We are instructed to do an observation in primary school and find the theory which is used by the teacher and give our opinion about his/her teaching and learning process.
Last week I did an observation in SD Plumbon 01. I observed grade 4 during mathematic class. After I did the observation I conclude that the teacher used behaviorism theory. She gave the student question as stimulus and the student’s answer is the response. After the student gave the responses, she gave applause as reward. During the class she didn’t use any media.
I think she better use constructivism theory which is emphasize in what student’s need. She should use interesting approach, method, strategy, media, and technique. Game also good to make student more motivated to learn about mathematics. We know that motivation is very important for teaching and learning process. If student are motivated, they will enjoy and try hard to understand what they want to learn. In this case is mathematics.
FINAL PROJECT TEACHING ASSESSMENT
For the final project we (I, Desi, Siwi, and Widita) are instructed to do observation and try to test our test item. We do the observation in SD Banyubiru 03 grade 5. There are 27 students on that class. We are testing Indonesian test item. It consist of 40 multiple choice items. After we get the data we are instructed to analyze our test item using SPSS. We analyze the validity and reliability of our test item.
We do three times analyzing and the result is we only have five valid test item. It’s make we know that we should repair our test item so we can get valid test item. This activities is good for us so we can make a better test item.
CONSTRUCTIVISM
Constructivism emphasizes the importance of the world knowledge, beliefs, and skills an individual brings to bear on learning. Viewing the construction of new knowledge as a combination of prior learning matched against new information, and readiness to learn, this theory opens up new perspectives, leading individuals to informed choices about what to accept and how to fit it into their existing schemata, as well as what to reject. Its concern lying in shedding light on the learner as an important agent in the learning process, rather than in wresting the power from the teacher.
Piaget’s constructivism is premised on his view of the psychological development of children. Within his theory, the basis of learning is discovery: ‘To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition’ (Piaget, 1973).
(see http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm)
According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge. The principles that permeate Bruner’s theory are the following (see Bruner, 1973):
- Instruction must be commensurate with the experiences that make the student willing and able to learn (readiness).
- Instruction must be structured so that it can be easily understood by the student (spiral organization).
- Instruction should be designed to facilitate extrapolation (going beyond the information given).
In addition, within constructivist theory, context is accorded significance, as it renders situations and events meaningful and relevant, and provides learners with the opportunity to construct new knowledge from authentic experience. Byrnes (1996) and Arseneau and Rodenburg (1998) contrast objectivist and constructivist approaches to teaching and learning.
| NO | Objectivist View | Constructivist View |
|
1 |
Knowledge exists outside of individuals and can be transferred from teachers to students. | Knowledge has personal meaning. It is created by individual students. |
|
2 |
Students learn what they hear and what they read. If a teacher explains abstract concepts well, students will learn those concepts. | Learners construct their own knowledge by looking for meaning and order; they interpret what they hear, read, and see based on their previous learning and habits. Students who do not have appropriate backgrounds will be unable to accurately “hear” or “see” what is before them. |
|
3 |
Learning is successful when students can repeat what was taught. | Learning is successful when students can demonstrate conceptual understanding. |
PYGMALION
There are 4 factor in expectation cycle:
- CLIMATE: the socio-emotional mood or spirit created by the person holding the expectation, often communicated nonverbally (e.g., smiling and nodding more often, providing greater eye contact, leaning closer to the student).
- FEEDBACK: providing both affective information (e.g., more praise and less criticism of high-expectation students) and cognitive information (e.g., more detailed, as well as higher quality feedback as to the correctness of higher-expectation students’ responses).
- INPUT: teachers tend to teach more to students of whom they expect more.
- OUTPUT: teachers encourage greater responsiveness from those students of whom they expect more through their verbal and nonverbal behaviours (i.e., providing students with greater opportunities to seek clarification).
These factor are also important for the teacher to convey teacher’s expectation to the student. So it is very important for the teacher to know more about pygmalion theory.
MICROSOFT EXCEL
9-3-2012
Today we continue our lesson about how to process student’s score using microsoft excel. We don’t use microsoft excel template again so we have to use the formula. It is very confusing but that’s OK. It’s very important for us because it will help us in the future. Some of them are confused about this lesson but one who have understand about it help the other who doesn’t understand.
MULTIPLE INTELLIGENCES
This day I presented my presentation about Multiple Intelegences with Dewi, Reni, Putri, and Citra. Multiple intelegences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. They are:
- Linguistic-Word Smart. You may be word smart. You will enjoy reading, writing and talking about things.
- Logical-Number Smart .You may be number smart. You will be good at mathematics and other number activities; you are also good at solving problems.
- Musical-Music Smart. You may be music smart. You will enjoy music and can recognize sounds, and timbre, or the quality of a tone.
- Kinesthetic-Body Smart. You may be body smart. You will enjoy sports and are good at swimming, athletics, gymnastics and other sports.
- Spatial/Visual-Picture Smart. You may be picture smart. You will be good at art and also good at other activities where you look at pictures like map reading, finding your way out of mazes and graphs.
- Interpersonal-people Smart. You may be people smart. You will like to mix with other people and you will belong to lots of clubs. You like team games and are good at sharing.
- Intrapersonal-Myself Smart. You may be myself smart. You will know about yourself and your strengths and weaknesses. You will probably keep a diary.
- Naturalist-Nature Smart. You may be nature smart.You will like the world of plants and animals and enjoy learning about them.
The theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools.
Sources:
1. http://www.infed.org/thinkers/gardner.html
2. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/
VIDEO AND RECORD
Rewind, CBC Radio
We need school reform, especially in mass education. In mass education teachers only give us converencce, demonstration, and protest meeting. They give the student lesson but they give it ineffectively. What the students learn in the school is only how to be a good scholar not what will they do for the world.
The students often forced by the adults to learn what they don’t want to learn. Besides that those lessons are not important for their future. As a teacher we should give them knowledge that fit to their need and real use. In addition we should stimulate our stodent to increase their motivation to learn because learning will be more meaningful when one want or have a motivation to learn about something.
Unhappily there are many poverty which make many children can’t study in the school. They who do not study in the school usually work in somewhere. But there are some public library if they want to learn.
VIDEO
After I watch the video, I know that Learning is relatively durable change in knowledge that is due to experience. There are two important aspect in memory, they are attention and motivation. Motivation can be grouped into to type, they are motivation intrinsic and motivation extrinsic.
Memory is an important component of learning. There are three processes in memory, they are record (encoding), store (short-term vs. Long-term), and retrieve (remember)
There are three level of processing in encoding component. They are structural (physical structure of stimulus), phonemic (sound of word[s]), and semantic (meaning of verbal/visual/auditory). There are two type of encoding, automatic processing and effortful processing. Effortful processing is divided into two type, they are maintenance rehearsal and elaborative rehearsal.
There are some ways to learn smarter. First, we should do assigned reading. Second, don’t do passive reading. We need to reflect on the material. Third, we should be an active reading. To be an active reading you can utilize imagery, summarize the content, make question to know your understanding level, and the last one is try to predict what will teacher ask to you about your reading material..
The other way to learn smarter is remembering. There are some tips how to remember something. First way that you should do is think about what you are trying to learn. Then find the interest in material. Next, put the material into your own words. You can also represent it graphically and “overlearn” to make certain.
Beside remembering, sometimes taking note is helpful to learn. You can customize your notes to the class style. First, you ca use topic style. The outline is come from the general to spesific information. Second type is compare/contrast style. You can use venn diagram or T chart to compare and contrasting the material. Third is series of event style. Usually this style use timeline or bulleted list form. The last is cause and effect style. In addition there is RAPPR to study smarter. The continuation of RAPPR is Recall, Assess, Plan, Prepare, and Review.
From that video and record I know about some issues in education and how to learn in a good way. If we know all of these we can teach the students based on what they need. So our teaching and learning activities will run effectively.
DATA ANALYSIS USING SPSS AND MICROSOFT EXCEL
Today we learn about how to use SPSS and microsoft excel to process the data. We have to answer some question, then we collect our answer and process it in microsoft excel template. In that template we shouldn’t know the formula to process the datas. We only submit the datas on the proper place and it automatically give us the result.
Unhappily the SPSS program can not be installed in my PC so what should I do?
MAKE TEST ITEM
That day we are given the final assignment to make test item and then we should test it to primary school student. I am with Siwi, Desy, and Tata make Indonesian test item. We have to make permission letter to give to the principle of the school we choose to do our test.
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
At first we review what we have learned at the previous meeting about self-esteem and then we started to learn about Kohlberg’s stages of moral development. Kohlberg assume there are six stages of moral development. He grouped that stages into three level, they are:
1. Level I. Preconventional Morality
– Obedience and Punishment Orientation
– Individualism and Exchange
2. Level II. Conventional Morality
– Good Interpersonal Relationship
– Maintaining the Social order
3. Level III. Postconventional Morality
– Social Contract and Individual Rights
– Universal Principles
We have to know this theory because it will help us to determine the best way how to teach our student based on their development and what they need in their stage.
annardiyani 