CHARACTER EDUCATION IN 21 st CENTURY,CCS AND CURRICULUM 2013 AND MEDIA DEVELOPMENT

CHARACTER EDUCATION IN 21 st
CENTURY,CCS AND CURRICULUM 2013 AND
MEDIA DEVELOPMENT
BY
KHAIRA LIZA 17716251008
SEPTIANA WAHYU SETYANINGRUM 17716251009
BY LIZA AND SEPTI. MDELT_A_PPS_UNY

Learners in 21 st century
require fast access to new
knowlege. They also have
opportunity to use the
internet to collect
information. So the learning
focus in the classroom no
longer on memorizing and
recalling facts, but they tend
to use learning by doing.
21st

21st
THE TECHNOLOGICAL
LEARNERS
THE LESS-TECHNOLOGICAL
LEARNERS
THE ALL-KNOWING LEARNERS
THE LITERATE LEARNERS

TECHNOLOGICAL CHALLENGES FOR
TEACHERS
Technology has many advantages but it also
has negative sides.For example, the learners
that spend too much time on tablets and
cellphones have problems with eyesight.it is a
problem for the teachers because the students
have to struggle to read and write or they have
hard time to recognize the words in young age.

It is known that the characteristic of 21 st century
learning is self-directed learning. What they get
from self-directed learning should be developed
into longlife pattern study. Each students has
different knowledge class so it will be a challenge
for the teachers to assess the knowledge of each
student.
THE ALL-KNOWING LEARNER AS
A CHALLENGES FOR TEACHERS

21 st century learners have different forms of
literacy. It is the duty of the teachers to
incorporate all of their literacies in teaching. In
communication skill, not all students can interact
and communicate well.some students use
shortened language such as in SMS or
Facebook. This practice can lead to poor word
and knowledge.so the teachers should ensure
the students understand there is something that
generally accepted as standard language.
THE LITERATE LEARNER AS
A CHALLENGES FOR TEACHERS

Be strict and limit the times the learners spend
on computers. And do not let the learners hold
the screen too close to their faces.
Let the learners play outdoors because it
illuminates the near-point stress and support the
visual system.

Because the modern learners are technological
literate, it would be strong point for the teachers
to incorporate it to lesson.
Teachers should encourage the students to be
active in the class.
In learning process, the teachers should provide
the students need.

DEFINITION OF CHARACTER
EDUCATION
CHARACTER EDUCATION is a school, district and
states’ approach to develop students’ social,
emotional and ethical. It teaches the students
important core, ethical and performance values such
as caring, honesty, diligence, fairness, fortitude,
responsibility, and respect for self and others that
provides long-term solutions to moral, ethical, and
academic issues that are of growing concern in our
society and our schools. (www.character.org)

Character Framework in
21st Century
Center for Curriculum Design (2015) mentions character
qualities which are categorized into:
1. Mindfulness
2. Curiosity
3. Courage
4. Resilience
5. Ethics
6. Leadership

The examples of
mindfulness concept:
self-awareness,
gratitude, appreciation
etc
The examples of
curiosity concept: open-
mindedness, innovation,
enthusiasm, etc

The example of courage
concepts: bravery,
optimism, confident, etc.
The example of
resilience concepts:
self-discipline,
commitment, diligence,
etc.

The example of ethics
concepts: respect,
tolerance, helpfulness,
etc.
The example of
leadership concepts:
responsibility, goal-
orientation, team-work,
etc.

Character Traits on CCS
They demonstrate independence.
They build strong content knowledge
They respond to the varying demands of audience, task, purpose, and discipline
They comprehend as well as critique
They value evidence.
They use technology and digital media strategically and capably.
They come to understand other perspectives and cultures

Students can, without significant scaffolding, comprehend and
evaluate complex texts across a range of types and disciplines,
and they can construct effective arguments and convey intricate
or multifaceted information. Likewise, students are able
independently to discern a speaker’s key points, request
clarification, and ask relevant questions. They build on others’
ideas, articulate their own ideas, and confirm they have been
understood. Without prompting, they demonstrate command of
standard English and acquire and use a wide-ranging
vocabulary. More broadly, they become self-directed learners,
effectively seeking out and using resources to assist them,
including teachers, peers, and print and digital reference
materials.
They Demonstrate independence.

They build strong content knowledge
Students establish a base of knowledge across a wide range of
subject matter by engaging with works of quality and substance.
They become proficient in new areas through research and
study. They read purposefully and listen attentively to gain both
general knowledge and discipline-specific expertise. They refine
and share their knowledge through writing and speaking.

Students adapt their communication in relation to audience,
task, purpose, and discipline. They set and adjust purpose for
reading, writing, speaking, listening, and language use as
warranted by the task. They appreciate nuances, such as how
the composition of an audience should affect tone when
speaking and how the connotations of words affect meaning.
They also know that different disciplines call for different types
of evidence (e.g., documentary evidence in history,
experimental evidence in science).
They respond to the varying demands of
audience, task, purpose, and discipline

Students are engaged and open-minded—but discerning—
readers and listeners. They work diligently to understand
precisely what an author or speaker is saying, but they also
question an author’s or speaker’s assumptions and premises
and assess the veracity of claims and the soundness of
reasoning.
They comprehend as well as critique.

Students cite specific evidence when offering an oral or written
interpretation of a text. They use relevant evidence when
supporting their own points in writing and speaking, making their
reasoning clear to the reader or listener, and they constructively
evaluate others’ use of evidence.
They value evidence

Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information
efficiently, and they integrate what they learn using technology
with what they learn offline. They are familiar with the strengths
and limitations of various technological tools and mediums and
can select and use those best suited to their communication
goals.
They use technology and digital media
strategically and capably

Students appreciate that the twenty-first-century classroom and
workplace are settings in which people from often widely
divergent cultures and who represent diverse experiences and
perspectives must learn and work together. Students actively
seek to understand other perspectives and cultures through
reading and listening, and they are able to communicate
effectively with people of varied backgrounds. They evaluate
other points of view critically and constructively. Through
reading great classic and contemporary works of literature
representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences
much different than their own.
They come to understand other perspectives and
cultures

18 CHARACTERS IN
CURRICULUM 2013
RELIGIOUS
HONEST
CREATIVE
HARD-
WORKING
TOLERANCE
DISCIPLINE
INDEPENDEN
T
DEMOCRATI
C
SOCIALISM
CURIOUSITY
NATIONALIS
M
PATRIOTISM
RESPECT
FRIENDLY
LOVING
PEACE
LOVE
READING
AWARE
RESPONSIBL
EBY LIZA AND SEPTI. MDELT_A_PPS_UNY

TEACHERS’ROLE IN
CURRICULUM 2013
INTEGRATE EDUCATION CHARACTERS
INTO:
 COGNITIVE
 AFFECTIVE
 PSYCHOMOTOR

MEDIA ESTABLISHES THE LINK BETWEEN:
 Human resources : teachers and supporting
person.
 Non-human resources : Instructional Technology
Development or Information Communication
Technology Materials.It is also called Instructional
resources or media.
MEDIA IN ENGLISH
LANGUAGE DEVELOPMENT

Instructional resources refers to all of materials,
person, equipment that used to enhance
teaching and learning process. (Mezieobi, 1997)
Umude (1998) says that intructiona resources
refers to different materials and tools that
teachers and students use in teaching and
learning activity in order to make the process
more meaningful and productive.
DEFINITION OF
INTSRUCTIONAL RESOURCES
OR MEDIA

 Instructional resources enhance the teaching ability of
English language teachers in the learning
environment.
 Instructional resources help to bridge the
communication gap between the teachers and
learners by assissting the teachers to explain concept
better.
 Instructional material , help English language teachers
to reduce the amount of talking and thus make their
teaching interesting and successful.
IMPORTANCE OF INSTRUCTIONAL RESOURCES (MEDIA)
IN ENGLISH LANGUAGE (NWAEDOZIE, 2006)

 Instructional resources provide opportunity for learners
to see, hear and handle, therefore creating a high
degree of interest in English language.
 Instructional resources offer a reality experience
which stimulates self-activity on the part of learners.
 The use of instructional resources make learning more
concrete, cristallized, practical, applicable and
meaningful.

 They enhance the rate retention what students are
taught.
 They change the role of the teacher as sole dispencer
of knowledge to that of coordinator, director, and
facilitator of learning experiences.
 They make explanation clearer.
 They permit students to proceed at their own pace.
 They sharpen or extend students’ senses.

 They provide the learners with opportunities for
practice.
 They stimulate thought and discussion of students.
 They inspire the students to higher levels of
achievement.

 Must be relevant to instructional objectives
 Must be relevant to students’ nature and
characteristic.
 Must be relevant to students’ background.
 Must be understood by the teacher.
CRITERIA FOR MAXIMUM UTILIZATION OF
INSTRUCTIONAL RESOURCES IN ENGLISH
LANGUAGE CLASSROOM

 Must be suitable to instructional strategies.
 Must be relevant to the content and concept
being learnt
 Must be motivational
 Must be conspicuous

 Songs
 Film strips
 Games
 Videos
 Learning materials
 Articles
MEDIA IN ENGLISH
LANGUAGE DEVELOPMENT

Song:Respect
Visit this web for more songs character:
https://www.youtube.com/playlist?list=PLoj4HiBR-
4VBzlfL8LT4uuspfmLW8amHz
http://www.songsforteaching.com/charactereducationsongs.htm

Film strip: Son of Bigfoot

REFERENCES
http://corestandards.org
http://curriculumredesign.org/wp-content/uploads/CCR-
CharacterEducation_FINAL_27Feb2015.pdf
http://www.ATKVonderwysmonitor_november.com
www.kompasiana.com
www.ijhsss.com
https://www.youtube.com/watch?v=CS3trUQ3u0s&list=PLo
j4HiBR-4VBzlfL8LT4uuspfmLW8amHz&index=3

CHARACTER EDUCATION IN 21 st CENTURY,CCS AND CURRICULUM 2013 AND MEDIA DEVELOPMENT

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CHARACTER EDUCATION IN 21 st CENTURY,CCS AND CURRICULUM 2013 AND MEDIA DEVELOPMENT