Teaching and Learning with ICT Based

Most of you have known about using ICT in teaching and learning a lesson. However, did you know the impact of using ICT in the classroom? Then, why does it become issue in education world? And we just limited it for good issues in using ICT.

On behalf our microteaching in the next two weeks, we just want to make sure that what we will deliver to our students going well. If we were using IT in our micro teaching, it should be interesting and understandable by the students. An issue that we raised from a literature review “The Impact of ICT Teaching and Learning” (Newhouse Paul, 2002) is talking about how ICT (computer and software of mathematics). There is a phrase namely “Techno centric thinking” which means the educators should be aware not only focus on the hardware but also focus on the software. Using software of mathematics can help the students’ visualization and audio skill to gain the learning purpose.

However, inserting comprehensive thinking is not easy to integrate ICT in the learning process. Educators sometimes just having the fun and miss with the content. Some educators choose real things as visual aids to teach mathematics concept. Aren’t tools that help the students’ visualization and audio skills belong to technology? Yes, that is right. So, Teaching and Learning ICT based not only computer and its software but also real model of mathematics.

Some teachers use dices or coins to teach probability. They also use domino cards and 3 dimensional designs to deliver the concepts of mathematics itself. Educators today shall have the comprehensive understanding about mathematics concept. Why? Just imagine when an educator is trying to use ICT in their teaching, and then their students ask about why it works like that and where the correlation with mathematics is. As an educator, we need to know about the beyond of mathematics. We want to put on students’ mind that mathematics is so near with our life by using those ICT tools.

Last word is as an educator, we should be able to teach in any places with any conditions. Sometimes we find a high ICT class and sometimes we should teach in conventional class. We should bring mathematics with same of form, same of usage, and its application in everywhere. That is a wise mission for us as an educator and we are able to make it real.

Made by Group 6:

Annas Bentari

Arsyatul Alawiyah

Dian Ayu Utami

Dian Sulistiani

Is It Only a Formalization? 

     Lesson Plan—Rencana Pelaksanaan Pembelajaran—is a thing that should be a guidance for teacher to deliver materials in the classroom. However, teachers’ recognition about the importance of lesson plan is low. From the School Experience program this semester, we found that most of teacher only create lesson plan as formalization to government for a whole year. The aim of this lesson plan creation is a tool for accreditation.

     It is a bit different with what we experience in campus. We—as candidate of teacher—recognize that lesson plan is a thing that we need to set up all the activities in the classroom. We don’t think that lesson plan is form of formalization because we understand what the purpose of lesson plan is.

     Seeing this phenomenon makes us reflect to ourselves. When we’re becoming a teacher, we don’t want to make lesson plan as formalization, but it is our guidance to teach in the classroom. It is a guidance to reach the objective of the lesson. However, we can’t break the government rules easily. So, what do you think about this?

Give your idea!

Dasrizal

Nurul Hidayah

Rina Fardiana

Ulpan Dimas

The strengths and weaknesses of Rubrics

Nowadays, we frequently heard about the word 'rubric' in every teaching and learning activities. Though do we ever define the definition of rubric itself and also its strengths with weaknesses? Here, we will share one another about rubric.

            Rubrics is an authentic assessment tool used to measure students’ work. Rubric must be given to the students before they start to do the task at least before they submit the task. So, that is why the rubric must be adopted from the students' need and also about what content asessed. Most people argue that rubric has some strengths which could be measured the students' work, such as:

·   Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected.

·         Rubrics help students become better judges of the quality of their own work.

·         Rubrics allow assessment to be more objective and consistent.

·         Rubrics force the teacher to clarify his/her criteria in specific terms.

·         Rubrics reduce the amount of time teachers spend evaluating student work.

·         Rubrics promote student awareness about the criteria to use in assessing peer performance.

·         Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction.

·         Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.

·         Rubrics accommodate heterogeneous classes by offering a range of quality levels.

·         Rubrics are easy to use and easy to explain

However, we also have to remember about its weaknesses which could make the assessment invalid, such as:

-          Make the students lazier to do the task perfectly, because they assumpt to have a good remark they only have to do what the rubric asked.

-          Subjectivity of teachers' perspective.

-          Unable to use it in multiple choice problem.

-          For peer assessment, sometimes the close-friend subjectivity happen.

We think that every assessment tool have its own strengths and weaknesses so, we should minimize the weaknesses to get the best result.

www.edtech.kennesaw.edu/intech/rubrics.htm

http://vels.vcaa.vic.edu.au/support/tla/rubrics.html

By : Dyah Ayu Setyani ^.~

        Maryatul Kibtiah ^.~

        Novi Handayani ^.~

        Putra Prasetyo ^.~

Are Many Assignments Effective?

As we know, teacher is a facilitator for students. Teacher should deliver materials to students as clearly as they could. Teacher wants their students can reach the learning goals and hope the students can develop their knowledge. To know whether the students have developed their knowledge or not, teacher should assess them to take score from students’ assignments “Practise makes perfect”! That is what many teachers think about. Many teachers think that with doing so many practise, students will understand the concept and develop their knowledge easily. That is why many teachers give so many assignments for the students.

In other side, some of the students still feel frustrated when teacher gives them so many assignments. They think that doing too many assignment make them confuse and under pressure.  Do you feel the same like in this case? :p Actually, when they doing assignment they will learn something from that assignment or learning process, but if the teacher gives too many assignments, they will just do it to get the score. Here we can see that the students just do the assignment without knowing the meaning of assignment that teacher think about.  Teacher assess students and the students just do assessment of learning, and do not realize about assessment for learning and assessment as learning. Teacher sometimes ignore students’missconcept after they assess the students. Teacher continue the lesson without checking whether the students have understood about th concept or not.

Before we learn about assessment model in PETA, we know about conventional model which teacher should make lesson plan, apply it in classroom, give post-test to students to know their score, then they continue the lesson without knowing students’understanding. But, after we have already learned in PETA course,  we have been knowing about standard based model. It is about teaching model for teacher  to teach the students. Our group thought that standard based model is the best model to teach. First step in based model is how to make a plan (lesson plan) for each meeting, after that teacher can teach the students based on lesson plan. Next steps, teacher gives test or quiz to the students, from that, teacher can know whether the students understand about the material which teacher given. If there are some students who get low score, teacher should not move to the next lesson, but teacher should try another plan that can make the students mre understand. Teacher should give more practice for them, teacher should give feedback, then teacher can move to the next lesson.

Now we have two questions. As a teacher candidates, What do you think about this issue? And How can you solve that issue? You may comment and giving another opinions J

Best Regards,

Group 3 :

Jenni Farida (2010110003)

Ewa Hanifa Hasmaningrum (2010110007)

Wirmandi Pamungkas (2010110011)

Luh Putu Ariasih (2010110031)

Assessment (as/of/for) Learning

            As we know that assessment is used to measure our students’ understanding. Most of teachers assess them in the end of the lessons. Let’s think for a while, what about during the learning process? Is it needed? We can distinguish the assessment into three parts; assessment of learning, assessment for learning, and assessment as learning. Now, the question is “should in every teaching and learning process using those three parts?”

Rubrics?

             Do you know Rubrics is? Rubrics are one tool used by teachers to measure the achievement of a goal of learning, consist of several criteria derived from objective assessment of learners. Rubrics provide the teachers to give score objective. This is because by using the standard / criteria, teachers can be more sensitive to assess student achievement. In addition, teachers also can more easily measure students' progress through the work produced by students. Do you agree about this statement?

Should teachers use MI and BT learning? Are those effective learning stages?

By: Group 6 of PETA Class
(Annas Bentari)
(Arsyiyatul Alawiyah)
(Dian Ayu Utami)
(Dian Sulistiani)

Differentiated learning can be a model of creative and effective learning in the classroom. However, what is the characteristic of differentiated learning in real? Is that like a fun and out of content learning? No, that is not at all. Currently, differentiated learning is learning with a differenced stage of students’ understanding. Differentiated learning is also how teachers give an instruction to the students to deliver a concept of lesson. Differentiated learning also can be named as strategy of learning. Teachers should know the students’ characteristics during the lesson so that teachers are able to determine the best strategy of learning and the learning process is delivered well.

Group 5

Open Minded Teachers

 

     

Teaching assistance is over. The knowledge and the experience will not be forgotten by everyone who did this. However, since this program has ended, we—SSE students should come back to campus to study more to be a better teacher in the next opportunity. Hence, last week in PETA class—which is one of the subjects to be the ‘queen’ of this teaching assistance program—we shared the different experience and information each other.
       There were many issues occurred while the teaching assistance program was held. Those were about the usage of technology, lesson plan, and the teaching methods. The issue that will be discussed in this paper is about the teaching methods which are not agreed by the master teachers.
        Some master teachers state that to teach a topic, we do not need to be really fun. They argued that fun learning will only create students do not understand the content itself. However, we do not really agree with that statement since by the time goes by, the teaching methods are improving. Now, what we get from campus is to use the methods what we implemented while the program. Those are cooperative learning, group interaction, guided discovery, and so on.
        However, in our opinion, as teachers, we have to be open minded teachers. We should know and analyze what the ‘trends’ are being used nowadays. We can’t only close ourselves to use the previous methods since what they—the conventional teachers—got from campus was the ‘old’ methods. Now, the trend is like what we talk above.
         All in all, when we are becoming teachers one day, we promised to cope with the newest information about teaching and learning. We think that the knowledge what we are studying may not be used anymore one day. Hence, we have to be open minded teachers to increase the quality of our teaching.
Written by:
Dasrizal (2010110019)
Nurul Hidayah (2010110015)
Rina Fardiana (2010110021)
Ulpan Dimas (2010110025)

How Effective Microteaching Practice for Teaching in the Real Situation?

                “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practice teaching under controlled conditions.” (D.W. Allen &A.W.Eve, 1968)

                Sampoerna School of Education, one of the educational institution which is trying to create the next generation of teachers who are able to teach in bilingual and ICT oriented. The students have been training to implement the entire course in teaching and learning in the future. Since the first semester we have been taught by the lecturer to train ourselves how to teach in the classroom by microteaching.

Teacher's Missunderstanding about Model Instruction

        

        Teacher is one of the facilitator for the students. Teacher is also one of the success factors in process of learning in the classroom. The success of learning process in classroom is related with the success of teachers, not only in giving explanations, but also in giving model instructions.

Types of Special Knowledge for Teacher

 

Related to the previous material about Effective Teacher, one of characteristic which teachers should have is mastering special knowledge because we cannot become a teacher if we do not have it.  What kind of special knowledge that teachers should have?

             The first, the teachers should have “knowledge of content”. It is the main knowledge for us to teach the content of the subject to our students, so they will learn and get the right information or concept from us to be applied in their life. If we do not master the content, we can give them wrong information or concept unconsciously, it will make them confuse and misconception. If our students misconception about the concept, it will bring them to the wrong way.

Week 1 - Instance Teaching Math with Humour

Mathematics becomes a frightening specter for most students. In our opinion It is well-known as a very difficult and complicated subject. There is also another reason why mathematics frightens the students, it is because most math teachers are labeled as “killers” because they are too rigid in teaching, fearful and tend to make their students to memorize formulas. This is confirmed by  Ir. Helena Margaretha, the headmaster at a mathematics department.  But do you know that this kind of situation can be resolved?