programmes. It is anticipated that the use of iPads as a learning tool will continue to drive elementary and pre elementary school improvement and student achievement. AIM The aim of the iPad initiative is to ensure ICT is effectively integrated into teaching and learning through:
Year 1: •Pilot 1:1 in upper grade literacy class/year 4. Pilot teachers/class will be responsible to do report at the end of the pilot year. •Teachers in each year level 1 term PD using device then a pod of 6 in the team to share. Report on usage at end of year. •Regular Professional Development for targeted teachers and introduction for other staff. Including school blog of useful apps developed and contributions made by staff. •Develop guidelines and policy incl. Cyber wellness for games, e-safety etc •Communication and promotion to parents •Visit to other iPad 1:1 schools Year 2/3 •Implement 1:1 frameworks to certain year levels (depending on recommendations after year 1) •Continuous Profeesional development The major curriculum focus areas English literacy and Mathematics to implement ICT practices to improve student engagement and achievement. iPads will be used to integrate literacy and numeracy based iPad applications into structured sessions. iPads don’t replace good teaching or laptops/desktops but are an exciting tool to enhance learning opportunities for students. Other considerations: •Familiarizing teachers with the iPad as a technological device through iPad and experimentation through PD. Every team has ICT mentor, consultation sessions to individual teachers •Teachers should have prior knowledge of how to use and explore iPad for teaching-learning activities. •Leadership have the same vision of this e-learning philosophy. Add on the school mission about e-learning •Infrastructure and architecture: electric chords, service center, private network is in place •Curriculum and e-resource can be adapted from certain websites •School need to keep communicate and promote to parents about iPad. •iPads do not replace the need for laptps or PCs – they are another tool that enhances teaching and learning. They are more interactive. Mobile learning - what research says:
Hopefully by reading this, you can have idea of how to start an iPad project to enhance teaching learning at your school. For further queries please contact me in the comment box below. The International Baccalaureate (IB) promotes authentic assessments in which students have a chance to show understanding of their learning in ways they are comfortable with, using various tools and strategies. The PYP Exhibition is one of these assessments. It requires PYP students to show their understanding of the 5 Essential Elements — Knowledge, Concepts, Skills, Attitudes and Action — in ways that they create, construct and do by themselves. The students become planners, teachers and also students of their own learning. It is learning for life.
Through this Exhibition, students experience real life situations in which they are challenged to plan and carry out action, solve problems, make decisions, work collaboratively in a team, negotiate with other people from different places and practice many other skills that they might not use or show on a written test. They have to face what happens when they are out in the community and know how to respond to what happens in their surroundings. The 2015 PYP Exhibition is taking place under the transdisciplinary theme of ‘How The World Works”. This theme is An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. The Central Idea of the Exhibition is, “Exploration in science leads people to discover how the world works which has impact on people’s lives.” Although the focus of this year’s Exhibition is under “How The World Works”, students should also make connections with the other 5 Transdisciplinary Themes. Students work in groups based on their area of interest. They proposed some terms for the central idea and made their own lines of inquiry to direct their learning. Each group has one teacher in charge (TIC) from PYP 6 and mentor(s) from other grades and institutions. The role of the mentor is to guide the students as they move through the process of completing the Exhibition. The guidance may come in many ways, such as assistance with the research, listening to the students’ ideas about the topic, providing additional information to help students gain a better understanding of their topic, and help with the organization of time, ideas and materials. This year we work collaboratively with some institution in the community around the school to support student’s inquiry learning. To display their understanding, each group will present what they learn from the issue(s) that they are concerned about and probably offer solution for it through scientific exploration. This may include scientific experiment, cooking product, blue print or prototype, model, proposal of ideas and thoughts, and demonstration of their artwork. With the spirit of risk taking and curiosity, let’s welcome the future scientist of Sekolah Ciputra to work for a better world! Selamat datang di mini online course kami...
Halaman ini berisi instruksi dan tautan yang akan digunakan selama workshop dan mungkin masih berguna jika anda ingin gunakan di kelas anda sendiri nanti. Untuk memulai workshop hari ini, mari kita lihat video berjudul “pendidikan abad ke 21” di tautan berikut: https://www.youtube.com/watch?v=5JJVFc-g6w8 Tugas 1: Survey Ingin tahu seberapa pengetahuan anda mengenai teknologi di dalam pendidikan? Klik tautan berikut untuk melakukan survei singkat di Google form http://goo.gl/forms/RngtZfE5Ch Untuk melihat hasil surveynya secara langsung: http://goo.gl/HFt9yw Lalu apa arti dari hasil survei ini? Catatan: Survey ini menggunakan Google form yang merupakan salah satu Google apps yang telah digunakan oleh jutaan penikmat teknologi dari berbagai bidang termasuk bidang pendidikan. Selain google form ada pula beberapa aplikasi yang sangat berguna untuk digunakan guru dan siswanya. Berikut video mengenai google drive dan Google apps untuk pendidikan Diskusi: Selain sebagai survei online, Apa manfaat menggunakan Google form dan google apps lainnya di dalam proses belajar mengajar? Ya benar, teknologi dapat mempermudah dan membuat komunikasi antar guru dan siswa menjadi efektif dan cepat, termasuk ketika guru ingin melakukan evaluasi atau memberikan umpan balik (feedback) kepada siswa Selain Google form ada juga aplikasi lain yang sangat berguna untuk melakukan kolaborasi, ingin tahu apa aplikasi tersebut? Melalui tugas dibawah ini anda akan merasakan sendiri bagaimana teknologi dapat menunjang interaksi dan kolaborasi dalam belajar. Tugas 2: Brainstorming Bekerjalah dengan teman disamping anda. Melalui tautan di bawah ini, sebutkan apa saja manfaat teknologi informasi dan komunikasi di dalam dunia pendidikan? http://goo.gl/4yR5Ce Lihat bagaimana brainstorming dapat dilakukan secara bersamaan dan hasilnya dapat dilihat secara langsung! Dengan penggunaan dan perencanaan yang tepat, maka teknologi dapat membuat pembelajaran yang sebelumnya individual menjadi pembelajaran kolaboratif. Untuk merangkum hasil brainstorm ini kita bisa menggunakan wordle.net. Untuk mengetahui lebih lanjut mengenai manfaat teknologi di dalam pendidikan, mari kita tonton video ini: http://goo.gl/CkqSFd Catatan: Video ini dibuat menggunakan powtoon.com, sebuah media online dimana pengguna dapat membuat video presentasi yang menarik dan atraktif secara instan tanpa harus menguasai teknik video yang tinggi. Pengguna hanya tinggal memilih template yang tersedia dan memasukkan teks yang ingin ditampilkan. Video ini dapat digunakan sebagai alternatif pengganti media presentasi seperti powerpoint. Untuk mencoba membuat segera daftar di powtoon.com. Siswa andapun pasti akan menyukainya! Tugas 3: Praktek penggunaan teknologi
Lalu apa dampak dari teknologi terhadap pembelajaran? Bagaimana juga dengan tahap tumbuh kembang anak sehubungan dengan kesiapan mereka menggunakan teknologi? Tugas 4: Gallery Walk Mari beralih ke dalam sebuah setting kelas, dimana sudah tersedia beberapa alat teknologi yang biasanya kami gunakan dalam proses belajar mengajar.
Setelah itu anda dapat melakukan eksplorasi penggunaan teknologi di dalam kelas. Penutup Sudah belajar banyak mengenai penggunaan teknologi di dalam pendidikan? Ingin tahu lebih banyak? Anda dapat membuat pertanyaan lebih lanjut melalui padlet.com Catatan: Padlet.com adalah media online dimana pengguna dapat melakukan komunikasi dan kolaborasi serta memberikan respon langsung secara online. Penggunaannya pun sangat mudah, tanpa mendaftar pengguna langsung dapat membuat satu halaman sebagai media untuk berkolaborasi, berinteraksi dan menuangkan ide secara instan. Terima kasih anda telah hadir di workshop kami. Semoga bermanfaat… Tetapi sebelum anda pergi ke workshop berikutnya tolong sebutkan 3 hal yang anda pelajari hari ini melalui polleverywhere.com presentasi dibuat menggunakan : prezi.com
Di dalam sebuah institusi pendidikan, kemampuan berpikir adalah salah satu kompetensi utama dalam pembelajaran. Ketika siswa mampu menggunakan kemampuan kognitif berpikiran secara logis, kritis dan kreatif maka tujuan sebuah proses belajar mengajar pun akan tercapai. Dengan tuntutan muatan kurikulum yang sedemikian besarnya, guru tidak akan mampu mengajak siswanya untuk berpikir lebih dalam untuk memahami sebuah konsep atau untuk mendiskusikan sebuah permasalahan. Yang sering terjadi adalah, pembelajaran sering kali hanya ditekankan pada pengetahuan yang terlalu luas dan dangkal dimana siswa hanya diajak menghafal beberapa fakta yang kurang relevan, sekedar mengetahui dan menguasai materi yang disampaikan guru. Tak lama kemudian, topik pembelajaran berganti dan siswa pun lupa apa yang telah mereka pelajari sebelumnya. Melihat kondisi ini, maka diperlukanlah sebuah pendekatan pembelajaran yang tidak hanya terpaku pada penguasaan materi atau sekedar pengetahuan semata. Guru harus mampu mengajak siswanya untuk berpikir mendalami ide, memahami konsep dan mengasah kompetensi kognitifnya secara mandiri. Guru harus memberikan beberapa alat belajar (thinking tools) yang dapat diterapkan langsung oleh siswa ketika mereka belajar. Penggunaan alat belajar yang tepat dan konsisten dapat menunjang cara belajar siswa yang aktif dan mandiri sepanjang hayatnya.
Pada bulan Maret lalu, saya mendapatkan kesempatan untuk memimpin sebuah lokakarya di sebuah perkumpulan guru paroki Surabaya Selatan. Di lokakarya ini, peserta belajar:
Berikut file presentasi yang saya pakai
This year, we tried to do the Yogyakarta trip differently. Instead of having outing book prepared by teachers as usual, we tried to make students to be more independent deciding their own learning journal.
Students will require specific skills and prior knowledge for Jogja fieldtrip. In one of our assembly time we will do rolling activities to prepare them with these skills. Follows are my suggestion for the topic of the activities:
Here is my presentation focusing on thinking skills:
Early in this school year, I did mini research on using edmodo for portfolio, to replace weebly. I compiled my findings in a powerpoint and shared it with PYP 5 and 6 with the leadership administrator.
Here is the powerpoint
At the end, we finally decide to continue using edmod while looking for the opportunity of using other media for portfolio. I use edmodo for classroom management including communicate with students and also sharing resources. This tool is also used during exhibition and it was a great success.
On April 25-26 2015, I had a privilege to join the MYP Workshop "ATL in MYP".
My aim to join this workshop is to find the connection between ATL in MYP and Transdisciplinary skills in PYP which it's now called ATL too. I found that the MYP ATL is actually taken from PYP with different sub skills underneath. For me the term ATL is good choice to maintai consistency across the continuum. However, the sub skills desscribed underneath each ATL in MYP still need more improvement. I notice that Affective skills is great one for teenagers who become students in MYP. in MYP, teachers need to teach these skills explicitly outside their common curriculum which is more subject based. it's hard when teacher do not believe on this philosophy. Below is my note from the workshop The ultimate goals of the school: to create brilliant learners and life long learner Life long learner key skills:
Self regulation, collaboration, ways of thinking/working, literacy, living in the world. The direct teaching of learning skills: is it common in MYP? It's done in PYP but need to be consistent. There is also research on the effect of learning skills in the result by Lance King that need to be followed up. Categories of learning skills (ATL) are metacognitive, cognitive, affective Definition of each domain:
What skills need to start in MYP 7 Self management - organization - use appropriate strategis for organizing complex information Self management: Affective skills: Self motivation: Thinking: creative Time management - At the end of year 10 Information literacy HOW DO WE KNOW WHAT SKILLS HAS BEEN TAUGHT? explicit vs implicit teaching of skills - explicit: outside the subject class - implicit: within the curriculum How can get everyone on board to apply ATL skills
Ideas:
Not so much to learn from the workshop as the workshop itself run in monotone and the pace is too slow. I believe that concept must be prioritized over knowledge/ content and skills. Whenever we teach, we need to establish key concept or related concepts as the lesson objectives. How about you, which on do you choose between these 3 statement below.
When you focus on building conceptual understanding from students, automatically students will acquire knowledge and skills related with the concept. When we learn about concept of characteristic in a unit about living t hings, students will explore different types of animals and plants, they will be able to classify them which is the thinking skills part, they will be able to sort out which could be mathematical logical skills. I'm fascinated with this approach and tried to apply it in my classroom, the simplest model that I can do is by displaying the key concepts and its related concept in my classroom. Beside that, I also introduce the concept chart to my students, where I put the targeted related concept in each lesson along with the inquiry questions and the key concept. See image below to see how it looked like. This year and last year, I have got lots of chance to learn about this approach. From the in school workshop about concept led by Jacqui Patrick, I learn and inspired some strategies that can be applied directly in the classroom. When the school year 2014/15 started, I decided to apply this approach more intensively in my own classroom. I came up with the idea of displaying the concept focus on each lesson and keep record of related concepts that we had. This engagement ran pretty well, students are more aware of the concepts they learn and it definitely helps improving the teaching learning in my classroom.
On November 2014, I got a chance to lead my own workshop about Concept Based Learning in India. From that workshop I learn lot more, because of the readings and study I need to take to prepare for the workshops. I also have c chance to share it with other IB educators around Asia, which is actually a privilege. I think the consistency is the key to everything, especially when we want to apply teaching methodology like this. I think there has been slight improvement on my teaching skills, especially with the help of concept based learning approach. My big question about inquiry based learning and how to make it happen in the classroom, part of it is answered with this approach. I will continue to implement this and improve my teaching learning strategies. |
Yan YuliusAn IB PYP teacher, PYP Coordinator at Sekolah Ciputra International School, Surabaya, Indonesia Archives
May 2016
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