The document discusses study packs in the context of the K-13 and CEFR frameworks. It provides an overview of study packs and their purpose of helping teachers organize learning. It also discusses Bloom's taxonomy and how to incorporate higher-order thinking skills into study pack activities. Some example study pack activities are analyzed to determine if they involve lower-order or higher-order thinking according to Bloom's taxonomy. The conclusion is that most activities in the example study packs encourage higher-order thinking in an engaging manner.
The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.
Why are Assessments in Indonesia are directed tothe Higher Order Thinking Skills (HOTS)?
First: Internal & External Challenge
Internal Challenge:
8 (eight) National Education Standards including management standards, cost standards, infrastructure standards, educator standards and education personnel, content standards, process standards, assessment standards, and graduate competency standards.
External Challenge:
Environment, Technology and Information, Creative Industries and International Education Development...etc
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.
Why are Assessments in Indonesia are directed tothe Higher Order Thinking Skills (HOTS)?
First: Internal & External Challenge
Internal Challenge:
8 (eight) National Education Standards including management standards, cost standards, infrastructure standards, educator standards and education personnel, content standards, process standards, assessment standards, and graduate competency standards.
External Challenge:
Environment, Technology and Information, Creative Industries and International Education Development...etc
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
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presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
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This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. Study Pack
Is simply all content available on a specific
title or topic which is delivered in one
meeting, except Lesson Plans and puzzle
packs
5. What is it for?
Help the teachers to
conduct some
classroom activities.
Make the teachers
easier to organize
the learning process.
Motivate the
students to learn
English language.
Cover three learners
styles.(VAK: Visual,
Audio, Kinaesthetic)
6. The contents of a Study Pack
Target
group
Framework
Reason Aims
Synopsis
Overviewing
Pre-
viewing
activity
While-
viewing
activity
Post-
viewing
activity
9. Bloom’s Taxonomy
by Benjamin Bloom 1956
Is a classification of the different objectives and skills that
educators set for their students (learning objectives) which
covers three domains of educational activities (cognitive,
affective, and psychomotor)
10. Revision of Bloom's Taxonomy by Anderson & Krathwohl (2001)
Higher Order
Thinking
Lower Order
Thinking
11. How to make a question based on bloom’s taxonomy?
Click me!
12. What is Higher Order
Thinking Skills?
HOTS have been defined in the literature as “occurring when
a person takes new information and information stored in
memory and interrelates and/or rearranges and extends this
information to achieve a purpose or find possible answers in
perplexing situations” (Lewis & Smith, 1993, p. 136).
13. Thinking that takes place in the higher level of the hierarchy of
cognitive processing which measure (C4) analyzing, (C5) evaluating
, and (C6) creating in Bloom’s taxonomy.
14. INCORPORATING HIGH ORDER THINKING SKILLS IN A
STUDY PACK (K13)
In activity 1 the teacher
asks students to find out
the meaning of the signs
given. The instruction
refers to C2, understand.
So, this activity is not
HOTS. In curriculum 201
3, this activity belongs to
observing activity.
15. In activity 2, the teacher asks students to repeat the words after her/him.
Since the activity belongs C1 that is remember, so this activity is not HOTS.
16. In this activity, the teacher asks students to arrange a story based on the pictures given and
then develop their own story in a group. This activity is not HOTS, because its belongs to C3,
applying.
17. In activity 4 and 5 belong
to C4 that is analyzing
stage. In activity 4 the
teacher asks students to
watch the film and
compare it to their own
story. besides they are ask
to analyze the plot,
settings, characterizations,
moral of stories and
costumes. In activity 5, the
teacher asks students to
give their opinion about the
film. So we can say that in
activity 4 dan 5 do not use
HOTS questions.
18. In activity 6, teacher asks students to read “Driving safety tips from Nationwide” after that,
the students should fill the checklist given based on Driving safety tips text. Therefore, this
activity belongs to C5 that is evaluating. It means it includes in HOTS.
19.
20. Continue ...
Activity 7, 8 and 9 belong to C6 that is creating stage. In activity 7, the teacher asks students to write
their own drama based on their previous draft. In activity 8, each group performs their play and all of
their friends shall give score based on their friends’ performance in the rubric given. In activity 9,
the teacher divides the class into three big groups and asks them to make new poster. So the last
three activities are HOTS.
21. The Conclusion of Study Pack of
Curriculum 2013
Based on the study pack of curriculum 2013, it can be inferred that:
The activities are classified from LOTS to HOTS (Bloom’s Taxonomy). In the
last activity, the author applies the last stage which is creating. From 10
activities, most of them belong to HOTS question. The author states clearly
the target group, referring curriculum, and goals which can be achieved.
But the author does not state the time allocation. The activities are not
monotonous because the activities are various and interesting. In its activities,
the instructions are written clearly so the reader can understand easily how to
use it. The weakness of this study pack is the author still has some mistakes i
n grammar. So it should be corrected.
22. In activity 1, the teacher shows the short
film and asks students to guess what film is
about. This activity belongs to C2, understand
so, we can say it is not HOTS.
INCORPORATING HIGH ORDER THINKING SKILLS IN A STUDY
PACK (CEFR)
23. The teacher gives some
questions related to the
film and the students
answer it. This activity
belongs to C3 tht is apply.
So, it can be concluded
that this activity is not
HOTS.
24. The teacher asks students to rearrange the scramble phrases into the correct order and
asks them to looking for the unfamiliar words in dictionary. This activity belongs to C2 that
is undertanding. So, it can be concluded that this activity is not HOTS.
25. The teacher asks students to
rearrange the scramble phrases into
the correct order and asks them to
looking for the unfamiliar words in
dictionary. This activity belongs to C2
that is undertanding. So, it can be
concluded that this activity is not
HOTS.
30. The Conclusion of Study Pack of
CEFR
Good point:
Most of the activity encourages HOTS in interesting way.
The material that used in this study pack (You can be a Hero)
is very inspiring and teaches moral value to the students.
Weaknesses:
Some of the instructions are the reader couldn’t too clear and
specific. So, the reader couldn’t easily to understand the
procedure of activity.
32. References
Using Bloom’s Taxonomy to Write Effective Learning Objectives Retrieved from https://tips.uark.
edu/using-blooms-taxonomy/
Anderson, L. W., Krathwohl, D. R.(2001). A taxonomy for learning, teaching, and assessing: A re
vision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY:
Longman.
Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into practice, 32(3), 131-13
7.