TEACHING
METHODS
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Observation Phase at Sekolah Harapan Prestasi
During my observation of the class discussion conducted by my cooperating teacher, she delivered a lesson on the topic of compound adjectives to eighth-grade students. The initiation of the class was characterized by a gracious salutation to the students, accompanied by genuine inquiries about their well-being. Employing a digital smart TV screen, the teacher orchestrated a multimedia presentation, augmented by illustrative examples on the whiteboard. Subsequent to the presentation, the students were assigned a workbook task, designed as an evaluative measure to assess their grasp of the subject matter.
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Moreover, I noted that during the students' engagement with their workbooks, the cooperating teacher actively circulated the classroom, offering assistance to individuals requiring guidance. Additionally, she issued reminders to students conversing in Bahasa Indonesia, emphasizing the imperative of employing English, as the subject matter pertained to the development and practice of English-speaking skills.
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In the commencement of the class, it is evident that the instructional strategies employed by my cooperating teacher are notably efficacious. While leading the class, she adeptly commands the attention of students who, in turn, engage actively in the learning process. Notably, the teacher fosters a congenial atmosphere by addressing the students as "friends," thereby cultivating an environment that is both welcoming and conducive to learning.
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LEARNING MATERIALS
AND INNOVATION
In the era of rapid technological evolution, the educational landscape finds itself navigating a dynamic and ever-changing terrain. This transformative journey is intricately intertwined with the escalating demands placed upon 21st-century learners. As technology continues to advance at an unprecedented pace, the expectations and requirements of students in this digital age are evolving in tandem.
The teachers at Sekolah Harapan Prestasi employ an array of instructional materials and technological devices, including laptops, computers, digital smart touch screen TVs, high-quality projectors, and screens. Despite the integration of these modern tools, teachers continue to incorporate a diverse selection of books, encompassing learners' books and workbooks, as essential learning resources.
In this era of educational evolution, educators are faced with the challenge of preparing students not just for today but for a future that is inherently unpredictable. As technology continues to advance, the symbiotic relationship between the evolving needs of 21st-century learners and the integration of innovative technologies in education will undoubtedly shape the trajectory of learning experiences for generations to come.
SOURCES OF LEARNING
AND TECHNOLOGY
The educational resources and technological tools employed by the teachers at Sekolah Harapan Prestasi encompass the learners' books and the competencies outlined in the adopted curricula. Within Sekolah Harapan Prestasi, the instructional frameworks are built upon three distinct curricula: the National Curriculum, the International Curriculum (specifically the Cambridge Curriculum), and Local Contents. These curricular frameworks serve as foundational sources of learning for students, and teachers adeptly integrate them to create a comprehensive and enriched learning experience.
In addition to traditional learning materials, teachers leverage modern technology to enhance the educational process. Google and the immediate environment serve as dynamic tools for learning, providing students with real-world applications and access to a wealth of information. Each classroom is equipped with projector screens and digital touch screen TVs, which teachers adeptly utilize as instrumental tools for instruction. These technological resources facilitate dynamic and interactive teaching methodologies, fostering an engaging learning environment for students at Sekolah Harapan Prestasi.
AUTHENTIC
ASSESSMENT
My cooperating teacher employs a diverse range of authentic assessment methods in her classroom, all designed to gauge the students' learning and comprehension. One such method involves assigning workbooks during class sessions, serving as an evaluation tool to measure the students' understanding of the discussed topics. This immediate assessment provides valuable insights into the effectiveness of the instructional discussions.
She tasked the learners to do the workbook during her class as an evaluation to see if the students learn during the discussion. A recitation is also employed during her class and can be seen as efficient since the students are actively engaged. Moreover, as review week is plotted in their academic calendar, they also employ a recap during their class to review all the topics that they have discussed to make sure that the students can still remember the topic and answer the examination well. Following that, the teacher also uses computer-based assessment during the students examination as they use the Sokrates to take their examination.
In essence, the combination of these authentic assessment methods, ranging from immediate workbook evaluations to dynamic recitations, comprehensive topic reviews, and computer-based assessments, reflects a holistic approach to understanding and evaluating students' learning outcomes in the classroom.