Belajar berdebat

Topik berdebat cukup menguras pikiran saya karena ini pengalaman pertama memfasilitasi siswa/i dengan kegiatan berdebat. Ada banyak manfaat dari kegiatan ini, ppt berikut mungkin sedikit membantu para pendidik yang ingin menggunakan kegiatan "berdebat" sebagai salah satu metode pembelajaran dan melatih keterampilan siswa/i. Berikut juga terlampir contoh video "debat pemilihan presiden"
Semoga bermanfaat.

*Purvi*

Debat adalah kegiatan adu argumentasi antara dua pihak atau lebih, baik secara perorangan maupun kelompok, dalam mendiskusikan dan memutuskan masalah dan perbedaan.

Debat adalah pembahasan dan pertukaran pendapat mengenai suatu hal dng saling memberi alasan untuk mempertahankan pendapat masing-masing: debat tentang calon presiden mendapat perhatian dr masyarakat.

Dimana/kapan biasanya debat dilakukan?
Institusi legislatif seperti parlemen
Partai
Musyawarah
Debat antar kandidat legislatif
Debat antar calon presiden/wakil presiden yang umum dilakukan menjelang pemilihan umum

Apa tujuan berdebat?
Menghasilkan keputusan.
Mengembangkan keterampilan berbicara dan rasa percaya diri.
Menjadi seorang pemikir yang kritis
Mengajak/meyakinkan orang lain (persuasif).
http://www.blogger.com/img/blank.gif
Langkah-langkah dalam berdebat:
Buat kelas menjadi 2 kelompok: pro dan kontra
1 kelompok yang terdiri dari 6 orang.
Bagi tugas: 5 orang sebagai pembicara (yang mendebat), 2 orang sebagai pencatat, 2 orang sebagai pembuat kesimpulan.
1 orang di luar kelompok sebagai moderator.
Guru  berperan sebagai pemonitor debat

Sikap/Profil/ESLR apa yang kita tunjukkan saat berdebat?
silahkan diskusikan dengan siswa :)

[Enter Post Title Here] Rubrik Debat: “Pengaruh Penggunaan Teknologi Komunikasi Dan Informasi” Nilai Kriteria Nilai 1 2 3 4 5 Trans Disciplinary Skill: (Communication Skills) Speaking-Speaks clearly to the class. Siswa belum mampu berbicara dengan jelas agar dapat dimengerti oleh orang lain. Siswa kadang berbicara dengan jelas dan dapat dimengerti oleh orang lain. Siswa mampu berbicara dengan jelas dan dapat dimengerti oleh orang lain. Siswa mampu berbicara dengan jelas dan dapat dimengerti oleh orang lain. Artikulasi juga benar. Siswa mampu berbicara dengan jelas dan dapat dimengerti oleh orang lain. Artikulasi dan cara pengucapannya juga benar. Trans Disciplinary Skill: (Social Skills) Respecting others- Listens to others for information. Belum mampu mendengarkan orang lain. Kadang-kadang mendengarkan orang lain. Seringkali mendengarkan orang lain. Mendengarkan orang lain dengan baik untuk mendapatkan informasi. Mendengarkan orang lain dengan baik untuk mendapatkan informasi dan dengan hati-hati menganalisa informasi yang didapat. Trans Disciplinary Skill: (Communication skills) Effective Communicator; States opinions clearly Belum mampu menyatakan pendapat dengan jelas. Kadang menyatakan pendapat dengan jelas. Menyatakan banyak pendapat dengan jelas. Hampir semua pendapat dinyatakan dengan jelas. Menyatakan semua pendapat dengan jelas. ESLR: Effective Communicator -Is able to analyze opponents comments and respond critically Belum mampu menganalisis komentar kelompok lawan dan merespon dengan kritis. Sesekali mampu menganalisis komentar kelompok lawan dan merespon dengan kritis. Kadang mampu menganalisis komentar kelompok lawan dan merespon dengan kritis. Mampu menganalisis sebagian besar komentar kelompok lawan dan merespon dengan kritis. Mampu menganalisis semua komentar kelompok lawan dan merespon dengan kritis. ESLR: Effective Communicator Expresses ideas creatively. Belum mampu mengekspresikan ide dengan kreatif. Mampu mengekspresikan beberapa ide dengan kreatif. Mampu mengekspresikan banyak ide dengan kreatif. Hampir seluruh ide diekspresikan dengan kreatif. Seluruh ide diekspresikan dengan kreatif. ESLR: Global Citizen Explore concepts, ideas and issues that have local and global significance. Belum mampu mengekspresikan ide dengan logis. Sesekali mengekspresikan ide dengan logis. Mengekspresikan banyak ide dengan logis. Hampir seluruh ide diekspresikan dengan logis. Seluruh ide diekspresikan dengan logis. Siswa berargumentasi mengenai pengaruh positif/negatif dari penggunakan teknologi komunikasi dan informasi dalam kehidupan sehari-hari. Saat melakukan kegiatan debat aku adalah seorang _______________ karena

Perangai siswa di kelas.

Aaaaarrrrrggggghhhhhh!!!!
Ekspresi yang kadang timbul akibat tingkah laku anak/siswa di dalam kelas. Kadang kala seorang pendidik kehilangan akal bagaimana harus menyikapi atau bertindak saat situasi di dalam kelas tidak terkendali akibat perangai siswa yang bermacam-macam.

Menurut Andrew Fuller secara umum perangai anak/siswa dibagi menjadi 6 kelompok yaitu:
# si perunding (negotiator)
# si suka bersaing (competitor)
# si pemberani (daredevil)
# si manipulatif (manipulator)
# si tukang debat (debater)
# si pasif (passive resister)

Sebenarnya tidak ada yang salah dengan perangai/sikap yang disebutkan di atas. Mengapa siswa melakukan perangai tersebut berulang kali?? Ternyata karena siswa merasa bahwa perangai yang mereka perlihatkan tersebut dapat membantu mereka mendapatkan sesuatu yang mereka inginkan (jadi ingat sebuah acara TV "Nany 911") dan mereka "terjebak" dalam perangai tersebut yang akhirnya seringkali kita sebagai pendidik "mencap" siswa dengan perangai tertentu :(

Mengidentifikasi (bukan mencap ya) perangai apa yang dominan muncul dalam diri siswa sangat penting karena dengan begitu kita sebagai pendidik dapat menolong siswa (secara individual) untuk memperkaya perangainya dengan memperkenalkan berbagai jenis perangai dan membiarkan mereka bereksperimen dengan perangai-perangai tersebut.

Apa yang dapat kita lakukan untuk menolong si manipulatif?
Seorang anak yang berperangai manipulatif mampu menipu/membohongi orang dewasa. Memberi si manipulatif banyak kekuasaan di kelas akan memberi dampak buruk bagi kita. Yang dapat mengubah si manipulatif adalah seorang dewasa (pendidik) yang mengetahui sejauh mana mereka berkata jujur. Bagaimana cara tahunya? Gunakan beberapa waktu untuk berbicara dari hati ke hati dengannya dan beritahukan kepada anak tersebut bahwa ia mampu berkontribusi tanpa harus memanipulasi/berbohong.

Bagaimana menolong si suka bersaing?
Untuk menolong si suka bersaing kita (pendidik) dapat menyediakan berbagai macam kegiatan yang merangsang perangai "suka bersaingnya". Misalnya memberikan kuis dengan pertanyaan-pertanyaan yang lebih menantang, puzzle yang rumit, projek yang sesuai dengan minat dan tema yang sedang dipelajari di kelas, berikan kepercayaan untuk membantu teman di kelas yang lebih kecil darinya (contoh reading buddy) dan lain-lain.

Menurut Andrew Fuller si pemberani seringkali memiliki karir yang sangat baik dan memberi pengaruh pada lingkungan sekitarnya. Tapi sebelum mencapai ini si pemberani harus belajar bagaimana membuat sebuah rencana, memprakirakan sesuatu, memprediksi dan juga belajar melakukan antisipasi. Selain itu mereka juga harus dapat memperlihatkan perangai mandiri (yang seringkali diperlihatkan oleh si pendebat). Tipe si pendebat seringkali tidak membutuhkan pertolongan dari orang dewasa. Jika kita banyak membatu si pendebat maka kemandiriannya akan berkurang dan ia akan bergantung pada orang dewasa (pendidik). Salah satu yang dapat kita lakukan untuk membantu si pendebat adalah mempersilahkan mereka untuk menyelesaikan masalah mereka sendiri (sampai batas wajar).

Wow...sambil saya mengetik tentang "posting" ini saya membayangkan 19 siswa yang sekarang saya ajar :) dan merasa sangat tertantang untuk mengidentifikasi perangai mereka dan menolong mereka untuk dapat menjadi pribadi yang lebih baik lagi.

Selamat berjuang para pendidik, maju terus pendidikan di Indonesia :)

Konferensi tengah semester

Tangerang, 2-3 September 2010

Pada tanggal 2 dan 3 September 2010 ini kami melakukan Konferensi Tengah Semester (Mid Semester Conference/MSC) di sekolah.
APA?
KTS adalah waktu khusus yang diberikan oleh sekolah agar Orangtua, Siswa, dan Guru dapat bertemu dan berbagi informasi/pencapaian siswa/masalah yang mungkin terjadi sepanjang 1 term (tengah semester) ini.

DIMANA?
Kegiatan ini biasa dilakukan di sekolah (kelas dan luar kelas).

KAPAN?
Di sekolah tempat saya mengajar KTS dilakukan 2 kali dalan satu tahun, yaitu pada tengah semester 1 dan tengah semester 2.

SIAPA?
Selain menemui guru kelas, orangtua dan siswa juga dapat menemui para guru spesialis (musik, seni, olahraga, mandarin, dll) dan memperlihatkan/mendiskusikan apa saja yang telah mereka pelajari dalam kelas para guru spesialis ini.

BAGAIMANA?
Berikut adalah gambar yang dibuat oleh rekan kerja saya di sekolah (Pak AS) mengenai bagaimana melakukan konferensi siswa.

Semoga bermanfaat...

5 steps to happier students

Interesting article from Shine magazine (April 2010|Issue 03)
happy reading...

Here are key tips for teachers to build positive relationships for student learning and wellbeing.

Connect (building rapport)
* greet students by name
* find out the interests of each student
* chat outside the class

Respect (valuing)
* take students seriously
* value your students' experiences
* involve students in decision making

Understand (empathising)
* listen closely to students
* see situation from a student's perpective
* think about how a student feels
* know the stories of your students' live

Support (helping)
* be available
* offer help when you think a students has a problem
* help students to develop strategies and access further support

Feedback (reinforcing expectations of success)
* help students to develop goals and timelines
* acknowledge effort
* acknowledge each student's strengths

What make an effective schools?

Gong Xi Fat Choi!
After leaving this blog not being updated for a while, today after an hour of quality reading in the library I would like to share with all the readers about "what make an effective schools?".

These are 8 things that indicate effective schools: (Shine magazine, February 2010|Issue 01)

@professional leadership

@focus on teaching and learning

@shared vision and goals

@purposeful teaching

@high expectations

@learning communities

@accountability

@stimulating and secure learning environment

Sounds easy?
Educators...let's make our schools effective!

handwriting

Saya adalah salah seorang yang "agak malas" menulis. Menulis yang saya maksud di sini adalah menggunakan tangan saya untuk menulis dengan benar, rapi dan yang paling menyebalkan adalah jika saya diminta untuk menulis dengan panjang (menulis cerita misalnya).

Apakah menulis menggunakan tangan (handwriting) itu penting?

berikut adalah informasi yang sangat berguna dari Louise Spear-Swerling tentan pentingnya "pelajaran menulis" diajarkan khususnya di Sekolah Dasar.

After a long period of neglect in education, attention to teaching handwriting in the primary grades may finally be returning. This attention can benefit many youngsters, including those with learning disabilities (LDs) involving handwriting, which may accompany reading disabilities, writing disabilities, nonverbal learning disabilities, and attention deficit hyperactivity disorder.

Although word-processing programs and assistive technology are undeniably boons to children with writing problems, technological advances do not eliminate the need for explicit teaching of handwriting. Furthermore, very modest amounts of instructional time in the earliest grades – kindergarten and grade one – may help to prevent later writing difficulties for many children.
Why handwriting is important

Contrary to the view that handwriting is a trivial skill, handwriting actually is important for a number of reasons.

One involves the concept of mental resources to which I have alluded in several other columns, in relation to reading and mathematics as well as writing. Just as effortful word decoding may impair reading comprehension, or lack of automatic recall may reduce the mental resources available for learning advanced computational algorithms in math, labored handwriting creates a drain on mental resources needed for higher-level aspects of writing, such as attention to content, elaboration of details, and organization of ideas.

Because handwriting is a basic tool used in many subjects – taking notes, taking tests, and doing classroom work and homework for almost every content area as well as in language arts classes – poor handwriting can have a pervasive effect on school performance.

Moreover, when handwriting is perceived as arduous and time-consuming, motivation to write may be greatly reduced, leading to a lack of practice that may further compound difficulties with writing.

Finally, handwriting in the earliest grades is linked to basic reading and spelling achievement; for example, when children learn how to form the letter m, they can also be learning its sound. Attention to the linkages among handwriting, reading, and spelling skills can help to reinforce early achievement across these areas.
Manuscript or cursive?

At one time, manuscript (print) writing was typically taught in first grade, whereas cursive was introduced later, usually in third grade. Historically, some authorities argued for the superiority of one form over the other for children with LDs, most often for the superiority of cursive over manuscript.

However, there is little evidence that cursive is easier to learn than manuscript, and there are clear advantages to having children focus on the form of writing similar to what they must read in print.

Most critically, children should be able to use at least one form to produce legible, reasonably effortless writing, and instruction should focus on the form that appears most likely to lead to that outcome, especially for older children with handwriting difficulties.
Assessment of handwriting skills

Assessment of handwriting should incorporate observations of execution, legibility, and speed of writing.

Execution includes correct and consistent pencil hold, posture, and letter formation. Counterproductive habits in these latter areas are not always obvious from looking only at writing samples and can greatly impede progress in handwriting. For instance, young children may "draw" a letter such as m using separate strokes, starting on the right side of the letter. Forming the letter beginning on the left side, without lifting the pencil from the paper, is much more conducive to building eventual speed of writing.

Legibility involves the readability of letters, as well as spacing within and between words.

Speed is important as children advance beyond the first few grades so that they can use writing efficiently in a variety of tasks.

If children have learned both manuscript and cursive, as is often the case with older youngsters, then assessment should consider the execution, legibility, and speed of both forms of writing.
Instruction in handwriting

Relatively modest investments of instructional time devoted to handwriting – perhaps the equivalent of ten or fifteen minutes daily – may pay off in preventing later writing problems, including difficulties with higher-level composition skills.

The early years of schooling are especially critical for handwriting instruction; once children have formed counterproductive habits in handwriting, such as poor pencil hold or inefficient letter formation, those habits can be difficult to change.

Even for young children, however, handwriting instruction should occur in the context of a broader program of written expression in which children learn many other writing skills and develop motivation to write.

Of course, children also should have access to word-processing programs and assistive technology, with appropriate accommodations as needed for individual students.

Here are a few specific suggestions for teaching handwriting:

* Teach children consistent formation of letters using a continuous stroke if possible.

Children should learn a highly consistent way to form a given letter every time they write it. Although some letters, such as f and t, require lifting the pencil from the paper to make a second stroke, teach letter formation using a continuous stroke (without lifting the pencil from the paper) when possible.

For example, teach children to write the letter b by starting at the top with a vertical stroke, then making the loop to the right without lifting the pencil, rather than having children form the vertical line and the loop in separate strokes.
* Focus initially on learning the motor pattern rather than perfect legibility or size.

When children are learning to form a new letter, it is helpful to begin with large movements such as forming the letter in the air; have children use a sweeping movement with the entire arm, not just the hand. This initial practice should emphasize learning the motor pattern with correct formation of the letter (e.g., as discussed for the letter b above) rather than writing the letter on paper with perfect legibility or size.
* Teach similarly formed letters together, and use an instructional sequence that takes into account both ease of formation and frequency in words.

For instance, the manuscript letters c, a, and d all begin with the same loop and can be taught in one group; i should be taught before y because it is simpler to form and is needed more frequently to write words.
* Separate reversible letters such as b and d.

Children appear less likely to confuse visually similar letters if they have learned one letter of a confusable pair well prior to introduction of the other letter of the pair. In addition, it can be helpful to teach children to form confusable letters differently; for example, b starts at the top whereas d starts with the loop.
* Use written arrow cues to help children remember how to form letters.

Especially when the teacher is working with large groups of youngsters, monitoring each child while he or she is writing may be difficult. Written arrow cues for tracing dotted letters and copying letters are important so that children do not inadvertently practice incorrect letter formation repeatedly.
* For children at beginning stages of reading and spelling, integrate handwriting instruction with instruction in letter sounds.

For instance, while children are practicing writing a given letter, they can also be saying the sound the letter makes.
* In teaching cursive, explicitly teach connections between letters as well as formation of single letters.

Unlike manuscript writing, cursive writing involves making connections between letters within a word. Once children can form individual letters, explicit teaching of letter connections is important.

Connections involving four letters – cursive b, o, v, and w – followed by a subsequent letter (e.g., as in the words bed, on, have, will) are often especially confusing for children, because unlike most cursive connections, these do not involve going back down to the bottom line before writing the subsequent letter.
* Aim for speed as well as legibility.

Whether children are learning manuscript or cursive, speed should not be emphasized until children can form letters legibly and from memory. With either form, however, children must eventually develop enough speed to use writing efficiently in tasks such as note-taking or test-taking.

It also is useful to distinguish different standards for legibility depending on the purpose for writing; for example, in taking notes, "messy" handwriting is entirely acceptable as long as children can easily read their own writing.

Examples of sources
Peer-reviewed journal articles

Berninger, V., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11-25.

Connelly, V., Dockrell, J., & Barnett, J. (2005). The slow handwriting of undergraduate students constrains overall performance in exam essays. Educational Psychology, 25, 99-107.

Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36, 136.

Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633.

Graham, S., Struck, M., Richardson, J.,& Berninger, V. (2006). Dimensions of good and poor handwriting legibility in first and second graders. Developmental Neuropsychology, 29, 43-60.

Graham, S., Weinstein, N., & Berninger, V. (2001). Which manuscript letters do primary grade children write legibly? Journal of Educational Psychology, 93, 488-497.
Other helpful sources

Berninger, V. (2004). Understanding the graphia in dysgraphia. In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328-350). New York: Guilford.

Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 345-363). New York: Guilford.

Troia, G.A. (2006). Writing instruction for students with learning disabilities. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research. New York: Guilford.

Salah satu strategi yang dilakukan penulis agar siswa/i merasa lebih nyaman dan tidak mudah mengeluh karena merasa "capek" saat menulis adalah melakukan "senam tangan" sebelum menulis. Beberapa contoh senam tangan yang dilakukan penulis untuk siswa/i kelas 2A GJIS adalah melenturkan otot-otot tangan menggunakan "counters" dan juga melakukan gerakan menempelkan jempol ke telunjuk, jempol ke jari tengah, dst. Bisa dimodifikasi dengan "speed" yang berbeda-beda dan juga dengan menutup mata. Strategi yang lain adalah siswa dapat bermain dengan "clay". Komentar positip datang dari siswa/i salah satu efek yang mereka rasakan dari "senam tangan" ini adalah mereka merasa lebih enak/lentur tangannya saat menulis.

Semoga bermanfaat...

What Is a "Differentiated" Classroom?

Baru saja membaca informasi menarik tentang Differentiated Classroom, hem....sangat menantang untuk dipraktekkan di kelas. Artikel ini saya dapat dari http://school.familyeducation.com. Semoga bermanfaat bagi kita semua :D

Making It Meaningful

* Mrs. Wiggins assigns students to spelling lists based on a pretest, not the assumption that all 3rd graders should work on List Three.
* Mr. Owen matches homework to student need whenever possible, trying to ensure that practice is meaningful for everyone.
* Ms. Jernigan only occasionally teaches math to the whole class at once. More often, she uses a series of direct instruction, practice, and application groups. She works hard to give everyone "equal time" at an appropriate entry point of instruction, matching practice work to student need. She also regroups students for real-world math applications so they hear a variety of voices in their journey to think mathematically.
* Ms. Enrico offers students a variety of options when it's time to create the final product for a unit. She bases the options on students' interests so they have the chance to link what they've learned with something that matters to them as individuals.

All of these teachers are differentiating instruction. Perhaps they practiced differentiating instruction before it had a name, or without even knowing its name. They are teachers who strive to do whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children with different background experiences all grow as much as they possibly can each day, each week, and throughout the year.

Hallmarks of Differentiated Classrooms
In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways. Thus, they also accept and act on the premise that teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity. In differentiated classrooms, teachers ensure that a student competes against himself as he grows and develops more than he competes against other students.

In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student's road map for learning is identical to anyone else's. These teachers believe that students should be held to high standards. They work diligently to ensure that struggling, advanced, and in-between students think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. These teachers also work to ensure that each student consistently experiences the reality that success is likely to follow hard work.

Teachers in differentiated classes use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner. They do not force-fit learners into a standard mold. You might say these teachers are students of their students. They are diagnosticians, prescribing the best possible instruction for their students. These teachers also are artists who use the tools of their craft to address students' needs. They do not reach for standardized, mass-produced instruction assumed to be a good fit for all students because they recognize that students are individuals.}]

Embracing the Individual
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. Essentially, teachers in differentiated classrooms accept, embrace, and plan for the fact that learners bring many commonalities to school, but that learners also bring the essential differences that make them individuals. Teachers can allow for this reality in many ways to make classrooms a good fit for each individual...Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests. MMore significantly, such classrooms work better for a full range of students than do one-size-fits-all settings. Teachers in differentiated classrooms are more in touch with their students and approach teaching more as an art than as a mechanical exercise.

Excerpted from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. Copyright 1999 by the Association for Supervision and Curriculum Development. All rights reserved.

Carol Ann Tomlinson is associate professor of educational leadership, foundations and policy at The Curry School of Education, University of Virginia.