#discoverylearning

[mt2leadership]

Day 23 – I am obeying the Law… There are two things you need to know when you are sailing. You need to know where you are and where you are going. If not, then the winds and the currents push you around and you end up crashing on the rocks. A definite destination is critical, but you must know where you are to guide to it. In John C. Maxwell’s book, ‘The 15 Invaluable Laws of Growth’, law number 2 is 'The Law of Awareness.' You must know yourself to grow yourself. I have learned this basic fact; Successful people know where they are going because they know who they are. They not only look outside themselves, they look inside themselves. Success is an inside job… Awareness is a law, and I am obeying the law… https://mt2leadership.com/blog/ Http://MT2leadership.com http://MarshallTownsend2.com . . . #MT2Leadership #CoachMarshall2 #Discovery #MarshallTownsendII2 #newhorizons #discoverylearning #sailinglife #sailingboat #explore #explorer #travel #travelblogger #mountain #mountainclimbing #sea #sealevel #seabase #floridaseabase #lovethesea #settingsail #ambition #passion #Venture #Venturecrew #advocare #faith #love #hope #riches #knowyourself (at Meridian, Idaho) https://www.instagram.com/p/BnRqOdGlmCk/?utm_source=ig_tumblr_share&igshid=y8j54fy94u6o

[strictlysilenthunter]

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[theadaptableeducator]

(via The Reggio Way - An Old New-Vision for Education (Monday's Movers))

https://renminds.org/2017/07/10/the-reggio-way-an-old-new-vision-for-education-mondays-movers/

[harihaririri]

Publikasi Hasil Aksi PPL1&2 PPG DALJAB Kategori 1

Kegiatan Praktik Pembelajaran Ke – 1

Hari / Tanggal

Senin, 29 Agustus 2022

Pukul

13.30 – 15.00 Wib

Kelas    

X AKL

Identifikasi Masalah

Pemahaman Perubahan Kata Kerja -masu kei, futsukei, dan ~koto pada pembelajaran Dekiru Koto

Alternatif Solusi

Menggunakan media pembelajaran audio-video dan Discovery Learning diharapkan siswa lebih terpancing rasa ingin tahu dan kemampuan ekplorasi materi pembelajaran.

Kegiatan Praktik Pembelajaran Ke – 2

Hari / Tanggal

Senin, 12 September 2022

Pukul

13.30 – 15.00 Wib

Kelas    

X AKL

Identifikasi Masalah

Siswa belum bisa membedakan instruksi-instruksi di dalam kelas menggunakan bahasa Jepang

Alternatif Solusi

Dengan menggunakan variasi metode pembelajaran Respon Fisik Total dan Project Based Learning (Membuat video) diharapkan pengetahuan dan kemampuan siswa berkomunikasi dan memahami instruksi Guru meningkat.

Analisis implementasi rencana aksi dengan menggunakan metode STAR (Situasi, Tantangan, Aksi dan Refeksi):

1.      Situasi

A1 : Situasi siswa kesulitan fokus pada pembelajaran dan lebih suka bertanya tentang topik bebas mengenai budaya Jepang. Pada wawancara permasalahan, siswa merespon dengan kesulitan memahami pola kalimat bahasa Jepang dan membedakan Klasifikasi kosakata (kata kerja, kata sifat, kata benda) Siswa diberikan materi Dekiru Koto untuk pertama-tama memahami klasifikasi 3 golongan Kata Kerja dan mampu mengungkapkan kemahiran dan ketidakmahiran diri.  

A2: Situasi siswa kesulitan membedakan instruksi guru di dalam kelas dalam bahasa Jepang. Pada buku pegangan siswa bagian materi Aisatsu terdapat sub-bab Kyoushitsu no Meirei yang dijadikan materi pembelajaran. Siswa diberikan materi pembelajaran audio dan TPR untuk memahami dan membedakan instruksi serta meningkatkan pemahaman dan kemampuan berkomunikasi dengan Guru menggunakan bahasa Jepang

2.      Tantangan:

A1 & A2 : Tantangan yang dihadapi antara lain persiapan pengambilan gambar video sebagai bukti pelaksanaan aksi. Beberapa kendala teknis sedikit banyak mengalihkan konsentrasi Guru dan siswa sehingga beberapa bagian dari rencana aksi yang sudah direncanakan ada yang terlewat.

3.      Aksi:

A1 & A2 : Runutan Aksi1 & Aksi2 tertuang pada RPP PPL 1 dan RPP PPL 2

4.      Refleksi:

A1 : Metode Discovery Learning berhasil meningkatkan fokus dan rasa ingin tahu siswa dalam memahami pola kalimat, klasifikasi kata kerja dan perubahan bentuk kata kerja. Penggunaan video dubbing anime menarik perhatian siswa namun masih kurang efektif untuk pembelajaran materi Dekiru koto. Penguatan dan Evaluasi pembelajaran ada baiknya tidak hanya mengandalkan LKPD namun juga menggunakan inovasi aplikasi digital dan games untuk lebih menarik minat siswa melakukan pembelajaran yang menyenangkan.

A2 : Metode TPR dan media audio berhasil meningkatkan minat, pemahaman dan kemampuan komunikasi siswa dengan guru menggunakan instruksi kelas dalam bahasa Jepang. Penguatan dan Evaluasi pembelajaran ada baiknya tidak hanya mengandalkan LKPD namun juga menggunakan inovasi aplikasi digital dan games untuk lebih menarik minat siswa melakukan pembelajaran yang menyenangkan. Pelaksanaan PJBL belum terlaksana dan belum menghasilkan artefak hasil pembelajaran.

[minionoid]

Seymour Papert #DiscoveryLearning #TeacherThoughts #Education

[edu-catering-blog]

“Diverse Student Voices in Creative Practice” Terry Finnigan - A Response

Abstract (taken directly from the text) This paper [Diverse Student Voices in Creative Practice, Terry Finnigan] reflects on the development of a student voice project that researched into the positive learning experiences of high achieving art and design students from a variety of backgrounds. We wanted to build up a bank of positive case studies of student learning experiences and explore the institutional and personal factors that contributed to their academic success. The students chose to respond in varying ways often using the visual medium through sketchbooks, DVDs, books, and board games. These have been shared with staff and students through exhibitions and workshops where, they can interact with the artefacts and discuss diversity and achievement. This project has captured the imagination and interest of the wider HE sector as it relates both to student voice and diversity. It has also been transformational in our own CETL (Centres for Excellence of Teaching and Learning) developments around co-creating solutions with students.

(Finnigan, 135)

The Tell Us About It project, developed in 2007-2008 brought together students and staff into a joint collaboration around learning and teaching in a range of CELTs nationality. Tell Us About It became a way to develop and explore diverse learners in a post secondary education level. This was an opportunity to shift the focus on to student learning experiences; reflecting on what did and didn’t work in higher levels of education. Students that were involved were required to answer three questions in a response of their choice. These questions were; 

What helped you learn? 

What were the challenges you faced and how did you overcome them? 

Can you share any tips or strategies for new students? 

One of the key elements that made this project so successful was the openness and freedom of expression that was involved in the process of answering these three questions. 

In this case study, students were able to open up about personal and circumstantial issues that they were never able to express before. The expressive and creative element of this study gave the students an opportunity for self expression. When students are given this opportunity, they want to run with it. Being able to choose how to render their personal experiences and thoughts gives them the freedom of choice. In Post-Secondary education, there is never room for creativity or self expression. Your lessons are planned to the hour and all is planned prior to your first class. The syllabus is set in stone and there is no room for change. Assignments that have been implemented for the entirety of the professors career remain intact and will remain on the syllabus until their retirement. Assignments and Lessons are recycled and re-used year after year, with no revision or change. Being stuck in this cycle can be detrimental to students; students can loose their confidence, ambition, and their individual persona - for they begin to merge and blend into the faceless mass of the student body in the lecture hall. 

Art Education, specifically, needs to be about the individual student rather than the mass of the student body. Individuality is often lost in larger schools and classrooms, for it is easy to ignore the lone student keeping to themselves and simpler to address the students as one giant entity. Individuality and self expression is essential in the Art class, and like in the Tell Us About It collective, students must be given the opportunity to take their practices into their own hands and develop their own ideas and values. Students must be able to take control of their own education, and as educators, we must be there to support and facilitate their form of discovery-learning. Student’s identities and sense of self are often lost and interconnected with wide social and power relations, across a range of differences and inequalities. In the Tell Us About It collaborative, students felt that they had been recognized and valued as individuals (Finnigan, 141). 

This is important. This is why we, as educators, are here. We are here to support and facilitate the education of these students - without compromising their individuality and their self identity. 

Conclusion (taken directly from the text)  ‘Given the challenges we face, education doesn’t need to be reformed - it needs to be transformed’ (Robinson 2009: 238). The transformation of education is what CETLs set out to do, to provide spaces for change within the academy and focus the work on pedagogy. This CLIP CETL project has given us the space, the time, and the money to explore and create something that is simple and complex and at the same time extremely powerful. Through the process of developing, managing and reflecting on this project its shape has changed. It started as a project directed by staff in the academy, from a position of curiosity, which would enhance staff knowledge. It has become much more than that. What has been produced can and has been in different places and with different constituents within the institution and beyond. It has been used within a diversity meeting to discuss students’ views and in an induction event at the university or in partner FE colleges with prospective students. It is also being used to consider different ways to evaluate students’ views across the wider HE sector bringing the concept of visual learning to a wider audience.  ‘We must shift the role of the critical intellectuals form being universalizing spokespersons to acting as cultural workers whose task it is to take away the barriers that prevent people from speaking for themselves’ (Apple 1991, in Bown 2007: 161). The project has been exciting and rewarding over the last two years and the team has learnt so much. Students’ visual responses are always interesting and imaginative and help to capture the essence of the experience... Real student voice projects are about ‘challenging the academy to allow active participation from a wide range of communities and individuals who will help to redefine the parameters of higher education itself’ (stuart 2000: 33). This Tell Us About It project is part of this wider movement and the student creativity that has been exhibited helps to engage and entice staff and students alike. Hearing diverse high achieving student voices through the medium of their choice and in ways that mirror the disciplines in art and design has been a significant learning outcome for the CLIP CETL and one which we intend to explore in the future. 

(Finnigan, 148-9) 

This is not just limited to higher education. Implementing these same forms of self expression, self directed and discovery learning in high school and grade school can and will be beneficial for students. Giving students the confidence to take their learning into their own hands will build them the confidence to exist after they leave the school system. 

[connectedlifelearning]

Is Pushing STEM Really a Wise Idea?

With the advent of Common Core in our state's public education system, our school district decided to add a STEM-focused class once a week taught by a qualified, dedicated STEM teacher. My son (first-grade) loves this class. I have enjoyed seeing him have time to explore with his hands, creating things that hold meaning for him. I have loved hearing him talk about coding and physics concepts, the planets, moon and stars. This is the hands-on science he needed.

That said, when I attended a parent meeting about the addition of this curriculum near the beginning of the school year, I was disturbed by the delivery in the video-pitch put out by the US government. You can view the video here:

It felt a little like propaganda, that STEM education will solve our deficit problem, that STEM jobs are the ultimate mark of success.

When my oldest went to kindergarten, I remember thinking, "Who decided 5 year olds were ready to spend more time at school than at home?" As I followed that train of thought, it took me down a path that saddened me. More and more, with increased learning requirements and pressure to perform, it is no longer enough to enjoy learning for learning's sake. We must have the top scores and grades, all so we can place higher within the system; so we can place well in middle school so we can qualify for AP in high school so we can complete more college classes so we can graduate in a decent amount of time with that undergrad degree (and more often these days, that graduate degree)...all leading to what society feels is the ultimate mark of success...a career that makes a lot of money. But it doesn't stop there. We are constantly supposed to be improving our status and climbing that career ladder, so we don't lose that position, and because life wouldn't seem successful unless that salary was increasing. It all seems to revolve around money.

Now, those who have life really figured out, learn that money isn't everything. Those who have visited third-world countries have observed very happy people amongst very little needs and wants being met. Yet as a whole, society does seem to have developed this strong current that sweeps us up in this race to earn more money. And in that current, it is easy to forget to enjoy the learning along the way.

When we try to sell the idea of STEM as a way to increase GDP and make our country better off, we may miss out on the learning for learning's sake. Haven't we all experienced that frustration that comes from being told to do things, instead of discovering them for ourselves? And if we get the idea in our head that we should be in a STEM field to better our country, what happens when things get tough and we can't land that job that we were told would be there? Will we become resentful and blame our country for telling us that this is what we needed to do to be happy but it didn't work?

There are some very poignant articles describing how placing too much emphasis on STEM will result in people feeling guilty if they don't go into STEM, and will result in a de-emphasis on how the arts influence every other branch of learning. Time will tell what this will cost us. I am all for STEM, but let it be balanced, and always connect it back to what we love to do and how it can help others. Life will be meaningless if we are forever just chasing after more money.