Pendampingan tk peek a boo 2
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This document discusses principles for classroom instruction and assessment. It suggests integrating subjects into outcomes to provide integrated learning experiences. Students should work at an individual pace through different centers or corners that each target a specific skill. Unintegrated learning can be a "free choice" area. Assessment should be based on measurable parameters through authentic, performance-based tasks rather than written tests. Bloom's taxonomy of learning domains is also explained from remembering to creating. The document provides examples of teacher and student roles for each domain. It concludes by asking the reader to design a learning experience using each level of Bloom's taxonomy based on a lesson plan.
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Pendampingan tk peek a boo 2
- 1. PENDAMPINGAN TK PEEK A BOO & VISION PRIMARY 7 APRIL 2012 RENDRA PRIHANDONO @GuruInspiratif
- 3. #CLASS RULES IS TRAINED AND PUT INTO A HABIT – SKILLS INTEGRATED
- 5. #KEEP “TEACHER-CENTERED” SESSIONS
- 6. ?
- 7. #TRY AS MUCH AS POSSIBLE TO INTEGRATE SUBJECTS INTO OUTCOMES TO ACCOMPLISH
- 8. #DESIGN INTEGRATED LEARNING EXPERIENCE INTO CENTRES/CORNERS
- 9. #EACH CORNERS/CENTRE PURSUES A TARGET, BUT ACCOMPLISHED THROUGH INDIVIDUAL PACE
- 10. #MAKE THE UNINTEGRATED LEARNING EXPERIENCE A “FREE CHOICE” CENTRE/CORNER
- 11. #SCAFFOLDING
- 12. #AUTHENTIC ASSESSMENT (PERFORMANCE-BASED), NO WRITTEN TEST
- 13. THE ASSESSMENT SHOULD BE BASED ON MEASURABLE PARAMETERS/INDICATORS
- 14. TRY TO OBSERVE THE NEXT VIDEO AND COMMENT IT.
- 15. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
- 16. Remembering The learner is able to recall, restate and remember learned information. – Recognising – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding Can you recall information?
- 17. Classroom Roles for Remembering Teacher roles Student roles • Directs • Responds • Tells • Absorbs • Shows • Remembers • Examines • Recognises • Questions • Memorises • Evaluates • Defines • Describes • Retells • Passive recipient
- 18. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarising – Inferring – Paraphrasing – Classifying – Comparing – Explaining Can you explain ideas or concepts?
- 19. Classroom Roles for Understanding Teacher roles Student roles • Demonstrates • Explains • Listens • Describes • Questions • Outlines • Compares • Restates • Contrasts • Translates • Examines • Demonstrates • Interprets • Active participant
- 20. Applying The learner makes use of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing Can you use the information in another familiar situation?
- 21. Classroom Roles for Applying Teacher roles Student roles • Shows • Solves problems • Facilitates • Demonstrates use of • Observes knowledge • Evaluates • Calculates • Organises • Compiles • Questions • Completes • Illustrates • Constructs • Active recipient
- 22. Analysing The learner breaks learned information into its parts to best understand that information. – Comparing – Organising – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating Can you break information into parts to explore understandings and relationships?
- 23. Classroom Roles for Analysing Teacher roles Student roles • Probes • Discusses • Guides • Uncovers • Observes • Argues • Evaluates • Debates • Acts as a resource • Thinks deeply • Questions • Tests • Organises • Examines • Dissects • Questions • Calculates • Investigates • Inquires • Active participant
- 24. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesising – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring Can you justify a decision or course of action?
- 25. Classroom Roles for Evaluating Teacher roles Student roles • Clarifies • Judges • Accepts • Disputes • Guides • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant
- 26. Creating The learner creates new ideas and information using what has been previously learned. – Designing – Constructing – Planning – Producing – Inventing – Devising – Making Can you generate new products, ideas, or ways of viewing things?
- 27. Classroom Roles for Creating Teacher roles Student roles • Facilitates • Designs • Extends • Formulates • Reflects • Plans • Takes risks • Analyses • Modifies • Evaluates • Creates • Proposes • Active participant
- 28. WRITE A LEARNING EXPERIENCE VIA EVERY BLOOM’S LADDER BASED ON YOUR LESSON PLAN
- 29. RENDRA PRIHANDONO, S.Sos Twitter : @GuruInspiratif E-mail : rendraprihandono@gmail.com Pin BB : 294D9885
Editor's Notes
- Facilitator explains the stages of the taxonomy and asks: What language experiences and thinking tools will empower students to Remember, Understand etc.
- No notes needed