PROFESIONALISME GURU- CURRICULUM PLANNING

8/14/2019 PROFESIONALISME GURU- CURRICULUM PLANNING

1/46

CUR RI CULUMUR RI CULUMPLANNINGLANNING&

MI CROTE AC HINGI CROTE AC HINGCONCEPTONCEPT


2/46

Curriculum/Course Planning

1. One of the traits of effective teachers is thatthey plan their lessons.

2. 3 levels of curriculum/course planning; yearly,semester and daily lesson plans

3. To have a good curriculum plan, teachers mustrealize the importance of curriculum planning.Besides, he/she must be able to interpret thesyllabus outlined by the Kementerian

Pendidikan. Apart of that, he/she must also beable to identify the correct format of curriculumplanning.


3/46

Curriculum Planning Concept

Curriculum planning is a program designed byteachers based on the syllabus of a particularsubject matter prepared by KementerianPendidikan.

The aim of the curriculum is to become an outlinefor the teaching and learning program for aparticular subject matter.

Based on the curriculum, teachers will be able to

implement their teaching according to the syllabussystematically and with appropriate level of delivery.

Typically,, curriculum planning involves yearly andsemester curriculum planning and daily lesson plan.


4/46

The Importance of Curriculum

Planning1. To make teachers analyze and interpret the syllabus to

be taught.

2. To make teachers choose the skills and content from thesyllabus and organized it to the right sequence.

3. To make teachers plan his/her teaching based on schoolactivities (Taqwim sekolah)

4. To make teachers implement his/her lesson accordingto the schedule

5. To make teachers realize the appropriate teaching andlearning strategies before its implementation

6. To make teachers prepare the appropriate teachingmaterials


5/46

Curriculum Planning Format

Curriculum Planning Format usually consists of

statements about these matters; semester,

week, topic, topic to be taught, skills, noble

values and teaching and learning strategies.

An example of a curriculum planning format for

a semester is shown in handout.


6/46

Tips for Curriculum Planning

Yearly curriculum planning must be based on thesyllabus of a particular subject matter. Importantthings such as the main topics and the objectives

must be included in the planning. A term curriculum planning (rancangan kerjapenggal) is designed based on the yearlycurriculum planning. For a term curriculumplanning, things to be included will be as such;

date/week, topic, objectives, activities, noblevalues and teaching materials. (Please refer tohand-out).


7/46

A term curriculum planningMust be designed before the term starts.Written in a precise and clear manner The topic is organized based on teaching and

learning principles or theories.Weekly curriculum planning is designed based

on a term curriculum planning.

Important matters to be included in weeklycurriculum planning are form, subject, topic, skillsand noble values.


8/46

Daily Lesson Plan

Events of instruction Preparation (date, time, class, subject, topic,

objective, prior knowledge, summarization ofcontent, teaching materials and noble values)

Delivery consists of 2 steps that are InductionSet and Development (Content sequencing,skills and noble values development, teachingstrategies, formative evaluation)

Closing (Summative and summarizationmethods)


9/46

Prior Knowledge Typically known as previous knowledge and refers to

students understanding and competency levels andexperiences possess by students before lesson starts.

The importance of knowing prior knowledge will help

teachers to;3. Determine instructional objectives based on students

prior knowledge and experience

4. Determine teaching and learning strategies

5. Choose appropriate learning materials to studentsabilities

6. Relate prior knowledge to set induction


10/46

Instructional ObjectivesMust be stated explicitly that is it must contains 3

components; behavioralchanges/verb/performance, situation and criteria(criteria for acceptable performance).

Involves 4 types of objectives; cognitive (mental),affective (emotional),psychomotor (body,manipulative skills) and spiritual objectives which

refers to the 4 human domains (J.E.R.I)Noble values included in which domains?


11/46

The Importance Preparation

Stage

1. Contains information that is important for instructionalimplementation

2. Based on the information, teachers will be able tochoose and prepare appropriate teaching materials

3. Based on the information, teachers will be able torelate induction set to students prior knowledge

4. The outlined objectives will direct teachers to the rightcontent and teaching strategies

5. Teaching sources will help teachers to chooseappropriate teaching materials

6. The cultivation of noble values will be implemented


12/46

Delivery Stage

1. Induction Set- The introductory stage- The aim is to focus students thinking and attract

their interest to the lesson.- Techniques that can be used involved the usage

of teaching materials/aids, giving motivation,story telling, revise previous topic, reflectprevious topic, questioning.

- Takes not more than 5 minutes


13/46

Delivery2. Development

- The second part of delivery stage.- Refers to the systematic and developmental instructional

steps based on teaching and learning principles ortheories.

- Some examples of teaching and learning principles are theprinciples from concrete to abstract or from simple tocomplex.

- Teachers must use appropriate teaching methods and

strategies.- The delivered content must have the skills stated in theinstructional objectives (content = knowledge and skills)

- Teaching methods and strategies must be designed so as

to achieve the instructional objectives to the optimal


14/46

Closing The end of an instruction Consists of evaluation and conclusions. Evaluation the aim is to determine the degree to which

students have achieved the instructional objectives thedesign of evaluation methods and techniques must then

refers to the instructional objectives. Conclusion involves cognitive conclusion and social

conclusion. Cognitive conclusion refers to the conclusion of the main

points that have been covered in the lesson. Social conclusion refers to the positive reinforcement

given either in a form of remark/oral or body actions (ex.smiles),


15/46

Microteaching Concept

Microteaching is a teaching technique that occurs infive to fifteen minutes to teach a particular contentsand skills to a group of five to ten students.

The aim of micro teaching is to develop teaching skillsduring the classroom teaching and learning process ina particular teacher.

The objectives of micro teaching is to make trainingteachers to acquire the techniques of set induction,

questioning, stimulating students participation,explanation with various examples, illustrations orteaching materials, the use of white board,reinforcement and closing part of an instruction.


16/46

Micro Teaching Skills

Set Induction Skill

Questioning Skill

Various Stimulation SkillExplanation Skill

White Board Skill

Reinforcement SkillClosing Skill


17/46

Set Induction

Set induction is the introductory part of an

instruction. Its aim is to focus students

thinking and interest to the lesson.

Techniques that can be used include the

usage of teaching materials, motivation,

questioning, revision on the previous topic,

guide students to reflect on what they know.


18/46

Principles of set induction

1. Appropriate to students experience, abilityand age.

2. Interrelated to the new materials to be

learnt3. Interrelated to students prior knowledge

4. Focusing students interest and attention

5. Implemented and achieved its objectives ina short time


19/46

Set Induction Skill

Components

Set induction skill consists of 4 components;focusing students attention, motivate studentsmotivation, making interrelation and structuring.

Focusing students attention can be done by

voice intonation, the usage of teaching materials,using gestures, eye contact (body language) orexhibiting extraordinary activities.

Motivating students motivation can be done by

arousing students curiosity, using story tellingtechnique, exhibiting meaningful activities andusing challenging questions.


20/46

Induction Set Skill

ComponentsMaking interrelation between set induction to

the lesson can be done by stating the scope ofthe lesson, using a series of related questions,stating the procedures of implementing thelesson, and stating the activities, assignmentand project to be carried out.

Structuring can be done by interrelating

induction set to students previous knowledge,to the new knowledge to be learnt, to recentevents, and to students interest andexperience.


21/46

Questioning Skill Questioning technique is important because almost

all teaching and learning process involvesquestioning. Questioning is done during setinduction, development and closing stages.

Principles in using questioning technique.3. Item construction

d. Items constructed must be appropriate to studentsage, abilities and experiences

e. Item questions must be constructed before lessonstarts

f. The language and terminologies used in itemsquestions must be understood by the students.


22/46

Questioning Skill

a. In order to get students interest, the questions

format must be changed from time to time.

b. The constructed questions must help students to

think. Avoid asking questions that contains its ownanswers. Bumi kita adalah suatu sfera yang

besar, betulkah?.

c. The constructed questions must be precise

(accurate/exact), concise (short) and clear.


23/46

Questioning Skill

2. Questioning technique

b. Teacher asks question, takes a pause for a whileand then calls student name.

c. Questions must be ask to the whole class and notto a selected group of students for example theclever students.

d. To ensure that all students pay attention to thelesson, teacher may asked one student to repeat

the answer given from another student.e. To get student attention, teacher may ask

question only once but with a loud and clearvoice. Teacher must ensure that all students are

ready to listen.


24/46

Questioning Skill

3. Receiving students answers

b. Praise students who give correct answers

c. Teachers must avoid from repeating students answers

d. If the answer is good and important, teacher may askedother students to repeat the answer.

e. If the answer is incomplete, teacher may asked otherstudents to complete it or he/she himself/herselfcompletes it.

f. If the students cannot answer the question, teacher mayguide the students to answer by changing the level of thequestion to a more lower level.


25/46

Questioning Skill

a. Avoid receiving answers given by the whole

class or from a group of students. Only

receives individual answers.

b. In order to promote students participation,

teachers must not ridicule/mock students

wrong answers.


26/46

Questioning Objectives

1. Evaluate students knowledge and understanding

2. Stimulate and to pock/mine/dig students thinking

3. Guide students to make conclusions using inquiry-

discovery approach4. To get students attention to teachers activities or

statements

5. Evaluate teachers teaching effectiveness and

instructional objectives achievement6. Helps students to do revision


27/46

Questioning Objectives

1. To have good rapport/bond/relationship between teacherand students through questioning activities

2. To reinforce students understanding and concepts thatnewly learnt during closing stage

3. To create students interest and curiosity byposing/asking interesting and challenging questions

4. To develop students thinking through a series ofsystematic questioning

5. To make students involve actively in teaching andlearning activities


28/46

The components of questioning

skill1. Item construction (clear, concise/short and precise/exact.2. Mono focus item is focus to one idea (convergent

question)

3. Multi focus item is focus to more than one idea

(divergent question)4. Distribution questions is asked to the whole class

5. Pause Give students time to think of the answer

6. Entertaining answer Give praise, complete incomplete

answers, improve students answers.7. Gives hint give guidelines and hint for students to

improve their answer

8. Dig/pock students thinking give a series of questions


29/46

Question Level

Based on Blooms Taxonomy

1. Knowledge

2. Understanding 3. Application

4. Analysis

5. Synthesis 6. Evaluation


30/46

Various Stimulation Skill

Various stimulation skill is the techniquethat varies teachers delivery methods andtechniques with the aim to attract students

attention and interest to the lesson. The skill involves teachers changing their

behavior/responds and interactions tostudents, varies students observation by

changing what they see, and variesteaching techniques and methods.

Principles of various


31/46

Principles of variousstimulation skills

1. Changes in teachers delivery techniques and methodsmust be interrelated to the aims and contents of theinstruction

2. The changes must be fluent/smooth and related to the

delivery steps3. The usage of learning materials to change students

observation must be planned and being delivered witheffective methods

4.

Each delivery steps must used different instructionalactivities.

5. Teachers must change teaching stimulus based onstudents responds


32/46

The objectives of using

various teaching stimulus

1. To focus students attention and sustain their interests to

teachers teaching activities

2. To make students participate actively in various learningactivities and experiences

3. To allow students to use various senses in acquiring

knowledge

4. To motivate and arouse students curiosity5. To create a joyful/enjoyable and positive learning climate


33/46

The Components of Various

Stimulation Skills

1. Changing teachers steps (left right, front rear/back)

2. Changing teachers limbs movement (hand head)

3. Changing teachers voice intonations (flat high pitch,high pitch silence)

4. Changing students focusing senses (listening watching,watching sensing)

5. Changing students oral communication (questioninganswering, story telling reading)

6. Changing students physical forms (writing drawing,sitting standing, demonstration acting)


34/46

Explanation Skills

Principles of explanations skills2. Examples, illustration or teaching materials must be

prepared before lesson

3. To sustain students interest, teachers must used

various stimulation skills during explanation4. Words and terminologies use during explanation must

be based on students abilities and experiences.

5. Explanation must be based on students past

experiences6. Use appropriate teaching materials and the usage

must also with effective techniques

7. After explanation, teachers must encourage students

questioning on matters not being understood


35/46

The objectives of using

explanation skills

1. To deliver information or instructionalcontent in a short time

2. To facilitate students understanding

3. To describe a specific procedures or stepsfor example an experimental steps

4. To explain the causes of certain events or

to predict the possibility of occurrence of anevent.


36/46

Explanation skill components

1. Introduction to arouse and sustain students attention,to arouse students readiness to learn, clear, precise(short) and concise (accurate)

2. Illustration skill the usage of teaching materials

(sufficient, appropriate, clear and attractive teachingmaterials) teachers competencies in managingteaching materials

3. Idea organization/sequencing idea being developed

systematically, various stimulation being usedsuccessfully, oral explanation is clear and accurate.

4. Closing Conclusion ( contents to be written, importantpoints are organized systematically, closing statementsis stated clearly and accurately).

Whit B d Skill


37/46

White Board Skills

Principles of white board usage

To use white board effectively, teachers must;3. Plan white board usage early in his/her lesson so that

writing and illustration will be placed at the right placeand able to attract students interest.

4. Teachers must train themselves to have the skill ofdrawing on the board attractively

5. Writing and drawing illustrated on the board must beclear to the whole class

6. Pen of different colors must be use to highlight thingsto be emphasized

7. The usage of white board must be varied, besideswriting and drawing, white board can be used to hangpictures or other teaching materials.


38/46


39/46

The objectives of white board

usage

1. To explain abstract facts, concepts or idea.

2. To attract students attention to important points at

the different stages of instruction

3. To demonstrate problem solving stagessystematically, for example in mathematic lessons.

4. To make variety of teachers teaching activities

5. To allow students to take notes from the board

oar s s


40/46

oar s s

1. Clarity appropriate fond/writing size, neat and accuratewriting, picture/diagram/illustration clear andsimple/concise

2. Layout Writing and drawing space is appropriate and

balance, organization is clear to the whole class, notesbeing organized systematically

3. Emphasizes the usage of different, appropriate andattractive colors

4. Presentation techniques successfully convey conceptswith clarity and accuracy, successfully simplify difficultconcepts or idea, successfully stimulate studentsparticipation, to use the white board at the right moment


41/46

Reinforcement skills

Reinforcement is the technique used when students givecorrect responds or answers during instructions. At thismoment, teachers need to praise students as toenhance their responds.

Principles of reinforcement3. Varies reinforcement from time to time

4. Give immediately after correct students responds

5. Avoid negative reinforcement

6. Reinforcement technique must be appropriate tostudents age, sex and social status.

7. Teachers must be honest and sincere with the praise(reinforcement) given to students.


42/46

Objectives of reinforcement

1. To encourage students to participate in learningactivities

2. To reinforce concepts or contents being learnt

3. To encourage students to be consistent withpositive behavior/responds

4. To cultivate students confidence inportraying/showing positive behavior or responds

5. To improve class discipline by changing studentsnegative behavior

R i f t kill


43/46

Reinforcement skills

components

1. Oral positive; teachers use good words;

good/yes/excellent.

2. Positive responds; teachers smile, nod or clap

hands.3. Touch; touch according to our culture (touch

students head, shoulder and back)

4. Oral negative; no, not complete, very bad.

5. Negative responds; shaking heads, show anger.


44/46

Closing skills

Principles of closing skills

2. The activities must be appropriate with theinstructional objectives

3. Cognitive and social closing must beprepared

4. Must be done within 5 minutes

5. Evaluation activities being done to evaluatestudents achievements.

Th bj ti f i i


45/46

The objectives of acquiring

closing skills

1. To attract students to teachers activities so thatthey will get a clear and holistic picture of thenewly learnt materials

2. To reinforce the newly learnt concepts and skillsby summarizing important facts or by giving thestudents written work.

3. To make students feel successful in their learning

4. To evaluate students achievements

5. To give follow-up/pursuing activities

Th t f l i


46/46

The components of closing

skills

1. Cognitive interaction; making summarization,

repeat important points, execute summative

evaluation, proposing pursuing/follow-up activities,

implement reinforcement activities2. Social interaction; to create achievement feeling

among the students, to give positive

reinforcement, to arouse students curiosity, to

motivate students to learn, to interrelate with futurelearning or materials

Documents

PROFESIONALISME GURU- CURRICULUM PLANNING