Bengkel Kerjaya SISC+

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Bahan Kursus Bengkel Kerjaya SISC+ di Tower Regency Hotel and Apartments. I do not own this.

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Bengkel Kerjaya SISC+

  1. 1. Classroom Setting in 21st century
  2. 2. Design principles for 21st century classroom Design for multiple rhythms in the same classroom Allow everyone to be seen and heard Take advantage of new media Support the dynamic presentation of information Design for mentoring and apprenticeship Design for temporary ownership of space
  3. 3. School improvement framework
  4. 4. Primordial learning metaphors •Places to learn from yourself •Where you bring it all together and apply it as in the real world •Learning from peers •A way to learn from experts or storytellers Campfire Watering hole CaveLife
  5. 5. 21st century classroom expected to deliver • In order to be confident learners, it is expected they be “motivated, resourceful, enterprising and entrepreneurial” • To be connected our learners must be “effective users of communication tools, members of communities, connected to land and environment, international citizens” • Actively involved students are described as “participant in a wide range of life contexts, contributors to – social, cultural, economic and environmental” • And lifelong learners are described as “ literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge” as well as being “informed decision makers”
  6. 6. Cave spaces Campfire Watering hole
  7. 7. campfire
  8. 8. Watering hole
  9. 9. Cave spaces
  10. 10. EXAMPLES OF CLASSROOM SETTING
  11. 11. 20th century classroom examples
  12. 12. 21st century classroom examples
  13. 13. • Classroom work today means studying individually and in groups, with both analog and digital tools. • One classroom with multiple settings. Help to improved concentration, focus and move to different activities.
  14. 14. THE DIFFERENCES 20TH CENTURY 21ST CENTURY Classroom presentation and materials are typically developed in advance outside of class with teachers as primary developers Classroom presentations and materials are developed dynamically both inside and outside of class with students as co-developers or as primary developers Classroom activity often focuses on the teacher as presenter and the students as audience Classroom activity focuses on students as participants and agents and the teacher as guide or mentor Classroom activity emphasizes exposition: displaying, organizing, summarizing and explaining information classroom activity emphasizes discovery and application: finding, assessing, synthesizing and utilizing information The classroom is the primary site of access to course content, and access is often “linear- students cannot typically return to previous class presentations Access to course content is augmented by electronic sources and media, and access is often recursive or “on-demand”, allowing students to return to content when and as often as they’d like Students and teachers have access to one another primarily in the classroom In addition to classroom access, students and teachers have access to one another via virtual means: online discussions, email, chat, social networking, etc Discrete disciplinary boundaries are often established and preserved Interdisciplinary connections are encouraged disciplinary boundaries are seen as porous or even arbitrary.
  15. 15. Learning modalities that school should provide:- • Independent study • Peer tutoring • Team collaborative work in small and mid-size groups (2-6 students) • One-on-one learning with the teacher • Lecture format with teacher or outside expert at centre stage • Project based learning • Technology-based learning with mobile computers • Distance learning • Research via the internet with wireless networking • Student presentations • Performance and music-based learning • Seminar style instruction • Community service learning • Naturalist learning • Social-emotional learning • Art based learning • Story-telling (floor seating) • Hands on learning – learning by building
  16. 16. 21st Century Skills
  17. 17. 21st Century Skills CURIOSITY AND IMMAGINATION CRITICAL THINKING AND PROBLEM SOLVING Ability to communicate clearly, articulate thoughts and ideas effectively in variety of forms and context of communication and use it for range purpose while listen effectively to decipher meaning Curiosity fuels lifelong learning as it contributes to the quality of life where they do research to find information needed to solve the problem and together think and work with others creatively Ability to reasoning effectively, make judgments and decisions also solving different problems
  18. 18. INITIATIVE AND ENTREPRENEURALISM Using entrepreneurial skills to enhance workplace productivity also able to utilize time and manage workload efficiently without depending on others. COLLABORATION ACROSS NETWORKS Able to cooperates with others in diverse population, sharing responsibility and making compromises while working toward a common goal AGILITY AND ADAPTIBILITY Adapt to change varies roles, job responsibilities and understand, negotiate and balance diverse view and beliefs
  19. 19. GRIT
  20. 20. RESILIENCE
  21. 21. HOPE AND OPTIMISM
  22. 22. EMPATHY AND GLOBAL STEWARDSHIP
  23. 23. VISION FOR THE FUTURE
  24. 24. SELF-REGULATION
  25. 25. EDUCATORS NEED TO KNOW AND DO Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs Aligning instructions with standards, particularly those standards that embody 21st century knowledge and skills Balancing direct instruction strategically with project- oriented teaching methods Using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio- based, curriculum-embedded and summative)
  26. 26. Participating actively in learning communities; tapping the expertise within a school or school district through coaching, mentoring, knowledge-sharing and team teaching Acting as mentors and peer coaches with fellow educators Using a range of strategies (such as formative assessments) to reach diverse students and to create environments that support differentiated teaching and learning Pursuing continuous learning opportunities and embracing career-long learning as a professional ethic

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