Sumarry of chapters 1 and 2 By:Shendy Elisabet S.

          

Name                 : Shendy Elisabet Simbolon

Class                  : 3.2

Nim                    : 1988203032

Courses              : Model dan Pendekatan Pembelajaran

Lecturer             : Dr.Herlinawati,M.Ed

Study Program  : English Language Education Department

Faculty                : Faculty of Teacher Training Education   

CHAPTER 1

A.    What Learning and Teaching Should Be

This book is not merely another book containing a collection of teaching techniques and dos and don’ts. The first thing this book will try is to have you—potential teachers—read its contents with an open mind.

With laptop and projector becoming the most common technology schools provide for classrooms and the curriculum shifting to student-centered from teacher-centered, one of the most common teaching practice we see in classes is PowerPoint presentations of the lesson material. Without enforced discipline, many students could simply sit at the back of the class and spend entire hours whispering to their classmates or sleeping through class. “Social media and mobile phones are distractions in the classroom” is not an unfamiliar statement, and students could go through class chatting and playing games rather than listening or taking notes.

Decades ago, teachers are most respected. During our grandparents’ time, the only resource they have to seek out knowledge and train their skills is teachers. Teachers were essential for children to be smart. Teachers were highly necessary for kids to develop an intellectual way of thinking, a philosophical way of self-reflecting.

The natural result of this kind of priority are teachers teaching students to memorize what they need to pass tests, students studying for the shallow goal of high scores, and even parents encouraging students to get top ranks because good grades are pre-requisite for well-paying colleges and careers. Crudely put, many learned for money and the promise of luxurious life. The goal of learning for many is no longer as holistic as it used to be. Instead, education is a transfer of knowledge, without the transfer of akhlak (good character), so there are many people who are smart yet not of good character.

Teaching should not be just for the sake of producing students who can reach ideal scores. Learning should not be just for the sake of securing a good future. We cannot forget that we are temporary in this world, and we have much value to pass down to the future generation than simply knowledge and skills.

Applying what you read in this book is the first step, but for you, potential teachers, to really evaluate your progress, it is now recommended for teachers to record your class.So, you go the extra miles; take a video of you teaching your class, and watch it to catch any errors you have made, all successes you have done, anything unexpected that happened, so you can improve your teaching performance and help other teachers as well, transferring akhlak.

B.     Breaking Down the Profession of Teaching

The division of labor due to social, economic and technological factors create what is known as professions or jobs. Teaching as a profession can be described as a professional occupation in the education sector based on a specialization on a certain field. In the mini society that is the classroom, how teachers teach can make a significant difference, for teachers are the gateway to knowledge… or they at least used to be.

Because teachers are still needed to give focus, to monitor, to assess.

Teachers do much more than just teach.

. Teaching is a difficult and misunderstood profession and requires a dedicated, patient, and willing person to keep up with all of the job's demands, which are:

●       You gotta understand what you teach

●       In the same vein, you have to keep up with and study new instructional pedagogy.

●       Furthermore, you must keep up with the newest technological trends. You, and especially your students, must become tech savvy to stay up with the digital generation. You as a teacher must assess what technology would be advantageous to use in the classroom.

●       But you can’t make the learning goals however you want because s a teacher of an institution you must link your lesson plans onto the learning objectives of the required standards of your institution, which you can find in the curriculum.

●       You as a teacher must arrive at school early, stay late, and spend part of your weekend to make sure you’re prepared.

●       Organize your classroom in a student friendly way, meaning that the seating arrangements maximizes learning and gives breathing room, without creating

●       Develop ways to differentiate instruction to challenge all students without frustrating them while still ensuring that everyone meet the learning objective.

●       You must decide whether or not a seating chart is appropriate. They must also decide when a change to that seating chart is necessary.

●       You must monitor students while they are working independently.

●       Decide on a behavior management plan, which means “gaining mastery” over classroom management, procedures, and expectation.

●       Try to formulate questions that require both higher and lower level responses so every student have the opportunity to participate in the discussion;

●       You must break down data from assessments to self-assess whether or not the new content is successfully taught or if it needs changes.

●       You gotta grade and record every student’s papers in a timely manner

●       You’re obliged to attend in the required professional development because you’ve to learn the content and figure out how to apply it to your classroom.

●        you must prepare a backup plan so you can adapt and change on the fly. These include emergency lesson and substitute plans for days you might have to miss

●       establish healthy working relationships with your co-workers. Help them out, answer questions, and work together in a team environment. You should spend time observing them, for that matter, so you can have in-depth conversations with other educators to exchange ideas and ask for guidance or guide. Be willing to listen to constructive criticism and advice!

●       Also, keep your kids’ parents informed of their progress on a regular basis (by calls, emails, or face-to-face conversations).

●       Plan with other grade level and/or content level teachers to determine common themes, objectives, and activities

●       Another duty a teacher has is to serve as a sponsor for a class or club activity. As a sponsor, you have to organize and oversee all of the activities.

●       Oversee classroom fundraising opportunities, including tallying and submitting orders, turning in and counting money, and sorting and distributing orders.

●       you’d also have to organize and schedule class field trips. These field trips are important to cement student learning because you can use them to give the kids first-hand experience.

●       Extra-curricular activities include your presence because it demonstrates institution pride and support for the students who participate in these activities. Some teachers think these “extra-classes” are a bother, but try to think of it as a time to teach your students in a less formal way than an official class in which you can connect much better with your kids.

●       Sit on committees to review and oversee critical aspects of the school such as budget, hiring new teachers, school safety, student health, and curriculum.

●       You must have empathy for every student. Be willing to put yourselves in your students’ shoes and realize that life is a struggle for many of them.

●       You should monitor the health and safety of all their students. Look for signs of abuse or neglect, and report it anytime you suspect or believe a student is in any potential danger.

●       If you found one student or some in risk, complete referrals for individual needs and services

●       You must counsel students when they bring a personal issue to them. Be a willing listener capable of giving students great life advice that can help lead them to the right decisions.

●       You must help students identify their individual strengths and weaknesses. Then help them set goals and lead them on the path towards reaching those goals.

●       This is often unmentioned at first because it’s something most teachers realize in the middle of the way, but you should make enough paper copies for your students.

●       You should change the decoration on your bulletin boards, doors, and classroom at various points in the year. Variety is always nice while monotony is inviting boredom

●       you must be a role model who is always aware of their environment and does not allow themselves to be in a compromising situation

●       You must pause from lessons.Use these moments to teach valuable life lessons that can carry on throughout their life.

●       Go the extra mile for your students offering tutoring or extended help for students who may be struggling.

C.    The Challenges of Teaching

This job is difficult and draining—anyone who had ever been a teacher would tell you this.

     -The job salary will never make you rich.

⬥        Teaching isn’t glamorous, are undervalued and underappreciated by many people in our society.

⬥        There’s a general lack of respect.

⬥        Since students themselves also have general lack of respect for their own teachers, classroom management is even worse.

⬥        You can't play favoritism (and if you have a favorite student or some don't call them out on it). You might care for all of them but you have to keep a professional difference.

⬥        Most schools are underfunded (the funding depends on standardized tests results, sadly). Meaning, if the school’s student body had low achievements, the school’s income lessens, so your class might be overcrowded or only have outdated tech and books.

⬥        Overcrowded classroom is a hassle because every person has different personalities, interests, abilities, and needs.

⬥        Overcrowded class, new batch of students—you’d have a hard time remembering all the names of your students, let alone adapting to everyone's learning style.

⬥         When parents aren’t supportive of you, teaching a specific student could be more difficult. Many parents aren’t supportive, only show up to complain, and don’t actually know what’s going on with their child.

⬥        This job gives you tons of paperwork, mostly grading which is time-consuming, monotonous, and boring.

⬥        Being a teacher takes up more time than what is shown in the class schedule. You’d have to arrive earlier and would probably stay late to grade papers, prepare for next lessons, other paperwork.

⬥        Time is limited. Not just in teacher’s life in general as stated on the previous point, but also in class. You only have them for a short period of time to prepare them for the next level. 

⬥        If you have children of your own or someone younger under your care, your work will consume much of your family and quality time

⬥        Education is trendy; best practices in education almost often changes because of new trends every year.

⬥        At the same time, while teaching practices are encouraged to be updated on a constant basis, society at large and local emphasizes standardized testing results. Nowadays, teachers are judged on their class’ test scores (not their actual teaching performance, sadly).

⬥        Education could be too political. Politics affect the local and state levels including education, and unfortunately many politicians continue to push mandates on schools and teachers without truly seeking input from educators themselves or consider the potential impact of a mandate 5 years from now.

⬥        Some other teachers might not make it easy on you. New teachers might be intimidated with “veteran” teachers, and some “veteran” teachers might even be cold to collaborate or provide support such as lesson plans and ideas.

⬥        The way kids communicate is different.

⬥        Lastly, some students could be very inappropriate, sharing and asking topics such as relationships, sex, pregnancies, drugs, family gossips, and even give away movie spoilers.

D.    The Rewards of Teaching

This profession is hard, but also bore the best fruits. This book has also asked many teachers to share what they found rewarding in their profession.

⬥        You're a contributing member of society.

⬥        You'd look around at your fellow teachers and realize you're surrounded by some of the most caring and dedicated people in the world (even if some of your colleagues not easy to work with).

⬥        You and other teachers share the same experiences of this emotionally draining job. When there are too many responsibilities, teachers can share the duties based on each other’s weaknesses and strengths.

⬥        At some point, someone might make you cry. You'll find support from unexpected people; the admin you thought who disliked you but helped you, the parent who seemed angry but sees your dedication to their child, or the student that might be unruly but was the first to lend help.

⬥        Your kids will come up with some of the funniest statements and the laughter you all shared in the class will be one of the most memorable experience. During breaks, you might have and even give endless “you'll never guess what this kid said.”

⬥        Many students might claim their lessons were boring, but for you teaching would never be a bore. Time, students, topics, even the state of the society are just some of the many variables that make every class different.

⬥        Your students learn stuff, obviously. But there's a difference between giving a student an A or 100 and knowing that this kid had worked hard to bring up their Ds to As.

⬥        You learn stuff. Sure, you learn so you can teach, but you also learn surprising responses from your kids to things that adult-you may take for granted. Whether it's a different interpretation of a classic story, an unconventional approach to solving a problem, or a whole new outlook on life, you can learn as much from your kids as they will from you.

⬥        You can be legit nerds. Awesome teachers teach enthusiastically with a passion that’s like a motivational virus.

⬥        This career gives you the chance to collaborate with all kinds of people (e.g., students, parents, college students, community members, organization members, orphans, professors, professionals, etc.) It's up to you to connect and create more opportunities.

⬥        Teaching rarely makes you rich, but you can pay your bills. The salary generally isn't so bad, plus you get health insurance and a pension pretty much guaranteed. That's more than a lot of professions can say.

⬥        You can build a vocation, not just a way to pay the bills, because you’d be pushed to build your skills and innovate new ways to teach.

⬥        The job market is both flexible and permanent. Teachers are a necessary part of our society so this job will always exist.

⬥        The best reward most teachers agree on is when they found those students who really love to learn. The ones who have passion for a subject and a work ethic to accompany it. Help them and give them the best opportunities to grow.

⬥        Years later, you might get a blast from the past when your ex-student sent a thank you card or a picture of them making it big in their lives.

E.     What Makes a Good Teacher?

Students’ teacher’s philosophy will influence you. When you are learning, your mind is open, and whoever your teacher may be, their ideas, body language, way of speaking, etc. may affect you, the student. Ideally, learners should be able to choose their own teacher. But in conventional education, students have limited choice. Learning and teaching should not make life as a job training. Both students and teachers have many values to pass down beyond simple knowledge, and so should be open-minded to accept them wholeheartedly.

Every kid is different and these differences should be embraced. If all kids were the same our jobs would be boring. Therefore:

🗶    Do not yell at or call a student in front of their peers. If you expect them to respect you, you must respect them too. Don’t berate or humiliate a student! If they answered a question incorrectly, remind them that getting something wrong is normal in learning and teach them the right way again,

🗶    Don’t claim that a student “will never be able to do that.” Encourage your students, don’t discourage them, even if their dreams may sound lofty or impossible.

🗶    Don’t accuse a student is “just lazy.” When students are repeatedly told that they are lazy, it becomes a part of who they are. Many students get mislabeled as “lazy” when there is often a deeper reason why they’re not giving much effort. Get to know them and determine the root cause, don’t dismiss them.

🗶    Telling them “That’s a stupid question!” is a big No. Always address their curiosity (appropriately). Students should be comfortable and encouraged to ask questions. When you refuse, you’ll discourage the entire class and would end up with a class that just stay quiet when you ask questions.

🗶    Don’t dismissively say “I’ve already gone over that. You should have been listening.” Each student understands differently and your job is to make sure everyone understands.

🗶    Honestly, never say “I don’t care if my students like me.” Teaching is often more about relationships than it is about teaching itself.

🗶    Please, do not gossip about another teacher with a parent, student, or another teacher. Discussing about different ways other teachers teach, students learn, or parents react to figure out how to solve any issues is great,

🗶    Becoming complacent is arguably the biggest problem you’d have. Complacency will ruin a teacher’s career. Always strive to improve and become better. Experiment with new teaching strategies and change them up a little every year. Other things that a professional teacher should not commit might be:

🗶    Being afraid to apologize or admit when you make a mistake

🗶    Treating students differently based on personal interests

🗶    Ignoring a student

🗶    Creating unfair rules

🗶    Misusing your authority

🗶    Having a negative attitude on a consistent basis

🗶    Never giving control over to your students

🗶    Being hypocritical

🗶    Using profanity (swear/curse words)

🗶    Violating a student’s personal space

🗶    Giving vindictive or counterproductive threats

🗶    Holding things against a student that is beyond their control, such as a grudge on their mother or father who was an alumni and had been a bad student or such reasons

As mentioned above, being complacent—stagnant, not improving, apathetic—with how you teach is one of the biggest negatives a teacher can commit. It does a disservice to your students and education as a whole too. The list for what teachers shouldn’t do is very long, and so does the list for the things you should do. We can simplify the lifelong journey of improving yourself with this neat diagram below. 

Here are several things that an awesome teacher should do:

ü  Have a positive attitude. In fact, be funny. Students will naturally look forward to coming to your class and learning if they know that you aren’t uptight and rigid, and a motivated teacher would make students fired up.

ü  Be consistent.

ü  Be fair. Treat everyone equally. Giving a different set of consequences for the same actions will undermine your authority.

ü  Give students control. Give them options. Student autonomy makes students more likely to engage.

ü  Be flexible, else both you and your students would keep failing because of your unwillingness to adapt.

ü  As new teachers you might want to be all friendly and not stern, but teachers must assert authority so classroom would run smoothly throughout the semester.

ü  Know your resources. Where’s the school’s list of rules? The library? The office to send an injured kid? Get information of these in advance.

ü  Be specific.

ü  Notice how kids learn, react, and interact in different ways—Be creative.

ü  Don't forget that kids are people and not just vessels to absorb the history of Tuanku Tambusai or Fundamental Values of the Constitution and regurgitate the information on test day.

F.     The Status Quo of Education in Indonesia

statistics is still rising due to tight labor regulations, skill mismatches, and low education quality. Indonesia has known this for a while since 2000 and have implemented major policy reforms to improve education such as:

·         A constitutional mandate to spend 20% of the national budget on education. However, since national budget is 15% of GDP, Indonesia’s spending for education is only 3% of GDP, one of the lowest in the region.

·         Decentralization of education sector functions to the district and school level

·         The Teacher Law in 2005

·         Increase of resources to schools with the School Operational Assistance Grant (Bantuan Operasional Sekolah, or BOS) program

·         Support for parents enrolling their children in schools through the Smart Indonesia Program (Program Indonesia Pintar, or PIP).

Improvement of our education is demanded because our population in the near future will be—nay, already is—expected to have the four skills that are desired, essential, and the 2020 Target of Education are Critical Thinking, Creative Thinking, Computer Speak, and Collaborative Competence.

G.    To Teach or Not to Teach?

Internet, books, all those resources are simply tools that store knowledge for children to reach. But they neither know how to reach for them yet nor the best way to grasp them. .

⮚        In this sequel to bestseller Teach Like a Pirate, the PIRATE technique is applied to school leadership. Whether you are a current or aspiring school administrator

⮚        The history of public education and women as educators in America. Goldstein looks at the historic roots of teaching as a women’s profession. Especially compelling is her extensive historical research; she takes the reader on a journey of public education in America from the 1830s to the present day

⮚        Sound practices to bridge the gap between theory learned in college and practice in the K-12 classroom. This book is ideal for a brand-new teacher looking for ways to plan his or her classroom or a veteran teacher looking to add structure.

⮚        Rethinking the label “troublemaker” to describe young children with disruptive behaviors. This book provides a twenty-first century look at critical pedagogy and encourages teachers to value their students’ experiences and contributions.

⮚        A homeschooled child of survivalist parents remembers her difficult but ultimately triumphant transition to mainstream life. Westover recounts her journey and helps the reader see mainstream society from the eyes of a child who never stepped foot in a classroom but went on to achieve academic excellence anyway. This is a story about tenacity and grit and is a good choice for anyone looking to confirm their belief in the powers of personal fortitude and education.

⮚        Strategies for classroom management from day one. This indispensable book has been used in teacher training programs for years because it is so good

⮚        Malala Yousafzai, the youngest recipient of the Nobel Peace Prize, tells her personal story of her fight for girls’ education in Pakistan. If you are looking for a young hero, Malala is your girl. This book is a stark reminder that warfare and religious fundamentalism have been detrimental to girls around the world.

 

CHAPTER II

TEACHING ELEMENTS

A.    Instructional Planning

Good teachers don’t simply “wing it”. Teachers have to organize their lesson plans by considering the curriculum, school resources, student motivation, student ability and other variables that will affect all instructional decisions teachers must decide before they actually teach. Below is a comparison of what excellent and poor planning may look like.

Table 2.1 Good vs Bad Lesson Plan

You are a first-year teacher in a public school. Today, you are going to be observed by one of the school administrators to be evaluated. Your class will start in a few minutes. The assessor asks you to hand over your lesson plan for this class.
Good Lesson Plan	Bad Lesson Plan
School: U-Raise Academy Class/Semester: XI / 1 Subject: English Aspect/Skill: Speaking Unit Title: Expressions of relief, pain, and pleasure Time Allocation: 2 x 40 minute (1x meeting) Meeting: 5 Learning Objective: 75% of the total students (n=27) will be able to identify expressions of relief, pain, and pleasure, as well as using them while interacting with another person. Teaching Model: Direct Instruction Technique: Think-Pair-Share Lesson Material: Expressions of relief (e.g., I am relieved that…, I thank you for…, I’m so grateful for…), pain (e.g., It hurts because…, I’m miserable due to…, I’m sad to hear that…), pleasure (e.g., It’s wonderful that…, I’m happy with…, that’s terrific!) Learning Resources: Short videos containing expressions of relief, pain, and pleasure Rationale: Students need to remember these common expressions so they can respond appropriately to different kind of situations Syntax: (1) Teacher greets the students, led a pray, and checks their attendance, (2) Teacher explains about expressions of relief, pain, and pleasure, (3) Teacher directs students to pair up one-on-one; if there is an odd number, students may have three people in one group, (4) Teacher asks the pairs of students to create a short conversation containing expressions of relief, pain, and pleasure for them to perform in front of the class, (5) Teacher calls out three pairs of students to come forward and demonstrate their short conversations in turns, (6) Teacher provides feedback to students about their performance to improve their understanding. Assessment: Score of 1-4 (i.e., 1 = very well, 2 = good, 3 = inadequate, 4 = very poor) on pronunciation, vocabulary, and accuracy. The formula is:  x 100	Expressions of relief Expressions of pain Expressions of pleasure Assignment Homework

Your lesson plan is your “script” which gives you confidence and reduce the anxiety beginning teachers typically have. The above example is not a concrete guideline. Lesson plans differ depending on the subject, the model, the class, and many other factors including the teachers themselves.                                                   

             

Figure 2.1 Variables in Instructional Planning

The figure above presents at least a couple of questions to prompt you to consider the 7 variables in instructional planning. In doing so, you will reflect on your role as a teacher, the role your students play, and what kind of learning you are aiming for.

In the 20^th century’s first half, society at large believe in behaviorism (Mayer, 1996; Reynolds, Sinatra, & Jelton, 1996), which emphasizes teachers to use certain activities to stimulate students to behave appropriately and learn the information given to them.

Therefore, instructional planning nowadays is based on cognitive psychology, and at the core of it is teacher thinking and teacher knowledge, which are the way you think and what you know respectively. These two different factors are interdependent because the way teachers think depends on what they know. In this type of planning model, the most fundamental question you must ask is “what is important for students to learn?”

             

Figure 2.2 Cognitive Instructional Planning Model

B.     Your Topic: Curriculum and Syllabus

 A curriculum is the guideline of the course/program, covering the knowledge, skill, behavior, and performance that will be taught to and expected of students. In essence, a curriculum is what an educational institution offers to students. It is well-planned by the government and educational institutions for a long duration. Teachers do not make the curriculum, but adhere to its objectives.

A curriculum contains all factors involved in an educational program, and one of it is called a syllabus, which covers the portion of what topics should be taught in a subject or content area. Subject syllabus is a unit of the curriculum containing 7 primary segments: instructor data, general class data, course targets, course arrangements, grading and assessment, learning assets, and the course calendar. The table below details the differences between curriculum and syllabus.

Table 2.2 Curriculum vs Syllabus

                                                                                                                   

C.    Your Learning Objective: Taxonomy and Task Analysis

Teachers are not directly or solely responsible to create a school curriculum and syllabus, but you will be responsible to determine the goals of your classes. Specifying learning objectives is commonly difficult because schools generally have a broad spectrum of goals and individual teachers prioritize different things. For example, imagine this scenario of three physical exercise teachers discussing their goals:

s  A wants the students to develop their muscle strength and flexibility so no matter what kind of other exercises they do, they’ll have a good foundation.

s  B prefers students to know many different kinds of exercises so they will be able to differentiate aerobic and anerobic exercises.

s  Meanwhile C is concerned about when the students will inevitably leave school and wants students to be motivated to continue exercising for life so they will not end up as couch potatoes.

All three of these objectives are equally important, but attempting to reach all of them for one class is nigh impossible so teachers must select on a specific learning objective. One topic could have dozens of goals, so make it easier to select them, teachers can use two conceptual tools: taxonomy and task analysis.

1.      Taxonomy

This tool divides the broad selection of objectives into 3 domains:

a.      Cognitive Domain

This domain consists of objectives concerned with obtaining knowledge, understanding, and skill, such as teacher B’s goal. Researchers have developed Bloom’s taxonomy to classify the different student outcomes that are in the cognitive domain (Bloom, Englehart, Furst, Hill & Krathwhol, 1956) shown in Table 1 which is then revised by Anderson & Krathwohl (2001) shown in Table 2.

Table 2.3 Cognitive Taxonomy

Level	Description
Knowledge	Students can recognize, define, recall specific information
Comprehension	Students understand content by being able to summarize, translate, or give examples
Application	Students can solve problems and properly convey the information
Analysis	Students can break down the topic to reveal in organization and structure
Synthesis	Students can create a unique (for them) product/output using the information
Evaluation	Students can judge the value or worth of something by comparing it to predetermined criteria

b.      Affective Domain

Objectives of this domain is aware that school doesn’t exist simply to make students smarter as teacher C said. Schools also aim to internalize students with healthy views, moral values, and good manners (Krathwohl, Bloom, & Masia, 1964). Affective learning objectives ask “what are schools for?” (Noddings, 2003).

c.       Psychomotor Domain

This domain involves the development of coordination and physical skills (Harrow, 1972), which is the goal of teacher A. The physical activities aren’t limited to physical education, but can also include typing, music, home economics, arts and crafts.

2.      Task Analysis

After you have determined your learning objective, ask “what will I show and tell my students to do so they can reach the learning objective?” This tool breaks down the learning objective into small tasks (Alberto & Troutman, 2003).

For example, teacher D’s learning objective is for students to write simple sentences with correct punctuation, so they wrote down the skills needed to meet this objective: (1) Being able to differentiate between complete sentences and sentence fragments, (2) Knowing the difference between declarative, interrogatory, and imperative sentences, (3) Knowing whether periods, question, or exclamation marks go with each type of sentence, and (4) Correctly using these marks to punctuate different kinds of sentences.

D.Your Learning Activities: Lesson Plan

Lesson plans focus your efforts on a specific day and class, so it is commonly personalized for each teacher.

Table 2.7 Elements of a Basic Lesson Plan

Component	Description
Unit Title	Relationship between this lesson and others in the unit
Instructional Goal	Broad goal for the lesson
Learning Objective(s)	The specifics of all the things the students should learn
Lesson Material/Content	Major ideas/skills in the lesson
Learning Resources/Aids	Needed equipment and supplies
Rationale	Why the lesson is important
Learning Activities/Syntax	Learning experiences that will be conducted
Assessment Procedure	How student learning will be measured
Allocated Time	The duration of the lesson and its learning activities

 

The last item on the table above is perhaps the most difficult to control. Allocated time is the amount of time teachers assign to different learning activities. Depending on which activity you’d prioritize, the time allocated to specific activities can vary. To understand how you can maximize your classroom time, There are some types of assignments you can choose for the class activity:

v  Whole-class; you lecture the class as a whole and have them all participate in discussion.

v  Small groups; you have students to work on assignments in groups.

v  Workshops; you get students to perform various tasks simultaneously.

v  Independent work; you ask students to complete their assignments individually.

v  Peer learning; you ask them to work together and learn from one another.

v  Contractual work; both you and your students come to an agreement of what kind of assignments students should do and what their deadline will be.

    When you choose the type of assignment, you must choose the type that would provide the most benefit for the students based on your assessment measures (Biggs, 2011). Try to ask:

·         What level of learning are my students at now?

·         What level of learning do my students need to get to?

·         What’s the amount of time I want them to use to complete the assignment?

·         How much time and effort to grade and give feedback?

·         What’s the purpose of the assignment?

·         How does the assignment fit with the rest of the lesson plan? Does its content knowledge or does it require application in a new context?

·         Does the lesson plan fit a particular framework?

D.    Your Evaluation: Assessment

   Without this alignment, it will be difficult for you and your students to understand what is being learned (Bransford et al., 2000).

How do you make your teaching elements align?

Step 1  : Develop learning objectives

Step 2  : Identify how you would assess if students reached the learning objectives

Step 3  : Design the way you would teach the material so students can reach the learning objectives