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Pendampingan tk peek a boo 2
This document discusses principles for classroom instruction and assessment. It suggests integrating subjects into outcomes to provide integrated learning experiences. Students should work at an individual pace through different centers or corners that each target a specific skill. Unintegrated learning can be a "free choice" area. Assessment should be based on measurable parameters through authentic, performance-based tasks rather than written tests. Bloom's taxonomy of learning domains is also explained from remembering to creating. The document provides examples of teacher and student roles for each domain. It concludes by asking the reader to design a learning experience using each level of Bloom's taxonomy based on a lesson plan.
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Pendampingan tk peek a boo 2
- 1. PENDAMPINGAN TK PEEK ABOO & VISION PRIMARY 7 APRIL 2012 RENDRA PRIHANDONO @GuruInspiratif
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- 3. #CLASS RULES ISTRAINED AND PUT INTO A HABIT – SKILLS INTEGRATED
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- 5. #KEEP “TEACHER-CENTERED” SESSIONS
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- 7. #TRY AS MUCHAS POSSIBLE TO INTEGRATE SUBJECTS INTO OUTCOMES TO ACCOMPLISH
- 8. #DESIGN INTEGRATED LEARNING EXPERIENCE INTO CENTRES/CORNERS
- 9. #EACH CORNERS/CENTRE PURSUESA TARGET, BUT ACCOMPLISHED THROUGH INDIVIDUAL PACE
- 10. #MAKE THE UNINTEGRATED LEARNINGEXPERIENCE A “FREE CHOICE” CENTRE/CORNER
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- 12. #AUTHENTIC ASSESSMENT (PERFORMANCE-BASED), NO WRITTEN TEST
- 13. THE ASSESSMENT SHOULDBE BASED ON MEASURABLE PARAMETERS/INDICATORS
- 14. TRY TO OBSERVETHE NEXT VIDEO AND COMMENT IT.
- 15. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
- 16. Remembering The learner isable to recall, restate and remember learned information. – Recognising – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding Can you recall information?
- 17. Classroom Roles forRemembering Teacher roles Student roles • Directs • Responds • Tells • Absorbs • Shows • Remembers • Examines • Recognises • Questions • Memorises • Evaluates • Defines • Describes • Retells • Passive recipient
- 18. Understanding The learner graspsthe meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarising – Inferring – Paraphrasing – Classifying – Comparing – Explaining Can you explain ideas or concepts?
- 19. Classroom Roles forUnderstanding Teacher roles Student roles • Demonstrates • Explains • Listens • Describes • Questions • Outlines • Compares • Restates • Contrasts • Translates • Examines • Demonstrates • Interprets • Active participant
- 20. Applying The learner makesuse of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing Can you use the information in another familiar situation?
- 21. Classroom Roles forApplying Teacher roles Student roles • Shows • Solves problems • Facilitates • Demonstrates use of • Observes knowledge • Evaluates • Calculates • Organises • Compiles • Questions • Completes • Illustrates • Constructs • Active recipient
- 22. Analysing The learner breakslearned information into its parts to best understand that information. – Comparing – Organising – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating Can you break information into parts to explore understandings and relationships?
- 23. Classroom Roles forAnalysing Teacher roles Student roles • Probes • Discusses • Guides • Uncovers • Observes • Argues • Evaluates • Debates • Acts as a resource • Thinks deeply • Questions • Tests • Organises • Examines • Dissects • Questions • Calculates • Investigates • Inquires • Active participant
- 24. Evaluating The learner makesdecisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesising – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring Can you justify a decision or course of action?
- 25. Classroom Roles forEvaluating Teacher roles Student roles • Clarifies • Judges • Accepts • Disputes • Guides • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant
- 26. Creating The learner createsnew ideas and information using what has been previously learned. – Designing – Constructing – Planning – Producing – Inventing – Devising – Making Can you generate new products, ideas, or ways of viewing things?
- 27. Classroom Roles forCreating Teacher roles Student roles • Facilitates • Designs • Extends • Formulates • Reflects • Plans • Takes risks • Analyses • Modifies • Evaluates • Creates • Proposes • Active participant
- 28. WRITE A LEARNINGEXPERIENCE VIA EVERY BLOOM’S LADDER BASED ON YOUR LESSON PLAN
- 29. RENDRA PRIHANDONO, S.Sos Twitter : @GuruInspiratif E-mail : rendraprihandono@gmail.com Pin BB : 294D9885