Disajikan di Kelompok Keahlian Ilmu Kemanusiaan, ITB, 10 Desember 2012. Mungkin sekarang saya tak bicara karakter lagi, saat istilah "pendidikan karakter" sudah tak jelas maknanya lagi.
2. Penghangatan (3 menit):
Jika hidupmu tahun
2012 dibuat film,
apa judulnya yang
paling pas?
Merekacipta Program Pendidikan ~ @iwanpranoto
3. Karakter – Curtis Schnorr
• Gigih
• Mengelola impulsivity (sikap
grusa grusu)
• Mendengarkan dengan empati
dan pemahaman
• Berpikir luwes
• Berpikir tentang berpikir
(metacognition)
• Mengejar keakuratan
• Bertanya dan merumuskan
pertanyaan
• Menerapkan pengalaman
terdahulu pada situasi baru
• Berpikir dan berkomunikasi
dengan kejelasan dan ketepatan
• Membuat, membayangkan,
mencipta
• Menanggapi dengan ketakjuban
dan gumun
• Bertanggung jawab pada risiko
• Menemukan lelucon
• Berpikir saling terkait
• Tetap terbuka terhadap proses
belajar berkelanjutan
Zikir Kegelisahan Pendidik ~ @iwanpranoto
4. Mengangkat Pembelajaran
• Learning to write
• Learning to speak
• Learning to draw
• Learning to solve
problems
• Writing to learn (think)
• Speaking to learn
(think)
• Drawing to learn
(think)
• Solving problems to
learn (think)
Zikir Kegelisahan Pendidik ~ @iwanpranoto
5. Menulis untuk Belajar
Nenekmu di Siak menulis surat ke
kamu, minta bantuan untuk
menyelesaikan teka-teki:
Jumlah dua bilangan adalah 15.
Selisihnya 3. Berapa kedua bilangan
itu?
Tulislah sebuah surat ke beliau,
menjelaskan jawabmu dan caramu
menemukannya.
Adikmu kelas 3 SD
bertanya tentang
persamaan linear. Buatlah
sebuah tulisan yang
menjelaskan persamaan
linear bagi dia.
6. Habits of Mind
Merekacipta Program Pendidikan ~ @iwanpranoto
http://mgleeson.edublogs.org/2012/12/09/so-teachers-how-good-or-bad-are-your-habits-of-mind-pt-2-cognitive/
7. Jenjang Mutu Pemahaman
Kita diajar
sesuatu
Kita dapat
meyakinkan diri
kita sendiri
Kita mengajar
sesuatu ke
orang lain dan
meyakinkannya
Kita
menuliskan
sebuah
rangkaian
perintah ke
komputer
9. Moda Menulis
Psycho-linguistic:
• Trigger the students to act of reading of what they have
written.
Meta-cognitive:
• Facilitate the students to act of thinking of how they think or
learn.
Social:
• Facilitate social atmosphere to the students to enable them
to learn from another and tolerate differences among them
Physical:
• Enable students to learn physical coordination, e.g. hand-
eye-brain
PAMS Teaching Workshop:
Using Writing to Teach/Writing to Learn, 1998
10. Writing/SpeakingAssignment Continuum
Informal –
Writing/Speaking to
Learn (Low Stakes)
Assesses informally
Freewrites
Group work
Lab Notes
Group discussion
Field interviews/notes
Journal entries
Pair-and-share
1-minute paper
Oral summaries
Group informal reports
Abstract/Summaries
Position statements
Unrevised analyses
“Microthemes”
Poster sessions
Formal –
Learning to Write/Speak
(High Stakes)
Assessed Formally
Term papers
Presentations
Interviews
Lab reports
Oral/essay exams
Documented papers
Group oral reports
12. Final Design Framework
Geser pemikiran
kita tentang
menilai tulisan
dan presentasi
Kurangi
perhatian pada
bentuk
penyajian
Lebih
perhatikan bukti
belajar dan
proses
bertanya yang
melibatkan
siswa dalam
menyelesaikan
tugas atau
kegiatannya.
14. Writing Assignment
Write a …
• letter
• paragraph
• speech
• note
• dialogue
from …
• students
• alien
• engineer
• reporter
• mathematician
to …
• Parents
• NASA Director
• President
• School
Principal
• Mayor
about …
• solving
algebraic
equations
• the application
of geometry in
real life
• etc.
An Adaptation from
Fulton, B. and Lombard, B., The Language of Math:
Helping Students Speak, Write, and Think
Mathematically, 2003
15. Various Writing Forms
Purpose of
Writing
Describe a Concept
Compose a Word Problem
Describe a Process
Validate a Solution
Summarize Concepts
Compare and Contrast
Conjecture
Reflect on Thinking or Learning
Prompt
Illustrations
What is a quadratic equation?
Write a fictional situation for 2+3x = 26
Describe how you obtain your solution
Why do you think your solution is correct?
What have you learned about linear equations?
What are the similarities and differences of GCD
and LCM?
What kind of conjectures could you draw from
some stated cases?
Which parts of the ideas we learned today are still
confusing?
16. Pertanyaan “Nakal”
Mengapa -1 kali -1
hasilnya +1?
Bagaimana Newton
akan berpikir
seandainya dia tahu
sekarang kalkulus
dipelajari di SMA?
Dalam buku sejarah,
kebenaran menurut
siapakah yang
diikuti?
Menurutmu, siapa
yang pantas disebut
pahlawan?
17. Balasan terhadap jawab pelajar
Netral
Tidak
menghakimi
Pengakuan
Munculkan
pertanyaan
lanjutan
Merekacipta Program Pendidikan ~ @iwanpranoto
18. Illustration for Speaking
These four digits (5,9,4,8) go in the
boxes. Where will you place them
to create the greatest possible
product? Explain to your partners
on how you know this will give the
greatest product.
□□×□□
19. Mathecnical Language Mastery
Read the
whole
problem
Find the
keywords
Find the
synonyms
Rephrase the
problems
Solve it
Find the
keywords in
the solution
Find the
synonyms
Restate the
solution