Writing and matchematic
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This document contains a list of 5 student names and provides information about different ways to integrate writing into mathematics lessons. It discusses learning logs, think-write-share activities, note-taking, creating class books, and alphabet books. Each of these techniques engages students in writing to help construct their understanding of mathematical concepts.
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Adanya kecenderungan sekolah-sekolah membentuk kelas-kelas unggulan atas dasar prestasi akademik dewasa ini patut dikaji ulang. Apakah kecenderungan itu didasari atas pertimbangan yang sejalan dengan tujuan pendidikan kita ataukah karena pertimbangan lain sesuai dengan permintaan pasar yang bersifat sesaat?
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Persoalan lain yang menunjukan aspek kompetitif dan individualistik dalam pendidikan kita adalah model pembelajaran langsung (model pembelajaran konvensional). Pada pembelajaran konvensional, guru menjadi pusat pembelajaran, berperan mentransfer dan meneruskan (transmit) informasi sehingga siswa tidak perlu mengkonstruksi ide-idenya. Tingkat partisipasi siswa sangat terbatas karena arus interaksi didominasi oleh guru. Bentuk penugasan dalam pembelajaran ini bersifat individual. Sebagai konsekuensinya, evaluasi yang diterapkan dikelaspun juga individual.
Dalam hal ini, guru perlu menyusun dan melaksanakan kegiatan belajar mengajar dimana siswa dapat aktif membangun pengetahuannya sendiri. Hal ini sesuai dengan pandangan kontruktivisme yaitu keberhasilan belajar tidak hanya bergantung pada lingkungan atau kondisi belajar, tetapi juga pada pengetahuan awal siswa. Keberhasilan dalam proses pembelajaran dipengaruhi oleh dua faktor yaitu faktor internal dan faktor eksternal. Faktor internal yaitu faktor yang berkaitan dengan diri siswa, diantaranya adalah kemampuan, minat, motivasi, keaktifan belajar dan lain-lain. Sedangkan faktor eksternal adalah faktor dari luar diri siswa, diantaranya adalah model pembelajaran.
Model pembelajaran memiliki andil yang cukup besar dalam kegiatan belajar mengajar. Kemampuan menangkap pelajaran oleh siswa dapat dipengaruhi dari pemilihan model pembelajaran yang tepat, sehingga tujuan pembelajaran yang ditetapkan akan tercapai. Terdapat berbagai macam model pembelajaran yang dapat dijadikan alternatif bagi guru untuk menjadikan kegiatan pembelajaran di kelas berlangsung efektif dan optimal. Salah satunya yaitu dengan menggunakan model pembelajaran kooperatif.
Wagitan (2006) menyimpulkan bahwa pembelajaran kooperatif dapat menjadi salah satu alternatif karena banyak pendapat yang menyatakan bahwa pembelajaran aktif termasuk kooperatif mampu meningkatkan efektivitas pembelajaran. Pembelajaran kooperatif mengutamakan kerjasama antar siswa untuk mencapai tujuan pembelajaran. Menggunakan pembelajaran kooperatif dapat mengubah peran guru, dari yang berpusat pada gurunya ke pengelolaan siswa dalam ke
JED 426 Session 5 Explore Themes Suitable for Integration
This document discusses principles and methodologies for integrated learning. It begins by defining principles as fundamental truths that form the basis of a system or belief, and methodologies as systematic methods of study or activity. It then outlines several principles of integrated learning including cognitive, administrative, epistemological, ideological, psychological, practical, and theological principles. It also discusses the Understanding by Design methodology, its three stages of backward design (identifying desired results, determining evidence of understanding, and planning learning experiences), and how it supports integration. Finally, it provides examples of themes suitable for integration and frameworks for structuring integration within a school.
Learning logs
The document discusses learning logs, which allow students to monitor and reflect on their own learning through writing. Learning logs are usually kept in notebooks and can include templates or questions for students to answer. They encourage students to discuss what they have learned, help teachers assess understanding, and build note-taking and self-reflection skills. The document provides examples of how learning logs can be used in different subjects and grades, and outlines steps for implementing content learning logs in the classroom.
Collaborative Activities,HOTS Activities,Creative Learning.pdf
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
Innovative teaching models
The document discusses 5 innovative teaching models: 1) Contextual teaching and learning emphasizes real-world experiences and prior knowledge. 2) Quantum learning aims to accelerate learning through engagement. 3) Integrated learning combines multiple subjects through common themes. 4) PAIKEM focuses on active, fun, competency-based learning. 5) Collaborative learning involves students learning together through interaction and group work. The models provide benefits like higher-order thinking and retention, but also challenges like ensuring on-topic discussion and meeting all ability levels.
Mcq's on Mathematics Education
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Karin sustentacion[1]
1. Five English teachers participated in an intensive workshop on developing reading materials inspired by Multiple Intelligences theory and Montessori methods.
2. The teachers created various materials like charts, flashcards, and books to engage students.
3. Students enjoyed the new activities and were more motivated and attentive. However, making materials required significant teacher time.
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4. After the workshop, teachers continued developing custom materials and sharing ideas with colleagues. They realized the importance of hands-on materials for reading instruction.
50 model pembelajaran
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and accountability.
50 model pembelajaran (50 Learning Models)
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
8 principles of effective teaching and assessment
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
Some Ideas about effective teaching and assessment
The document discusses principles of effective teaching and assessment, outlining models of instruction and assessment, the importance of lesson planning and reflection, and characteristics of effective teachers such as having a sound understanding of their content, learners, and using a variety of teaching strategies like direct instruction, individual study, and indirect instruction.
Assessment for learning
The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
- Intentional dialogue in the classroom is important to elicit students' ideas and understanding. Teachers should ask challenging questions and give students time to think and discuss responses.
- Hinge-point questions are used diagnostically at key points to check understanding and determine the next steps in teaching.
برونوين كويه التقييم البناء في الفصول الدراسية الابتدائية العلوم
This document discusses formative assessment in primary science classrooms. It begins by defining formative assessment as a process used by teachers and students to notice, recognize, and respond to learning with the goal of enhancing that learning. The document then provides examples of formative assessment practices from New Zealand primary science classrooms, including using multiple sources of evidence of learning, planning formative assessments, creating a safe classroom, and engaging families. It concludes by sharing teacher insights on ensuring assessment supports valued learning outcomes and the importance of planning and collaboration for changing practices.
Teacher Autonomy and Accountability
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
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Writing and matchematic
- 1. Kelompok 4 1. Abdul Roni (06022681519002) 2. Marhamah Fajriyah N (06022681519005) 3. Rizky Putri Jannati (06022681519012) 4. Meta Silvia Gunawan (06022681519017) 5. Noveawan (06022681519014)
- 2. Integrating Writing and Mathematics Writing is a way to think our way into mathematics and make it our own.
- 3. Writing With Revision Levels of integration Writing Without Revision
- 5. Class Book Shared Writing Alphabet Books
- 6. Learning logs honor the integrity of writing when students write their own connections and examples. At the same time, they foster mathematical understanding by engaging the minds of students in transforming information from facts to be memorized to the construction of meaning. Learning Logs Back Next
- 7. Teachers often ask questions and count on having at least one or two students raise their hands. The teacher tried to involve everyone in the class by allowing think time and expecting students to write before sharing. Think-Write-Share Back Next
- 8. Note-taking/note-making honors both writing and mathematics. It encourages students to make connections between new concepts and previously learned material and their personal experiences. Note-taking/Note-Making
- 9. The student describes a problem given in the form of writing then the teacher revising their answer. Shared Writing Back Next
- 10. Class books provide a sense of audience as well as an opportunity for students to revise and edit their writing. Simultaneously, the format invites students to “create and use representations to organize, record, and communicate mathematical ideas” Class Book Back Next
- 11. alphabet books is mathematics vocabulary, alphabet books not only introduce students to a delightful genre, but also allow students to experience every phase of the writing process. Alphabet Books
- 12. Thank You