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Pendidikan di Era Digital
Era digital merupakan suatu masa dimana segala bidang kehidupan manusia menggunakan teknologi informasi komputer, internet network, serta teknologi digital lainnya untuk manusia dapat saling berkomunikasi tanpa hambatan jarak, waktu, serta komunikasi tetap dapat terjalin walaupun saling berjauhan dan dapat dilakukan secara real time. Pendidikan di era digital menuntut institusi/lembaga pendidikan, para pendidik, para peserta didik dan para orangtua untuk memiliki kesiapan di dalam memfasilitasi dan menggunakan teknologi berbasis computerized ini. Pendidikan di era digital ini memiliki manfaat antara lain: kurikulum pembelajaran yang semakin modern, peningkatan hasil belajar dengan analisa da...
Transformasi Pembelajaran di Era Kurikulum Merdeka Belajar
Buku “Transformasi Pembelajaran di Era Kurikulum Merdeka Belajar” menawarkan pemahaman mendalam tentang paradigma baru dalam dunia pendidikan Indonesia. Kurikulum Merdeka Belajar dirancang untuk memberikan fleksibilitas kepada guru dan siswa, sekaligus mendorong pembelajaran yang berpusat pada siswa. Buku ini ditujukan bagi pendidik, praktisi pendidikan, dan pemangku kebijakan yang ingin mengoptimalkan penerapan kurikulum ini. Buku ini terbagi ke dalam 16 bab yang disusun secara sistematis. Buku ini mengulas berbagai aspek penting, mulai dari konsep dasar, karakteristik, dan prinsip kurikulum merdeka belajar, strategi pembelajaran berbasis konteks, pembelajaran berpusat pada siswa, capai...
Teaching Science to Every Child
"Teaching Science to Every Child provides timely and practical guidance about teaching science to all students. Particular emphasis is given to making science accessible to students who are typically pushed to the fringe - especially students of color and English language learners. Central to this text is the idea that science can be viewed as a culture, including specific methods of thinking, particular ways of communicating, and specialized kinds of tools. By using culture as a starting point and connecting it to effective instructional approaches, this text gives elementary and middle school science teachers a valuable framework to support the science learning of every student. Written in...
Predict, Observe, Explain
John Haysom and Michael Bowen provide middle and high school science teachers with more than 100 student activities to help the students develop their understanding of scientific concepts. The powerful Predict, Observe, Explain (POE) strategy, field-tested by hundreds of teachers, is designed to foster student inquiry and challenge existing conceptions that students bring to the classroom.
Teaching and Learning Second Language Listening
This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner. The pedagogical model─a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners ─ provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts.
Assessment For Learning
Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description
Learning Progressions in Science
Learning progressions – descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) – represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in th...
Learning and Assessing Science Process Skills
and Assessing Science Process Skill
Misconceptions in Chemistry
Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are ‘school-made misconceptions’ concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions.
Teaching in the Knowledge Society
We are living in a defining moment, when the world in which teachers do their work is changing profoundly. In his latest book, Hargreaves proposes that we have a one-time chance to reshape the future of teaching and schooling and that we should seize this historic opportunity. Hargreaves sets out what it means to teach in the new knowledge society, to prepare young people for a world of creativity and flexibility and to protect them against the threats of mounting insecurity. He provides inspiring examples of schools that operate as creative and caring learning communities and shows how years of "soulless standardization" have seriously undermined similar attempts made by many non-affluent schools. Hargreaves takes us beyond the dead-ends of standardization and divisiveness to a future in which all teaching can be a high-skill, creative, life-shaping mission because "the knowledge society requires nothing less." This major commentary on the state of today's teaching profession in a knowledge-driven world is theoretically original and strategically powerful?a practical, inspiring, and challenging guide to rethinking the work of teaching.
