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Karakter Pendidikan Karakter
The document outlines educational strategies and practices by Iwan Pranoto from ITB, focusing on character education and cognitive skills development. It emphasizes various methods of learning, such as writing and problem-solving, while encouraging creativity and metacognition among students. Additionally, it discusses how to engage students in deeper thinking through diverse writing assignments and critical questioning.
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Karakter Pendidikan Karakter
- 1. KARAKTER PENDIDIKAN KARAKTER Iwan Pranoto ITB 10 Desember2012 Merekacipta Program Pendidikan ~ @iwanpranoto
- 2. Penghangatan (3 menit): Jikahidupmu tahun 2012 dibuat film, apa judulnya yang paling pas? Merekacipta Program Pendidikan ~ @iwanpranoto
- 3. Karakter – CurtisSchnorr • 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 • Learningto 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 Nenekmudi 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 MerekaciptaProgram 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 Kitadiajar sesuatu Kita dapat meyakinkan diri kita sendiri Kita mengajar sesuatu ke orang lain dan meyakinkannya Kita menuliskan sebuah rangkaian perintah ke komputer
- 8. Speaking or Writing Speaking: Bigaudience Writing: More sophisticated thinking
- 9. Moda Menulis Psycho-linguistic: • Triggerthe 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/Speakingto 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
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- 12. Final Design Framework Geserpemikiran 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.
- 13. Write a (format)from (voice) to (audience) about (specific topic) Format • note • paragraph • song • list • dialogue • speech • poem • instruction Voice • teacher • younger student • older student • alien • architect • parent • news reporter Audience • younger student • alien • the President • employee • customer • boss • teacher Iwan Pranoto © 2011
- 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 Purposeof 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 -1kali -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 jawabpelajar Netral Tidak menghakimi Pengakuan Munculkan pertanyaan lanjutan Merekacipta Program Pendidikan ~ @iwanpranoto
- 18. Illustration for Speaking Thesefour 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 Readthe 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
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