The class
session of PETA in previous meeting was very exciting. I have learned a lot of
new things again about micro teaching. Furthermore, I have learned not only
about micro teaching but also multiple intelligences (MI), bloom’s taxonomy,
and differentiated instruction which actually something new for me. Actually
there was a session about continuity of previous class session which was one
group of presentation about practicing micro teaching. In that session, my
lecturer also gave feedback and advices or critiques about micro teaching that
my friends and I have already done, lecturing about MI, Bloom’s Taxonomy, and
differentiated instruction, my understanding and confused through all of
the topic, the interesting and meaningful part, and my expectation.
Feedback which
has given by the lecturer could be as advices to be better in teaching learning.
Some of notifications that I have written and added were missing activities in
the part of opening, during, and closing the lesson. I could explain my feedback
notifications in these sentences below:
- In the opening of the class:
It should be better if as a teacher has to be able
to relate about the topic today with activities in the classroom, because it
can build students’ prior knowledge. So, teachers not only open the class with
dialogues as usual, such as greeting or something but also can directly grab
students’ attention which is related to the topic.
In the opening of the class, as a teacher have to
give clear instructions, in order to make students’ understand well what they
are going to do. Clear explanation is also important to be given, because
students will get confused and make other conclusions if the teachers are not
capable to give clear explanations. Teachers also remember to convey about the
lesson objectives.
- During the class activities:
If there is more than one activity, teachers should
explain about each part of activities that has already delivered before going
to the next activities. It is necessary to make students’ understand well about
the purpose and meaning of every activity.
As additional time allocation during teaching
learning process when delivered materials or activities is limited. So,
teachers should be able to conduct lesson plan and activities in appropriate
time and also content based on the topic.
In teaching about some topic, as a teacher should
present about the structure in general first. Teachers not only are drilling
students with example or exercise, but also give brief explanation about that
topic by lecturing or lectured-discussion.
During the lesson, as a teacher should make
meaningful learning in the classroom. So, some of presenter in micro teaching
has already given an example in teaching with meaningful learning, such as in
delivering topic about procedure text, they made text of procedure which had to
relate through technology. So, it can be as meaningful learning, because the
presenter taught procedure based on real life how to operate, create, and make something
which was related to technology.
Thus, during the lesson in the class, teachers have
to guide the students in order to be aware of responsibilities each of
students. Then, as teachers have to make sure and monitor students’ tasks with
walking around.
- In the closing part of the lesson:
Teacher should give brief review and summarize about
all of the content and topic which have already discussed together. Give assessment
is also suggested to measure students’ understanding.
Another knowledge that I have enriched in this class
session was about multiple intelligences, bloom’s taxonomy and differentiated
instructions. In multiple intelligences (MI), there are eight types of
intelligences. Then, all of the intelligences can be developed and understood
by the teachers before going to make activities or delivering materials in the
class. So, as like Gardner said “it’s not about how smart you are, but how you
are smart”. After understanding about MI, as a teacher has to know about Bloom’s
Taxonomy, such as these stages remembering, understanding, applying, analyzing,
evaluating, and creating. Actually, the purpose of Bloom’s Taxonomy is, to meet
students’ need and practice or develop students’ level quality. Then MI and
Bloom’s Taxonomy is related to differentiated instructions which have to apply
instructions to be implemented in teaching learning.
I think, I have already understood about practice
micro teaching and MI. The most important thing is good preparation about the
lesson plan, materials, equipment, dress, etc. before coming to the class. Make
dialogue could be practiced, even applied during micro teaching to give clear
instructions and explanation. In micro teaching, I should remember also that it
is teamwork teaching. So, I have to make a deal and limitation part (duties responsibility)
to deliver materials. There is no strength person who is always dominant in
team teaching. In teaching there is also another important aspect such as MI
which influences teacher to deliver materials or students to take
understanding. As we know that there are eight types of MI, such as Linguistic
intelligence, Logical-mathematical intelligence, Spatial intelligence, Musical
intelligence, Bodily-kinesthetic intelligence, Interpersonal intelligence, Intrapersonal
intelligence, Naturalist intelligence. So, MI as variety can influence also
students’ challenge which is as Bloom’s Taxonomy. MI is for facilitating
students’ skills in learning and Bloom’s Taxonomy is to make sure that the
stages truly happened in students’ condition.
There are
content, process, and predict to be readiness, influence learning style, and
interest that make how to differentiate instructions. Content is what pupils learn
(understanding, skills, and knowledge). Process is activities and opportunities
(ex: presentation, demonstration something). Predict is represented by students’
abilities, skills, or other outcomes. Learning environment is condition under
which learning takes places. In differentiated instructions, I can create
another effective way to teach later on. Although in acquiring materials, the
level of students is different, but I have to get an idea to tolerate and deal
if students are different and try to facilitate students’ needs. Not only that,
another difficulties in giving differentiated instructions is teacher has to
have critical thinking to know each of students’ MI and develop Bloom’s
Taxonomy in the classroom. So, it is quite challenging to practice it in the
class.
However, there was some part that I have not
understood clearly yet. It was about differentiated instruction, especially in
part of cubing and tiering, because I think the limited time to explore and
lecture explained at that time. So, I still confused in this part. To solve
that problem, I have already read other resources. This solution is good to
enrich my understanding deeply and elaborate to another example as way to
teach.
Last meeting was very interesting, because I could
find the relation between MI, Bloom’s Taxonomy, and differentiated instruction
to practice teaching, such as in micro teaching. I have learned new things and
meaningful learning, because I could easily understand to integrate each of
them (MI, Bloom’s Taxonomy, and differentiated instruction) in teaching
learning process. Now, as a teacher candidate I could decide which one is more
appropriate for the students condition in classroom management or not, whether I
have known also students’ needs, MI, and understanding level based on Bloom’s
Taxonomy. As like others methods of teaching, such as in previous meeting about
guided discovery, direct instruction, group interaction, lectured-discussion,
even differentiated instructions have own strength and weaknesses, but teacher
can also combine each of those methods after comparing the purpose, strength,
and weaknesses depend on the students and teacher side, facilitation, etc. Beside
that, teachers have to keep knowing assessment which is appropriate in the
class or not. So, the choices and decision is in the teacher with considering
all of certain aspects.
I think, I have already
understood the materials and that the materials have met my expectation of the
session. I have understood about the entire topic, although is not perfect
understanding. Unfortunately, I still feel anxious to know another example of
teaching learning, the benefit, advantages and disadvantages. So, in the next
meeting I hope I still can learn how to teach effectively and analyze or
criticize other examples of teaching learning.
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