The document discusses developing reading and writing tasks to build character in senior high school students. It proposes integrating character values into the curriculum through syllabi, lesson plans, teaching approaches, and tasks. Values like religiosity, honesty, integrity and tolerance could be developed through contextual teaching and learning approaches that encourage critical thinking, reflection, and authentic assessment. Reading and writing tasks should be designed not just to build skills but also to introduce, develop awareness of, and help students apply character values in their lives.
The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching in the Philippines. It provides a single framework to guide teacher development and minimize confusion about what constitutes effective teaching. The NCBTS should be used by teacher education institutions, licensing bodies, and professional development organizations to improve teaching practices and help all students learn. The NCBTS can be used by individual teachers for self-reflection, professional goal-setting, and discussing teaching practices with others. It defines seven domains of teaching competency: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
1. The document discusses the concept of curriculum, defining it as a plan for learning that organizes teacher-student interactions and the content knowledge students will acquire.
2. It examines different approaches to curriculum development, including the essentialist school which views curriculum as rigid discipline subjects, and the progressive school which sees it as flexible based on learner interests.
3. The key steps of curriculum development discussed are selecting aims and objectives, choosing content and learning experiences, organizing the experiences, and evaluating if the objectives are achieved. Linear and cyclical models of this process are presented.
The document discusses curriculum development and definitions of curriculum. It provides multiple definitions of curriculum from different perspectives, such as everything that happens in schools, a plan for achieving goals, and the experiences of learners. The curriculum encompasses intended, taught, and learned components. It also discusses curriculum approaches, elements, designs, types operating in schools, and principles for curriculum design. The document concludes by outlining a new teacher education curriculum for bachelor's in secondary education.
This document discusses teachers' social competence and its importance in improving students' extracurricular skills. It begins by defining social competence as a teacher's ability to communicate and interact effectively with the school environment, including students, other teachers, parents, and the surrounding community. The document then examines several aspects of social competence, such as communicating politely, managing conflicts, and building teamwork. It emphasizes that social competence allows teachers to better implement social-emotional learning and set a good example for students. Overall, the document argues that developing strong social skills is essential for teachers to facilitate student growth both inside and outside the classroom.
The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
This document provides an introduction to the National Competency-Based Teacher Standards (NCBTS) in the Philippines. It explains that the NCBTS aims to provide teachers with a single framework that defines effective teaching. The NCBTS is organized into 7 domains that comprise an integrated view of teaching competencies. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS is intended to guide teachers' professional development and help improve student learning outcomes.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching in the Philippines. It provides a single framework to guide teacher development and minimize confusion about what constitutes effective teaching. The NCBTS should be used by teacher education institutions, licensing bodies, and professional development organizations to improve teaching practices and help all students learn. The NCBTS can be used by individual teachers for self-reflection, professional goal-setting, and discussing teaching practices with others. It defines seven domains of teaching competency: social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
1. The document discusses the concept of curriculum, defining it as a plan for learning that organizes teacher-student interactions and the content knowledge students will acquire.
2. It examines different approaches to curriculum development, including the essentialist school which views curriculum as rigid discipline subjects, and the progressive school which sees it as flexible based on learner interests.
3. The key steps of curriculum development discussed are selecting aims and objectives, choosing content and learning experiences, organizing the experiences, and evaluating if the objectives are achieved. Linear and cyclical models of this process are presented.
The document discusses curriculum development and definitions of curriculum. It provides multiple definitions of curriculum from different perspectives, such as everything that happens in schools, a plan for achieving goals, and the experiences of learners. The curriculum encompasses intended, taught, and learned components. It also discusses curriculum approaches, elements, designs, types operating in schools, and principles for curriculum design. The document concludes by outlining a new teacher education curriculum for bachelor's in secondary education.
This document discusses teachers' social competence and its importance in improving students' extracurricular skills. It begins by defining social competence as a teacher's ability to communicate and interact effectively with the school environment, including students, other teachers, parents, and the surrounding community. The document then examines several aspects of social competence, such as communicating politely, managing conflicts, and building teamwork. It emphasizes that social competence allows teachers to better implement social-emotional learning and set a good example for students. Overall, the document argues that developing strong social skills is essential for teachers to facilitate student growth both inside and outside the classroom.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
The document discusses the National Competency Based Teacher Standards (NCBTS) framework for Filipino teachers. It provides the following key details:
- The NCBTS defines effective teaching and establishes a single framework for teacher development from pre-service training through professional programs.
- It is intended to guide teacher licensing exams, in-service training programs, and evaluation of teaching practices.
- The NCBTS describes what competent teachers should be able to do to help all students learn, focusing on seven domains of teaching practice.
- It is intended not just as a evaluation tool but as a framework to help teachers continuously improve and develop their skills over their career.
TEACHER EDUCATION - INTRODUCATION TO TEACHER EDUCATION - UNIT 1 - COURSE COD...EqraBaig
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It encompasses pre-service education, induction training for new teachers, and continuous professional development. Teacher education programs impart subject knowledge, pedagogical skills, and professional dispositions. They are informed by theories from disciplines like psychology, sociology, and philosophy. Teacher education also aims to develop effective teaching skills, a foundation in educational theory, and professional competencies. It prepares teachers to meet the needs of students and face challenges in the classroom.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
Theoretical framework of Curriculum Developmentsajidnadeem11
The document discusses the concept of teaching and instruction. It defines teaching as a triangular process involving the teacher, student, and subject. Instruction is defined as skill training focused on achieving goals. The phases of instruction are outlined as motivation, apprehension, acquisition, retention, recall, generalization, performance, and feedback. Individualized instruction is discussed as an approach that respects each student's unique abilities, interests, and learning pace. Key principles of individualized instruction include recognizing individual capabilities, integrating education with ethics, adopting instructional methods as motivators, providing student liberty, teaching fundamental skills, giving practice opportunities, and offering supervision when needed.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
The document provides a model curriculum for education college/university departments. It outlines 5 units for two computer education courses - ED207 and ED214. Unit topics include nature and scope of computer education, aims and objectives, teaching methods, applications, curriculum design, and recent trends. Assignments include lesson planning, microteaching skills, and developing proficiency in MS Office applications like Word and Excel. The curriculum aims to enable teachers to effectively teach computer science at secondary and higher secondary levels. Assessment includes internal and external exams, with theory papers consisting of 5 short answer questions and practicals evaluated based on teaching competency.
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Analysis influence of teacher empowerment performance within improving the...Alexander Decker
This document summarizes a study on the influence of teacher empowerment on improving education quality in elementary schools in Surabaya City, Indonesia. The study found that teacher qualifications, training, and briefings positively influenced teacher performance and education quality. Specifically, teacher qualifications influenced both teacher performance and education quality, while training programs also positively impacted teacher performance and quality. The conclusion was that teacher empowerment can improve performance and increase education quality indicators like learning outcomes.
The document discusses definitions and concepts related to curriculum. It provides 10 definitions of curriculum from different education experts that focus on curriculum as the totality of a student's activities and experiences, a means to achieve educational goals, and the sum of what is taught in schools. It then lists 11 characteristics of curriculum, such as it being a totality of activities, a means to an end, reflecting educational trends, and helping achieve goals. The document explores these concepts in more depth.
Principles and strategies teaching/learning MakabayanMardie de Leon
The document discusses principles and strategies for teaching and learning Makabayan. The main principle is integration, which involves cutting across subject lines, bringing together different parts of the curriculum, focusing on broad areas of study, and reflecting the interconnected real world. Integration also prefers questioning and problem solving over direct acquisition of knowledge, involves learners' multiple intelligences, provides a holistic context for learning, and leads to greater ability to make connections and solve problems. The goal is to develop social awareness, empathy, and commitment to common national goals through integrated units that enable learners to personally process and systematically practice values and life skills.
The document discusses different perspectives on in-service training and staff development. It distinguishes between a "defect" or "deficiency" orientation focused on fixing problems versus a "growth" orientation viewing personnel as continuous learners. Most in-service training in the Philippines follows the defect model, aiming to upgrade teacher knowledge and skills. However, some advocate a holistic approach addressing personnel's development as teachers, scholars, and individuals.
The NCBTS aims to improve teaching by supporting individual teachers and fostering collaboration. It assumes that teachers have varying motivations, capabilities, and opportunities to improve. The NCBTS also recognizes that improving teaching is best achieved through both individual efforts and integrated work among communities of teachers. It seeks to create an environment where all stakeholders support teachers in aligning their practices with the NCBTS framework to enhance student learning.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
The document discusses the National Competency Based Teacher Standards (NCBTS) framework for Filipino teachers. It provides the following key details:
- The NCBTS defines effective teaching and establishes a single framework for teacher development from pre-service training through professional programs.
- It is intended to guide teacher licensing exams, in-service training programs, and evaluation of teaching practices.
- The NCBTS describes what competent teachers should be able to do to help all students learn, focusing on seven domains of teaching practice.
- It is intended not just as a evaluation tool but as a framework to help teachers continuously improve and develop their skills over their career.
TEACHER EDUCATION - INTRODUCATION TO TEACHER EDUCATION - UNIT 1 - COURSE COD...EqraBaig
Teacher education aims to develop the skills and competencies of teachers through education, practical skills, and research. It encompasses pre-service education, induction training for new teachers, and continuous professional development. Teacher education programs impart subject knowledge, pedagogical skills, and professional dispositions. They are informed by theories from disciplines like psychology, sociology, and philosophy. Teacher education also aims to develop effective teaching skills, a foundation in educational theory, and professional competencies. It prepares teachers to meet the needs of students and face challenges in the classroom.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
Theoretical framework of Curriculum Developmentsajidnadeem11
The document discusses the concept of teaching and instruction. It defines teaching as a triangular process involving the teacher, student, and subject. Instruction is defined as skill training focused on achieving goals. The phases of instruction are outlined as motivation, apprehension, acquisition, retention, recall, generalization, performance, and feedback. Individualized instruction is discussed as an approach that respects each student's unique abilities, interests, and learning pace. Key principles of individualized instruction include recognizing individual capabilities, integrating education with ethics, adopting instructional methods as motivators, providing student liberty, teaching fundamental skills, giving practice opportunities, and offering supervision when needed.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
The document provides a model curriculum for education college/university departments. It outlines 5 units for two computer education courses - ED207 and ED214. Unit topics include nature and scope of computer education, aims and objectives, teaching methods, applications, curriculum design, and recent trends. Assignments include lesson planning, microteaching skills, and developing proficiency in MS Office applications like Word and Excel. The curriculum aims to enable teachers to effectively teach computer science at secondary and higher secondary levels. Assessment includes internal and external exams, with theory papers consisting of 5 short answer questions and practicals evaluated based on teaching competency.
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Analysis influence of teacher empowerment performance within improving the...Alexander Decker
This document summarizes a study on the influence of teacher empowerment on improving education quality in elementary schools in Surabaya City, Indonesia. The study found that teacher qualifications, training, and briefings positively influenced teacher performance and education quality. Specifically, teacher qualifications influenced both teacher performance and education quality, while training programs also positively impacted teacher performance and quality. The conclusion was that teacher empowerment can improve performance and increase education quality indicators like learning outcomes.
The document discusses definitions and concepts related to curriculum. It provides 10 definitions of curriculum from different education experts that focus on curriculum as the totality of a student's activities and experiences, a means to achieve educational goals, and the sum of what is taught in schools. It then lists 11 characteristics of curriculum, such as it being a totality of activities, a means to an end, reflecting educational trends, and helping achieve goals. The document explores these concepts in more depth.
Principles and strategies teaching/learning MakabayanMardie de Leon
The document discusses principles and strategies for teaching and learning Makabayan. The main principle is integration, which involves cutting across subject lines, bringing together different parts of the curriculum, focusing on broad areas of study, and reflecting the interconnected real world. Integration also prefers questioning and problem solving over direct acquisition of knowledge, involves learners' multiple intelligences, provides a holistic context for learning, and leads to greater ability to make connections and solve problems. The goal is to develop social awareness, empathy, and commitment to common national goals through integrated units that enable learners to personally process and systematically practice values and life skills.
The document discusses different perspectives on in-service training and staff development. It distinguishes between a "defect" or "deficiency" orientation focused on fixing problems versus a "growth" orientation viewing personnel as continuous learners. Most in-service training in the Philippines follows the defect model, aiming to upgrade teacher knowledge and skills. However, some advocate a holistic approach addressing personnel's development as teachers, scholars, and individuals.
The NCBTS aims to improve teaching by supporting individual teachers and fostering collaboration. It assumes that teachers have varying motivations, capabilities, and opportunities to improve. The NCBTS also recognizes that improving teaching is best achieved through both individual efforts and integrated work among communities of teachers. It seeks to create an environment where all stakeholders support teachers in aligning their practices with the NCBTS framework to enhance student learning.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
Tulisan ini membahas pemikiran Al-Zarnuji tentang pendidikan Islam berdasarkan kitab Ta'lim al-Muta'allim. Tujuan pendidikan menurut Al-Zarnuji lebih fokus pada nilai-nilai agama dibanding nilai-nilai duniawi. Sifat dasar manusia dan pengembangan sumber daya manusia harus melalui interaksi positif. Pemikiran Al-Zarnuji dalam filsafat pendidikan Islam berada pada aliran konservatif dan
1. O documento descreve a abordagem GAS2SPL para engenharia de requisitos de linhas de produto de software, integrando modelos de objetivos, modelo de feature e cenários com separação de interesses transversais. 2. A abordagem adapta técnicas existentes como GS2SPL e MSVCM, definindo diretrizes para mapear objetivos em cenários aspectuais e representar variabilidade e configuração. 3. O processo GAS2SPL inclui atividades como elaboração de modelos de objetivos, identificação de features, especificação e config
Developing reading and writing tasks for character buildingAbdul Karim Zaidan
This document discusses developing reading and writing tasks to build character in senior high school students. It proposes integrating character values into the curriculum through syllabi, lesson plans, teaching approaches, and tasks. Values like religiosity, honesty, democracy and tolerance can be developed. Contextual Teaching and Learning is given as an example approach that can be used to develop both values and competencies in students through principles like constructivism, inquiry and reflection. Reading and writing tasks should be designed to not only build skills but also introduce, develop awareness of, and help students apply character values in their lives.
Teks tersebut membahas tentang realisasi keimanan seseorang dalam kehidupan sehari-hari, seperti mencintai sesama muslim, menghormati tetangga dan tamu, serta berbicara dengan baik. Beberapa hadits menjelaskan pentingnya saling tolong menolong dan kasih sayang antara sesama muslim sebagai bukti keimanan kepada Allah.
This document discusses the management of stroke. It begins by defining stroke as a clinical syndrome caused by vascular issues leading to neurological deficits lasting more than 24 hours. It emphasizes the importance of specialized care in a stroke unit and assessing patients immediately to determine if they are eligible for time-sensitive treatments like thrombolysis. The main types of stroke are ischemic and hemorrhagic. Secondary prevention focuses on controlling risk factors like high blood pressure, smoking, diabetes, and atrial fibrillation through medications and lifestyle changes to reduce the risk of recurrent strokes.
Epilepsy is defined as two or more unprovoked seizures and is caused by underlying brain dysfunction. It is a common neurological disease with varying prevalence worldwide. The causes of epilepsy are often unknown, though common causes in developed countries include cerebrovascular disease, tumors, alcohol use, and head trauma. Epilepsy results from an imbalance between excitation and inhibition in the brain, which can be caused by structural abnormalities. Diagnosis is based on eyewitness accounts of seizures, which can include generalized convulsions or localized symptoms. Investigations help characterize seizures and guide management.
Surgery in patients with diabetes requires careful management to prevent hyperglycemia and ketoacidosis. For minor procedures, antidiabetic drugs can be omitted and blood glucose monitored. For major surgeries, separate glucose and insulin infusions or a glucose-potassium-insulin infusion are recommended to maintain blood glucose between 7-11 mmol/L. Post-operatively, patients can return to their usual diabetes regimen once eating and drinking. Strict monitoring and individualized regimens are necessary during surgery and recovery to ensure safe glycemic control in diabetic patients.
This document discusses the management of diabetes including diagnosis, treatment, treatment of complications, and prevention. It covers types of diabetes, oral hypoglycemic agents and insulins used to treat diabetes, and managing complications related to hypertension, nephropathy, coronary heart disease, dyslipidemia, and diabetic foot disease. Lifestyle modifications such as diet, exercise, smoking cessation, foot care, and medication are emphasized for both treatment and prevention of diabetes and its associated health issues.
This document provides information on migraine including classification, pathophysiology, treatment of acute attacks, and preventive therapy. It notes that migraine is a recurrent headache disorder characterized by attacks lasting 4-72 hours with symptoms like throbbing pain and sensitivity to light/sound. Treatment involves analgesics, triptans, or ergot derivatives for acute attacks and medications like propranolol, amitriptyline or topiramate for prevention. The pathophysiology involves dilatation and constriction of cranial blood vessels triggered by the trigeminal nerve.
This document provides guidelines for assessing and managing acute stroke based on the RCP guidelines from 2002. It defines stroke and outlines that it is a clinical diagnosis requiring immediate assessment and treatment. It describes diagnosing ischemic versus hemorrhagic stroke through imaging and investigating potential causes. Stroke patients should be treated in a specialized stroke unit with a multidisciplinary team to improve outcomes. Certain lower risk patients may qualify for early supported discharge or home management.
- Mr. K.M.K. 63yrs old retired teacher presented with slurring of speech, increased salivation, and weakness of both upper limbs and right lower limb for 4 months with dysphagia and nasal regurgitation. Examination revealed wasting of forearm muscles with fasciculation, spastic tongue, and dysarthria. There were no sensory abnormalities, convulsions, or sphincter disturbances. The findings were consistent with motor neuron disease.
This document discusses diabetic ketoacidosis (DKA). It defines DKA as a metabolic acidosis caused by the accumulation of ketones from severely low insulin levels. Key characteristics of DKA include hyperglycemia, low bicarbonate, acidosis, and ketonemia/ketonuria. The document outlines the pathophysiology of DKA, including how low insulin and high glucagon levels lead to increased ketone production and acidosis. Clinical presentation of DKA is also described.
Competency based approach teaching learning and teachers’Alexander Decker
This document discusses competency-based approach teaching and learning (CBATL) and the teacher's role. It defines CBATL as an educational process that synchronizes competency and commitment in teaching and learning to help learners achieve goals. The key principles of CBATL are teaching and learning through behavioral objectives. CBATL components that teachers should acquire include concepts, professional competency, and linking competency to performance and creativity. Resources that can enhance a teacher's professional competency under CBATL include knowledge and understanding, professionalism, and developing soft skills.
The respected powerpoint presentation contain all the basic necessary details regard the topic Co curriculum activities its ( introduction, concept , types of co curriculum, importance, role of teacher in co curriculum activites , role of co curriculum activities in student life).
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
The document discusses the meaning, functions, and principles of curriculum construction. It defines curriculum as the totality of a student's educational experiences, including both instructional goals and the planned interactions between students and educational content. Curricula can be standardized or flexible. The functions of curriculum include developing theoretical frameworks and translating them into materials for teachers. Principles of effective curriculum construction include being child-centered, community-centered, balanced across different subject areas and skills, meeting students' needs, and having utility in preparing students for further education and life.
This document discusses integrating values education into the teaching and learning process. It begins by defining values integration as teaching activities that provide opportunities for values growth across various academic domains. The values of accountability, respect, compassion, cooperation, justice, bravery, honesty, kindness, loyalty and friendship are seen as foundations for values education programs. Effective values integration requires determining the concepts and values to be developed for each subject. The document also outlines the Values Education Program established by the Department of Education to instill core Filipino values of Maka-Diyos, Makatao, Makakalikasan and Makabansa in students. Values are seen as important guidelines that provide identity, meaning and distinguish between right and wrong.
This document discusses character education in schools. It defines character education as focusing on developing values, virtues and ethics. It outlines the historical roots of character education in ancient Greek philosophy and religious teachings. The document then discusses the evolution of character education over time and how it continues to change with a growing emphasis on social-emotional learning and 21st century skills. It highlights the importance of character education for meeting modern demands, building positive school environments, and preparing students for life beyond school.
The document discusses the key elements of curriculum development: introduction, definitions, purposes, curriculum development process, sources of curriculum, and elements of curriculum. The main elements of curriculum include the philosophy, conceptual model, instructional objectives, course of study, evaluation plan, and calendar of operation. Curriculum is developed by considering the needs of learners, society, and subject matter to design relevant educational experiences and assessments.
1. The document discusses the concept of curriculum, defining it as a plan for learning that organizes teacher-student interactions and the content knowledge students will acquire.
2. It examines different approaches to curriculum development, including the essentialist school which views curriculum as rigid disciplines and the progressive school which sees it as flexible based on learner interests.
3. The key steps of curriculum development discussed are selecting aims and objectives, choosing content and learning experiences, organizing those experiences, and evaluating if the objectives are achieved. Different models for how these steps interact are presented.
The Elements of Developing Curriculum.pptxpacadafe
This document discusses the key elements of an effective curriculum: objectives, content/subject matter, learning experiences/methods, and evaluation. It provides details on each element and their importance in curriculum design. Specifically, it explains that curriculum objectives define the goals and aims, content is the body of knowledge to be learned, methods are the teaching strategies, and evaluation assesses if the objectives were achieved. A needs assessment is also crucial to identify students' needs and ensure the curriculum aligns with these. The document emphasizes that considering students' needs leads to more effective learning.
Teaching, learning, and assessment must be aligned so that students achieve the intended learning outcomes. The teacher develops teaching methods and assessment tasks that support learning activities aimed at achieving the course objectives. Assessment provides students information on what is important to learn, how they are spending their time, and how they see themselves as learners. Student-centered learning shifts the focus from teaching to learning, emphasizing students' mastery of skills and content through cooperative and inquiry-based instructional methods with the teacher as guide. Intended learning outcomes describe what students can do after a course that they could not do before. Reflection is also important for learning as it allows students to relate experiences to decision making and problem solving.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Continuous assessment as a relevant tool to quality products of learners in e...William Kapambwe
The document discusses continuous assessment as a relevant tool for quality education. It defines key concepts like curriculum and assessment and examines the relationship between learning and assessment. Different assessment types and curriculum planning models are described. The principles of the process curriculum model emphasize developing learners through a variety of authentic and participatory assessments over time, making continuous assessment well-suited as it focuses on individual progress, understanding over rote knowledge, and both formative and summative feedback. Implementation of a continuous assessment pilot program in Zambia from 2006 to 2009 observed positive impacts from its use.
The document discusses key concepts in curriculum development in the Philippine context, including definitions of curriculum, curriculum planning, and different approaches to curriculum development. It outlines two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid and discipline-focused, and the progressive school which sees curriculum as flexible and learner-centered. The document also describes common steps in the curriculum development process, such as selecting objectives, content, organizing learning experiences, and evaluating outcomes.
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
Hilda Taba was a curriculum theorist and teacher educator known for developing a model for curriculum development. Her model is inductive and teacher-centered, believing teachers should develop curriculum based on their understanding of student needs. The key steps in Taba's model are: 1) Diagnosing student needs, 2) Formulating objectives, 3) Selecting content, 4) Organizing content, 5) Selecting learning experiences, 6) Organizing experiences, and 7) Evaluating student learning. Taba's model emphasizes identifying student needs and developing objectives to guide curriculum design.
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Developing reading and writing tasks for character building
1. DEVELOPING READING AND WRITING TASKS FOR CHARACTER BUILDING
IN SENIOR HIGH SCHOOL
By
Abdul Karim Zaidan
Abstrak: Pengembangan Kegiatan Pembelajaran (Task) untuk Keterampilan Membaca dan
Menulis dalam Membangun Karakter di Sekolah Menengah Atas. Penanaman nilai atau
karakter di sekolah khususnya di SMA nampaknya belum terwujud secara optimal. Oleh
karena itu, penanaman karakter harus diintegrasikan pada semua mata pelajaran. Bahasa
Inggris, sebagai salah satu mata pelajaran di sekolah juga harus mengembangkan dan
mengintegrasikan karakter dalam mata pelajarannya. Karakter tersebut dapat diintegrasikan
dalam kurikulum melalui silabus, RPP, pendekatan atau metode pengajaran, evaluasi dan
task yang meliputi tujuan pembelajaran, input atau materi pembelajaran, kegiatan
pembelajaran, seting pembelajaran, peran guru dan peran siswa. Karakter harus direfleksikan
melalui komponen task dalam keterampilan membaca dan menulis.
Kata Kunci : Karakter, Reading Task, Writing Task, Sekolah Menengah Atas
A. Introduction
Education has a close relation with the development of the capability, character, and
civilization of the nation. It can be seen from well-planned effort in creating a learning
environment and learning process in which the learners can develop their full potential for
acquiring spiritual and religious strength, developing self-control, personality, intelligence,
morals and noble character and skills that one needs for him/herself, community, nation , and
state. It is suitable with the act of national education system on article 3 that the national
education functions to develop the capability, character, and civilization of the nation for
enhancing its intellectual capacity and is aimed at developing learners’ potentials so that they
become persons imbued with human values who are faithful and pious to one and only God;
who possess morals and noble characters; who are healthy, knowledgeable, competent,
creative, independent and as citizens are democratic and responsible. Thus, education is very
important to develop students’ competencies and characters
Character building is developing human being potency as basic for acquiring strength
belief, developing personality, intelligence, noble character, morals and skills that one needs
for individual, society, nation and state (National Education Ministry, 2010; 1).
Moreover, the term of character building is defined by Schwartz in Damond (2002; 3) as
encouraging students to “author” their own moral constitution. Thus, character building in
school means developing certain values for students to develop self-control, personality,
1 Developing Reading and Writing Tasks for Character Building
2. intelligence, moral and noble characters and skills based on religion, Pancasila and the 1945
constitution
Disorientation toward the total comprehension of the values of Pancasila, limitedness of
policy to create the values of Pancasila, the shift of ethics values in citizen life, the vagueness
of cultural values and the threat of disintegration are the problems possessed by our nation
(Pilot book of implementation of character education, 2010; 5). These problems make the
actualization of the values or characters in schools is not achieved appropriately. Therefore,
the internalization of the values should be integrated in the whole subjects of learning.
English as one of subjects of learning should develop these characters or values through
language skills tasks. Two of language skills tasks, reading and writing, will be developed for
character building in this paper.
This paper will be devoted to the discussion of character building integrated in the
curriculum, developing tasks for character building and the examples of reading and writing
tasks for character building. Character building integrated in curriculum section involves
integrating the values in syllabus and plan, selecting appropriate approaches or methods and
developing appropriate evaluation technique for developing the values and competences. The
developing tasks section comprises definition of tasks and components of tasks. Then, at the
end of discussion, the examples of developing reading and writing tasks will be given
B. Character Building Integrated in The Curriculum
Character building integrated in the curriculum is proposed to introduce the values to the
students, to develop students’ awareness toward the importance of the values and
to actualize the values on their way of life through the teaching and learning process in or out
of classroom. Thus, learning activities are designed not only to achieve the basic competence
but also to introduce, develop awareness and actualize the values for the students. It will be
done by integrating the values in the syllabus and lesson plan, selecting the appropriate
approaches/methods and developing appropriate evaluation technique
1. Integrating The Values in The Syllabus and Lesson Plan
The curriculum that is developed in Indonesia is Educational Unit Level Curriculum
(KTSP). It comprises a set of plans and regulation about the aims, content and material of
lessons and the method employed as the guidelines for the implementation of learning
activities to achieve given education objectives. It also contains the competence standard,
basic competence and minimum criteria of mastery which has to be achieved by students.
2 Developing Reading and Writing Tasks for Character Building
3. Integrating the values or characters can be undertaken through analyzing the
competence standard and basic competence of the subject of learning. It is done in order
to identify the appropriate values that can be integrated in the competence standard and
basic competence. By identifying the values, it can select the certain values that are going
to be developed in the standard competence and basic competence. Then, the values are
integrated in the syllabus and lesson plan (National Education Ministry, 2010: 4)
Developing the syllabus can be undertaken through reviewing the developed syllabus
by adding the character on the right side of basic competence column. At that column, the
values that will be developed in the learning activities are filled. After that, learning
activities, indicators of learning and evaluation technique are formulated or adapted based
on the values that will be developed (National Education Ministry, 2010: 5)
Besides, in integrating the values in learning activities, lesson plan also need to be
revised or created. There are two ways to integrate the values in the lesson plan. Firstly,
adding or revising the values in the learning objectives. Secondly, formulating new
learning objectives toward the students’ competences and characters. (National Education
Ministry, 2010: 5)
There are several values that can be developed for Senior High School students.
According to pilot book of implementation of character education in school, there are six
main values and their description. They are as follow:
Table 1
Table of Values Developed in Senior High School
No Values Descriptions
Minds, words and actions of someone based on the religion and God’s
1 Religiosity
values
Behavior which is based on the effort to be an honest human being in
2 Honesty
minds, words and actions
Logical and realistic thinking in doing something to produce a new way
3 Perspicacity
or result
The ways of thinking and acting of someone that consider someone else
4 Democracy
as equally
5 Tolerance Behavior that prevent and improve moral and natural destruction
Autonomous, confident, responsible, cooperative and disciplined
6 Integrity
behavior
(National Education Ministry, 2010: 11)
3 Developing Reading and Writing Tasks for Character Building
4. 2. Selecting Appropriate Approaches or Methods for Developing The Values and
Competences
The approach or method developed by the teacher in the teaching and learning
process need to be changed. The teacher selects the appropriate approach or method that
supports the integration of values and the students’ competences. Learning steps such as
pre-activity, while-activity and post activity that reflect the application of approach or
method need to be arranged.
Contextual Teaching and Learning (CTL) for example can be chosen as an approach
to develop the values and the students’ competences. It can be used to develop the values
and competences through its principles namely constructivism, inquiry, questioning,
learning community, modeling, reflection and authentic assessment.
In constructivism, the students develop their understanding though their experiences,
knowledge and beliefs. Teacher can develop their understanding through asking several
questions to the students to encourage their critical thinking activities. Through this
principle, the teacher not only can develop the competences but also can develop
independent value to the students by finding, expressing and applying their own ideas.
Teacher can use questioning to check the students understanding and the students’
knowledge, arouse the students’ response, focus the students’ attentions and refresh the
students’ knowledge. The questions can be used to develop the values such as critical
thinking, politeness, appreciating someone opinion, and confidence.
Inquiry is a learning process which is started from the observation of the emergent
questions. This principle can be used to explore the students’ comprehension and
knowledge toward the material. The teacher can arrange the students’ activities through
designing questions such as observing, analyzing, interpreting, and evaluating and
reporting something from the topic of discussion. Thus, through these activities, the
teacher can integrate values.
Learning community can be done though group work. Students have same
opportunities to convey their opinions or ideas, listen to another students’ opinions and
cooperate in their groups to build the knowledge. teacher can use this principle to develop
the values in the teaching and learning process.
Modeling is a appearance process of an example in order that the students think, work
and learn through the model. Teachers can use models or examples through media.
Teacher and students can also be the media of learning. They can become the models or
4 Developing Reading and Writing Tasks for Character Building
5. examples in the learning. Through modeling, the teacher can develop values and
competences to the students.
Reflection is usually done by the teacher at the end of instruction. The teacher asks
several questions to the students what they have studied during the instructions. The
teacher and the students give comments toward the instruction in accordance to topic of
discussion. Through reflection, the teacher can implement the self-awareness value.
Authentic assessment can be done in the integrated and sustained assessment during
the teaching and learning process. The teacher observes and assesses the implementation
process of values and competencies during and after the instructions. The teacher can use
observation sheets in observing and assessing the process. Through this process, the
teacher has developed an authentic assessment.
Those principles are suggested to be applied in the whole steps of instruction because the
principles can facilitate the internalization of the values.
3. Developing Appropriate Evaluation Techniques for The Values
The evaluation techniques that support the development of values need to be
developed. Self-assessment, peer-assessment and observation are the examples of
evaluation techniques to assess the values.
Self-assessment is the ability to set one’s own goals both within and beyond the
structure of a classroom curriculum, to pursue them without the presence of an external
prod, and to independently monitor that pursuit (Brown, 2004: 270). It means that the
students should monitor their progress in achieving their goals themselves. In developing
self-assessment, teachers can design a rubric in the form of activities checklist that
contains several indicators of values that students have to do by themselves and the
students can monitor their progress through the instrument.
Peer-assessment is activities in which learners assess each other’s performance
(Richard & Schmidt, 2002: 389). The students can evaluate each other by using an
instrument. Teacher can design a rubric of peer-assessment instrument that contain
indicators of values. The teacher gives the instruments to the students to assess their
friends' performance.
Observation is systematic process of data collection and analysis (Richard & Schmidt,
2002: 371). Teacher can design a rubric that contains indicators of character and
qualitative score of the values that want to be assessed by the teachers. The assessment is
done during and after the process of instruction.
5 Developing Reading and Writing Tasks for Character Building
6. The teacher is demanded to internalize and actualize the values with appropriate
instrument. Thus, the teacher should select which instrument she/he will be used, and then
arrange the appropriate rubric. The example of observation instrument is as follow:
Table 2
Observation Instrument for Character Building
No Name Indicators of Value Criteria
BT MT MB MK
Cooperation
1 ………… The student shows the cooperation attitudes in their
groups
2 …………. idem
(Taken from pilot book of implementation of character education, 2010; 35)
Descriptions
BT : The students have not yet shown the symptoms of character
MT : The students have shown the first symptoms of character
MB : The students have shown the character inconsistently
MK : The students have shown the character consistently
C. Developing Tasks for Character Building
1. The Definition of Tasks
Task is an essential factor to develop students’ competence and values in the
teaching and learning process. Moreover, the concept of task has become an important
element in syllabus design, classroom teaching and learner assessment. According to
Ellis (2003: 16) defined the tasks as follow:
A task is a work-plan that requires learners to process language
pragmatically in order to achieve an outcome that can be can be evaluated
in terms of whether the correct or appropriate propositional content has
been conveyed. To this end, it requires them to give primary attention to
meaning and to make use of their own linguistic resources, although the
design of the task may predispose them to choose particular forms. A task
is intended to result in language use that bears a resemblance, direct or
indirect to the way language is used in the real world. Like other language
activities, a task can be engage productive or receptive and oral or written
skills and also various cognitive processes
6 Developing Reading and Writing Tasks for Character Building
7. In addition, Nunan (2004: 4) gave the definition of task:
A piece of classroom work that involves learners in comprehending,
manipulating, producing or interacting in the target language while
their attention is focused on mobilizing their grammatical
knowledge in order to express meaning, and in which the intention
is to convey meaning rather than to manipulate form. The task
should also have a sense of completeness, being able to stand alone
as a communicative act in its own right with a beginning, a middle
and an end.
Thus, it can be concluded that task is a set of plan that requires students to do
certain activities based on the teaching objectives designed by teachers
Task is consisted of six components. They are learning objectives, input,
procedures or activities, setting of learning, teacher’s role and students’ role (Nunan,
2004; 40-72). The values or characters should be selected and they have to be reflected
in the components of tasks
2. The Component of Tasks
a. Formulating Learning Objectives in Developing The Students’
Competences and Values
Nunan (2004; 42) said “Goals may relate to a range of general outcomes
(communicative, affective, or cognitive) or may directly describe teacher or learner
behavior”. It means that learning objectives describe the students’ competences and
characters that they have to be achieved. In the learning objectives, the orientation of
learning activities is not only to obtain the knowledge, but also to implant the values.
Therefore, teacher should formulate the learning objectives with certain attainment of
certain values and competence. The example of learning objectives in developing the
students’ competences and values is as follow:
Learning objective
At the end of instruction, the students are able to
determine the explicit and implicit piece of information in functional written
text in the form of recount text cooperatively
b. Selecting Input for Developing Values and Competences
“Input refers to the spoken, written and visual data that learners work with in
the course of completing a task”(Nunan, 2004; 47). Hover in Nunan (2004; 48)
stated that input can come from a wide range of sources, as the following inventory:
7 Developing Reading and Writing Tasks for Character Building
8. Letters (formal and informal), newspaper extracts, picture stories, telecom
account, driver’s licence, missing person’s declaration form, social security
form, business cards, memo note, photographs, family tree, drawings, shopping
lists, invoices, postcards, hotel brochures, passport photos, swop shop cards,
street map, menu, magazine quiz, calorie counter, recipe, extract from a play,
weather forecast, diary, bus timetable, notice board items, housing request form,
star signs, hotel entertainment programme, tennis court booking sheet, extracts
from film script, high school year book, note to a friend, seminar programme,
newspaper
From the description above, input can be defined as learning materials for
students references in learning activities implementation. It can be in the form of
spoken text, or written text, such as graphics, diagrams, pictures, models, charts, film
and soon.
To integrate the values, teachers must select the appropriate input. Input which
can introduce the values is not only representing the knowledge but also developing
the values relating to the knowledge. An example of input which can introduce the
values is as follow:
Recount text
Terry and her friends went camping last week. The camp was near the forest.
They helped each other to put up the tents. One day, they saw a man lost in the forest.
They helped the man to find the way out of the forest. Terry and her friends did
everything cooperatively.
c. Developing Procedures for Evolving Values and Competences
“Procedures specifies what learners will actually do with the input that forms
the point of departure for the learning task” (Nunan, 2004; 52). It means that
procedures is similar with learning activities. Learning activities which help the
internalization of the values are the active learning activities that develop autonomous
learning and learner-centered. The learning activities which create autonomous
learning will help students obtaining many values. The learning activities that have
such characteristics are, for example, discussion, experiment, observation, debate,
presentation, and project working. An example of learning activities for evolving
competences and values can be seen as follow:
8 Developing Reading and Writing Tasks for Character Building
9. Activities:
Students read the recount text carefully and then write T if the statement
is true and F if the statement is false. After that, they correct the false
statements by comparing their work with a classmate’s (Task one)
Students read the text in task 1 once again and find the meanings of
words based on the context in groups of three (Task two)
d. Creating Settings of Learning for Developing Values and Competences
“Settings refers to the classroom arrangements specified or implied in the task.
It also requires consideration of whether the task is to be carried out wholly or partly
outside the classroom” (Nunan, 2004; 71). Thus, it can be stated that learning setting
relates to when, where, how long, and how the learning activities are going to be held.
It also needs consideration whether the tasks are going to be conducted in pair, group
or individual.
Every setting should imply the actualization of the values. Short time setting, for
example, will have the students to work quickly, so that they will appreciate the time.
Moreover, group work will also give students the opportunity to discuss, share, and
interact their opinion to another student in the classroom for coping or finding the best
solution on the problems they have.
e. Developing Teacher’s Role for Evolving Values and Competences
Teacher’s role in the learning activities often is not stated explicitly. Generally,
Teacher’s statements about his/her role are usually stated in the teacher’s log.
Teacher’s role tends to be stated implicitly. So, teacher needs to do inferences toward
his/her role in teaching and learning if teacher’s book is not provided
Teacher’s role is one of the important factors in the values internalization.
Teacher functions as a facilitator, motivator, participant, and supervisor. It is suitable
with Ki Hajar Dewantara motto namely Ing ngarsa sang tuladha, ing madya mangun
karsa, tut wuri handayani.
f. Developing Students’ Role for Evolving Values and Competences
Similar with teacher’s role in the teaching and learning, the students’ role is also
not stated explicitly. Generally, students’ role is usually stated in the teacher’s log.
Students’ role tends to be stated implicitly. So, the teacher needs to do inferences
toward students’ roles in teaching and learning activities
9 Developing Reading and Writing Tasks for Character Building
10. In the learning process, active roles must be given to students to develop the
values. Their roles, for example, are discussion participants, presenters to present the
discussion result or experiment, project organizers and so on.
D. Reading and Writing Tasks for Character Building
As the explanation above, there are certain values that can be integrated in English
subject for Senior High School students. They can be integrated in the syllabus and lesson
plan. They are actualized in the students’ tasks. There are several characters that can be
developed. They are religiosity, honesty, perspicacity, democracy, tolerance and integrity.
Task is an important element in syllabus design, classroom teaching and learner
assessment. It is also an essential factor to develop students’ competence and values in the
teaching and learning process. In the teaching and learning English, the tasks that will be
developed should reflect the students’ competences and values through the students’
language skills, namely listening, speaking, reading and writing. It can be done through
formulating the learning objectives, selecting input, and developing activities. The examples
of character building in reading and writing tasks will be given below.
1. Examples of Reading Tasks
Learning objective:
At the end of instruction, the students are able to
determine the explicit and implicit piece of information in functional written text in
the form of recount text cooperatively
Teacher Directed
Activities:
Students read the recount text carefully and then write T if the statement is true and F
if the statement is false. After that, they correct the false statements by comparing
their work with a classmate’s (Task one)
Students read the text in task 1 once again and find the meanings of words based on
the context in groups of three (Task two)
10 Developing Reading and Writing Tasks for Character Building
11. Task 1
Read the following text carefully and then write T if the statement is true and F if the statement
is false. Correct the false statements. Compare your work with a classmate’s. Look at the
example.
Joining the Traditional Dance Competition
I joined the Traditional Dance Competition in Jakarta last
year. I represented my Junior High School. It was my biggest
competition. I practised hard with my teacher for a month. We
also prepared the best costume we had.
We only had one day in Jakarta. We went there by plane.
We left at 6 a.m. and arrived in Jakarta at 7 a.m. We took
a taxi to take us to the place where the competition was held.
It took an hour to get there. There were already some
participants when we arrived. The competition would start in
an hour.
First, my teacher and I went to the dressing room. My
teacher helped me do the make-up and the costume. We
spent almost an hour for the preparation. I told my teacher that
I was really nervous. I was not ready for this. However, she
told me that everything was alright, and I felt better.
Then, the time came for me to perform on stage. There
were five judges and about two hundred people watching me. However, I did not feel nervous
anymore. I performed on the stage confidently. I really did the best I could. I was glad when it ended
smoothly.
After that, we waited for the announcement of the result. It was 4 p.m. when the judges finished
making their final decision. I was so impatient to hear the result. I still could not believe when they
called my name as the first winner. I was so happy to be given the trophy. My teacher was also proud
of my achievement. Finally, we went back to Yogyakarta in the evening. We were so tired. However,
we were satisfied because our effort was not useless.
11 Developing Reading and Writing Tasks for Character Building
12. (Taken from: Interlanguage: English for Senior High School students X)
Task 2
Read the text in Task 1 once again and find the meanings of the following words based on the
context. You may work in groups of three.
2. Examples of Writing Tasks
Learning objective:
At the end of instruction, the students are able to
develop their writing skill in functional written text in the form of recount text
cooperatively
Teacher Directed
Activities:
Students fill in the blanks with correct verb forms by comparing their answer with
their classmate’s sitting next to them (Task one)
Students make a composition about their experience in joining an extracurricular
activity in the Senior High School by following questions given to develop their
composition. Then, they will ask two of their classmates to give them feedback to
revise their draft. After that, they put their final draft in the school bulletin (Task two)
12 Developing Reading and Writing Tasks for Character Building
13. (Taken from: Interlanguage: English for Senior High School students X)
Task 1
Fill in the blanks with correct verb forms. Compare your answers with your classmate’s sitting
next to you. Look at the example.
13 Developing Reading and Writing Tasks for Character Building
14. Task 2
Make a composition about your experience in joining an extracurricular activity in the Junior
High School. The following questions may help you develop your composition. Ask two of
your classmates to give you feedback to revise your draft. Put your final draft in the school
bulletin.
1. What extracurricular activity did you join?
2. Did you ever join any competition held by the club or outer club?
If so, tell about your experience in the competition.
(Tell about what you did from the preparation until the end of the competition)
If you never did, tell about any interesting experience in the club.
(Tell about the event from the beginning until the end)
E. Conclusion
In integrating values or character in curriculum, the teachers should integrate the values in
syllabus, lesson plan, approaches or methods, evaluation and students’ tasks by analyzing the
standard competence and basic competence.
Integrating values in the syllabus can be undertaken through reviewing the developed
syllabus by adding the character on the right side of basic competence column. At that
column, the values are filled. Then, learning activities, indicators of learning and evaluation
technique are formulated or adapted based on the values.
Learning objectives, input, approach or method, activities, teacher role, students’ role and
evaluation in the lesson plan should be revised and selected appropriately. They should
integrate and reflect the values designed by teachers.
Appropriate approach or method that supports the integration of values and the students’
competences should be selected. Contextual approach and active learning approach,
for example, are very effective used in the teaching and learning to develop students’
competence and values.
In developing reading and writing tasks, the values should be integrated in all components
of tasks such as learning objectives, input, procedures or activities, setting of learning,
teacher’s role and students’ role. They have to be stated and reflected explicitly in each
component.
14 Developing Reading and Writing Tasks for Character Building
15. REFERENCES
Brown, H.D. (2004). Language assessment: Principles and Classroom Practices.New York:
Pearson Education, Inc.
Damond, W. (ed.). (2002). Bringing in A New Era in Character Education. United States of
America: Hoover Institution Press
Kementerian Pendidikan Nasional. (2010). Panduan Guru Mata Pelajaran Bahasa Inggris:
Pendidikan Karakter Terintegrasi dalam Pembelajaran di Sekolah Menengah Pertama.
Jakarta: Kementerian Pendidikan Nasional
Kementerian Pendidikan Nasional. (2010). Bahan Pelatihan Penguatan Metodologi
Pembelajaran Berdasarkan Nilai-Nilai Budaya untuk Membentuk Daya Saing dan
Karakter Bangsa: Pengembangan Pendidikan Budaya dan Karakter Bangsa. Jakarta:
Kementerian Pendidikan Nasional
Kementerian Pendidikan Nasional. (2011). Panduan Pendidikan Karakter. Jakarta:
Kementerian Pendidikan Nasional
Nunan, D. (2004) Task-Based Language Teaching. Cambridge: Cambridge University Press
Priyana, J., Renitasari, V., & Irjayanti, A.R. (2008). Interlanguage English for Senior High
School Students X. Jakarta: BSE
Richard, J.C & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied
Linguistics. Malaysia: Fakenham Photosetting Ltd, Fakenham, Norfolk.
15 Developing Reading and Writing Tasks for Character Building
16. APPENDICES
16 Developing Reading and Writing Tasks for Character Building
17. ENGLISH SYLLABUS
SCHOOL OPERATIONAL CURRICULUM (KTSP)
School : Senior High School
Class/Semester : X/1
Competence Standard : 5. Reading
Understanding the meaning of short functional written text and simple essay in the form of recount, narrative and
procedure in daily life context and to access knowledge
Evaluation Time
Basic Competence Characters Material Activities Indicators Sources
Allocation
5.2 Response the Cooperation Recount Read the following Find the explicit 1. Written Test Interlanguage
meaning and Autonomy text carefully and then and implicit piece 2 x 45 : English for
rhetoric steps of write T if the of information by 2. Observation Minutes Senior High
essay written statement is true and F writing T if the Sheet of students School
text accurately, if the statement is statement is true attitude Students X
coherenty, and false. Correct the false and F if the
appropriately in statements. Compare statement is false.
daily life your work with a Then, correcting
context and to classmate’s. Look at the false
access the example (Task 1) statements by
knowledge in comparing their
the form of Read the text in Task work with a
recount, 1 once again and find classmate’s
narrative and the meanings of the
procedure following words based Find the meanings
on the context. You of words based
may work in groups of on the context in
groups of three
17 Developing Reading and Writing Tasks for Character Building
18. LESSON PLAN
School : SMAN 1 Anjir Muara
Class/Sem : X/1
Time : 2x45
A. COMPETENCE STANDARD
Reading
5. Understanding the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure in daily life context and to access
knowledge
B. BASIC COMPETENCE
5.2 Response the meaning and rhetoric steps of essay written text accurately, coherently,
and appropriately in daily life context and to access knowledge in the form of
recount, narrative and procedure
C. LEARNING OBJECTIVE
At the end of instruction, the students are able to:
determine the explicit and implicit piece of information in functional written text in
the form of recount text cooperatively
D. INDICATORS
Find the explicit and implicit piece of information by writing T if the statement is true
and F if the statement is false. Then, correcting the false statements by comparing their
work with a classmate’s
Find the meanings of words based on the context in groups of three
E. LEARNING MATERIAL
Recount Text
F. LEARNING METHOD
CTL (Contextual Teaching and Learning)/Active Learning
18 Developing Reading and Writing Tasks for Character Building
19. G. ACTIVITIES
1. Pre-Activities
Praying
Preparing the class
Giving apperception to relate the students’ knowledge with the material
2. While-Activities
Students guesses the meaning of words given relate to the topic of learning
Students read the recount text carefully and then write T if the statement is true and
F if the statement is false. After that, they correct the false statements by comparing
their work with a classmate’s (Task one)
Students read the text in task 1 once again and find the meanings of words based
on the context in groups of three (Task two)
Students report the result in front of the class and teacher and another groups
respond it
3. Post-Activities
Teacher asks the students what they have studied about
Teacher gives students follow up to do a task about the topic of learning for their
homework
H. LEARNING SOURCES
Interlanguage : English for Senior High School Students X
I. EVALUATION
1. Assessment Technique : Written Test
2. Instrument Types : Written Test
3. Table of justification of assessment instrument
No Indicators Assessment Type of Instrument
Technique Instrument
1 Find the explicit and implicit Written Test Written Worksheet Task 1
piece of information by (Attached)
writing T if the statement is
true and F if the statement is
false. Then, correcting the
false statements by comparing
19 Developing Reading and Writing Tasks for Character Building
20. their work with a classmate’s
Find the meanings of words Written Test Written Worksheet Task 2
based on the context in groups (Attached)
of three
4. Assessment Sheet
Task 1
Score Items
No Name Total
1 2 3 4 5 6 7 8
1. ..............................
2. ..............................
3. ..............................
... ..............................
... ..............................
... ..............................
... ..............................
... ..............................
SCORE PER ITEM : 2
MAXIMUM SCORE : 16
TOTAL OF STUDENTS’ SCORE
FINAL SCORE : X 100 = …
MAXIMUM SCORE
Task 2
Score Items
No Name Total
1 2 3 4 5 6 7 8 9 10 11
1. ..............................
2. ..............................
3. ..............................
... ..............................
... ..............................
... ..............................
... ..............................
... ..............................
20 Developing Reading and Writing Tasks for Character Building
21. SCORE PER ITEM : 2
MAXIMUM SCORE : 22
TOTAL OF STUDENTS’ SCORE
FINAL SCORE : X 100 = …
MAXIMUM SCORE
5. Observation sheet of Students’ attitude
Characters
No Name Cooperation Autonomy
BT MT MB MK BT MT MB MK
6. Learning Material
Recount Text
Task 1
Read the following text carefully and then write T if the statement is true and F if the
statement is false. Correct the false statements. Compare your work with a classmate’s.
Look at the example.
(Taken from: Interlanguage: English for Senior High School students X)
21 Developing Reading and Writing Tasks for Character Building
22. Task 2
Read the text in Task 1 once again and find the meanings of the following words based on the
context. You may work in groups of three.
22 Developing Reading and Writing Tasks for Character Building