The document discusses the necessity of rethinking education and teacher training to accommodate the diverse ways students learn and develop intelligence. It emphasizes that education must evolve with technology, recognize the fluidity of intelligence, and provide personalized, meaningful learning experiences. Additionally, it highlights the importance of equity in the classroom to effectively support students from varied backgrounds and readiness levels.

1. Rethinking How We Do
School-and for Whom
Teacher Training- YAT
Wednesday ,September 26th
, 2018
Debora Elvina Sembiring,S.Pd

2. Why should we rethink?
1. Education changes and grows: pencil to
typewriter and to the personal computer,
even now grows to gadget
2. Intelligence is variable: verbal-linguistic,
logical-mathematical, visual-spatial,
bodily-kinesthetic, musical-rhythmic,
interpersonal, intrapersonal and
naturalistic.

3. Why should we rethink?
3. We think, learn and create in different
ways
4. Development of our potential is affected
by the match between what we learn and
how we learn with our particular
intelligence

4. Why should we rethink?
5. Intelligence is fluid not fixed
6. Neurons grow and develop when they
are
used actively
7. The brain hungers for meaning; brains
works best by making its own sense out
of information rather than information
imposed on it.

5. Why should we rethink?
7. The brain hungers for meaning; brains
works best by making its own sense out of
information rather than information imposed
on it. It responds far more effectively to
something that carries deep and personal
meaning, something that is life shaping, relevant,
important, or taps into emotion.

6. Why should we rethink?
8. Brain is unique, and educators must
provide many opportunities for varied
learners to make sense of ideas and
information
9. Curriculum must cultivate meaning making,
it is characterized by high interest and high
relevance, and taps it into learners
experiences

7. Why should we rethink?
10. Learning is a process of connecting the
unfamiliar to the familiar, teachers must or
create abundant opportunities for students to
link the new to the old. How to do this?
1st
: Teachers must identify essential concepts,
principles and skills of their subjects.

8. Why should we rethink?
2nd
: Teachers must become expert about
their students ‘ learning needs.
3rd
: Teachers must use this information
about learning needs provide to
differentiate opportunities for students to
construct understanding by connecting
what they know with the essentials they are
trying to learn.

9. Why should we rethink?
11. Humans learn best with moderate
challenge: when a task is far too difficult for a
learner, the learner feels threatened and
downshifts into protection mode, he or she will
not persist with thinking and also problem
solving.

10. Why should we rethink?
Remember!
Student who succeed too easily also lose
their motivation to learn.
Moderate challenge today won’t offer the
same challenge tomorrow. Challenge must
grow as students grow in their learning.

11. Who or for whom?
Students who come to school:
• Poor family/ rich family/one parent/two
parents/no parents
• know more but less understand of what they
know
• accustomed to quick and ready entertainment
but less active

12. Who or for whom?
Students who come to school:
• support and encouragement are in short
supply
• students with skills and knowledge
months/years ahead versus students with
lack of experience.
•All these students need equity!

13. Who or for whom?
Equity can only be achieved if the teachers
are ready to help build the sorts of
experiences and expectations that the
world outside the classroom may have been
unable to build for the child!

14. Who or for whom?
In heterogeneous classes, equity can be
reached if:
a.Teachers are ready and able to meet the
students at the point of readiness
b. Advanced students are not given more
Tasks/wait/peer coaching

15. Video