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- 1. Teacher Training Workshop Middle and High School Educators Supplementary Workbook Wahyu Ihdia Dipl.Ed, S.Si (wahyu.ihdia@gmail.com) 2015
- 2. Page | 1 Table of Contents Resources Page Workshop objectives, Fundamental Concept, Big Idea, and Unit Question 3 Notable Quotation 4 Group Activity 1 and Essential Agreement 5 KWL Graphic Organizer (Column K and W) 6 Collecting Data and Information 7 Watching Videos of 21st Century Learning 8 Spider Web 9 Definition of 21st Century Learning 10 Definition of Inquiry-Based Learning 11,12 Research of Inquiry-Based Learning 12 Phases of Inquiry-Based Learning 13,14,15 Group Activity 2 and Inquiry-Based Project Circle 16 Watching Video of PBL, project assessment tasks, and assessment tools and strategies 17 Sample of Oral Presentation Checklist 18 Sample of Teacher Training Observation Rubric 19
- 3. Page | 2 Sample of Subject (Science) Continuum 20 Reflection-KWL Chart (Column L) 21 Action-watching Videos 22 Teacher Action-Concept Wheel 23 Closing-Watching Video 24
- 4. Page | 3 Teacher Training Workshop Workshop objectives: This workshop is for administrators, coordinators and teachers who: have been working with the particular national school programme for at least one school year have previously attending a Diknas workshop (regional or in-school) facilitated by Ministry Education of Indonesia (Kemendiknas) workshop leaders organized by or through the regional office. The purpose of this workshop is to develop the following understandings: Develop new paradigm of thinking about 21st Century Learning. Acquire 21st Century Learning knowledge, understanding, and skills. Recognize and apply phases of inquiry based-learning as representative of 21st Century Learning. Fundamental Concept: The 21st Century Education provides students with concepts and skills to achieve extend and deepen understanding of contextual learning. Big Idea: Inquiry-based learning is ―best fit‖ teaching method in 21st Century Learning perspective. Unit Question: ―How would inquiry-based learning develop students’ learning experience?‖
- 5. Page | 4 Notable Quotations for Inquiring Minds “Students cannot possibly learn everything of value by the time they leave school, but we can instill in them the desire to keep questioning throughout their lives.” Grant Wiggins and Jay McTighe, Understanding by Design, 2004 “The spirit of philosophy is one of free inquiry. It suspects all authority. Its function is to trace the uncritical assumptions of human thought to their hiding places, and in this pursuit it may finally end in denial or a frank admission of the incapacity of pure reason to reach the ultimate reality.” Muhammad Iqbal (Poet, 1877 – 1938) “Educationists should build the capacities of the spirit of inquiry, creativity, entrepreneurial and moral leadership among students and become their role model.” Dr. Abdul Kalam, President of India, b. 1931 “Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world.” Galileo Educational Network, 2004 “In the inquiry process, metacognition means becoming aware of one‟s own thinking processes (thinking about thinking) and acknowledging and understanding the feelings associated with each of the phases.” Focus on Inquiry, Alberta Education, 2004 “Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings.” (Exploratorium Institute for Inquiry)
- 6. Page | 5 Group Activity 1 Draw Number Determine the number and size of the groups you want to create, put numbers on individual slips of paper, and place them in a box. Participants then draw a number from the box indicating which group number they belong to. For example, if you want four groups of four, you would have sixteen slips of paper with four each of the numbers 1 through 4. “How would you organize our training sessions to show you have good class management?” Essential Agreement:
- 7. Page | 6 KWL Chart
- 8. Page | 7 “What ways would you use to collect data and information?” Add more:
- 9. Page | 8 “How would you provide a definition for 21st Century Learning?” Watching Video: https://www.youtube.com/watch?v=Ax5cNlutAys https://www.youtube.com/watch?v=EjJg9NfTXos
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- 11. Page | 10 The skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. (http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf) The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Partnership for 21st Century Skills lists three types: Learning Skill Critical Thinking Creative Thinking Collaborating Communicating Life Skill Flexibility Initiative Social Skills Productivity Leadership Literacy Skills Information Literacy Media Literacy Technology Literacy (http://www.thoughtfullearning.com/resources/what-are-21st-century-skills) The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy. (http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html)
- 12. Page | 11 “How would you adapt 21st Century Education concepts and skills to create differences in the classroom?” “What method would you use to engage your students in learning process?” Inquiry Based-Learning “What is your opinion of applying inquiry-based learning is able to increase students‟ thinking level?” Watching Video: https://www.youtube.com/watch?v=lwCmCJ8OhWY Inquiry-based learning is an approach to teaching and learning that places students‟ questions, ideas, and observations at the center of the learning experience. Educators play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of enacted understanding and further questioning (Scardamalia, 2002) E. Lee May, Salisbury State University, defines IBL: Inquiry-based learning (IBL) is a method of instruction that places the student, the subject, and their interaction at the center of the learning experience. At the same time, it transforms the role of the teacher from that of dispensing knowledge to one of facilitating learning. It repositions him or her, physically, from the front and center of the classroom to someplace in the middle or back of it, as it subtly yet significantly increases his or her involvement in the thought-processes of the students. (http://www.inquirybasedlearning.org/?page=What_is_IBL)
- 13. Page | 12 Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action. (http://education.alberta.ca/media/313361/focusoninquiry.pdf) “Why do you think to improve your teaching approach using inquiry based-learning is important?” “……the key characteristics of inquiry-based learning that offer promise in supporting students to become thoughtful, motivated, collaborative and innovative learners capable of engaging in their own inquiries and thriving in a world of constant change.” (http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.p df) Research suggests that using inquiry-based learning with students can help them become more creative, more positive and more independent. This is true for all students, including those with special needs who require more individual attention during the process. (Babin, C and Rhoads, L. 2011) The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and „research-based disposition‟ towards teaching and learning. (http://www.teachinquiry.com/index/Introduction.html) Watching Video: https://www.youtube.com/watch?v=82vEP4HzQwg
- 14. Page | 13 “How would you formulate phases of inquiry-based learning that we should recognize and understand?”
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- 17. Page | 16 Group Activity 2 “How do we discover what the students know and have learned?” Assessment: Inquiry-Based Project
- 18. Page | 17 “What is the function of Project-Based Learning (PBL) as an integrated approach of Inquiry-Based Learning (IBL)?” Watching Video: https://www.youtube.com/watch?v=qNNff-hVg2s Projects (Assessment Tasks): • Compositions—musical, physical, artistic • Creations of solutions or products in response to problems • Essays • Examinations • Questionnaires • Investigations • Research • Performances • Presentations—verbal (oral or written), graphic—through various media “How do we collect and analyze the data?”
- 19. Page | 18 Oral Presentation Checklist Criteria Score 1 2 3 4 5 Delivery Content Organization Enthusiasm/ Audience Awareness Comment: Final Grade : ________
- 20. Page | 19 Teacher Training Observation Rubric Category Excellent (4) 20-15 pts. Good (3) 15-10 pts. Satisfactory (2) 10-5 pts. Developing (1) 5-0 pts. Point Information gathering Extracted relevant information. Extracted mostly relevant information. Extracted a lot of information which wasn‟t relevant. Extracted irrelevant information. Quality of information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Total Points: Comment:
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- 22. Page | 21 What can we do to review earlier thinking?” Reflection “How do we reflect students‟ learning understanding in the classroom?”
- 23. Page | 22 “How can you share your new knowledge/skill?” ACTION Watching Videos: www.youtube.com/watch?v=41C5UYsRGSk https://www.youtube.com/watch?v=s8lrl6JBBNk
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- 25. Page | 24 Closing: Watching Video: https://www.youtube.com/watch?v=ia5FxoeFJWI