SUMMARY OF CLASS PRESENTATION

Group 1

Subtopic : Good Teaching (Present by : Ismi Raudha)

The good teaching elements are:

a) It’s about passion:Motivating students to learnTeaching them how to learn and doing so in a manner that is relevant, meaningful, and memorable

b) It’s about substance and treating students as consumers of knowledge Doing your best to keep on top of your fieldBridging the gap between theory and practice.

c) It’s about communication skills Be smart in listening, questioning, being responsive, and remembering that each student and class is different.Be professional at all times .

d) It’s about time managementTeaching not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances.Creative of deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere

e) It’s about style and performanceTeacher’s style should be interesting, polite, and tidy.Exude inner beauty by smiling and cheerful

f) It’s about humorBeing self-deprecating and not taking yourself too seriousmaking innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere

g) It’s about caring, nurturing, and developing minds and talentsTeacher should be creative to develop students talentDon’t hesitate to appreciate your students

h) It’s about Moral/characterEducation is not only for transferring knowledge but also building moralTeacher must educate students to be educated person which is have good characteristics

i) It’s about Leadership/independentEducation is a way to build some one can be a leader, at least can lead themselvesTeacher must support students by strong and visionary leadership to form independent personality

j) It’s about Love/emotional closenessLove is one of the keys of a success teacher. Without love teacher cannot do their job wellEmotional closeness is also very important to make students want to students easy to study

Subtopic : No Child Left Behind (Present by: Nella Kristina and Tresia Sihombing)

a) The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress concerning the education of children in public schools.

b) Was proposed by President George W. Bush on January 23, 2001. Coauthored by Representatives John Boehner, George Miller, and Senators Edward Kennedy and Judd Gregg.

c) The United States House of Representatives passed the bill on May 23, 2001 (voting 384–45), and the United States Senate passed it on June 14, 2001 (voting 91–8). President Bush signed it into law on January 8, 2002.

d) NCLB supports standards-based education reform, which is based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act does not assert a national achievement standard; standards are set by each individual state.

e) According to Paul Reville, the author of “Stop Narrowing of the Curriculum By Right-Sizing School Time,” teachers are learning that students need more time in order to excel in the “needed” subjects. The students need more time to achieve the basic goals that should come by somewhat relevant to a student.

f) Commission’s goals of NCLB as follow:Effective Teachers for All Students, Effective Principals for All CommunitiesAccelerating Progress and Closing Achievement Gaps Through Improved AccountabilityMoving Beyond the Status Quo to Effective School Improvement and Student OptionsFair and Accurate Assessments of Student ProgressHigh Standards for Every Student in Every StateEnsuring High Schools Prepare Students for College and the WorkplaceDriving Progress Through Reliable, Accurate DataParental involvement and empowerment

Subtopic : The Role of Psychology of Educational

(Present by: Vitri Juliani)

a) Educational Psychology: Meaning and DefinitionsEducation Latin educare = to bring-up.Education as educere is more acceptable as it means leading an individual from ignorance to knowledge. Education it is the process of bringing desirable change into the behaviour of human beingsEducational psychology is that branch of psychology, which deals with teaching and learning. It takes its meaning from education, social process and from psychology, a behavioural science (Skinner)Educational Psychology is the discipline concerned with teaching and learning processes; applies the methods and theories of psychology and has its own as well (Woolfolk, 1995).

b) Educational psychology in turn informs a wide range of specialities within educational studies, including:

Instructional design,Educational technology,Curriculum development,Organizational learning,Special education, andClassroom management.

c) The specialist senior educational psychologists for the following areas:Cognition & Learning Speech, Language and Communication Physical & Sensory Difficulties Behavioural Emotional & Social Difficulties & Children in Care Early years & Autistic Spectrum Disorders

Subtopic : Diversity and Convergences in Education(Present by: Wiwik Simanjuntak)

a) DiversityIt is the exploration of these differences in a safe, positive, and nurturing environment .It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual

b) Diversity In Education

Students who attend schools with a diverse population can develop an understanding of the perspectives of children from different backgrounds and learn to function in a multicultural, multiethnic environment.Schools must take a proactive approach to acknowledging diversityA parent needs to look beyond the numbers to evaluate a school's approach to diversity.  To create a positive environment where students and teachers are respectful of different backgrounds, schools have to be proactive. "Above all, schools shouldn't just do nothing"Structured classroom activities can highlight diversity.  teachers structure their teaching to acknowledge different perspectives.Mutual respect is part of the equation.  teachers should never tolerate disrespect. They should establish ground rules for the class, and even let the kids help to establish these rules.

c) Convergences in EducationThe flow was spearheaded by William Stern, a German psychologist who argued that national brings determine both environmental and human development, so that the flow is a combination of nativisme to empiricismTherefore, the theory of W. Stern called the theory of convergence (convergent point of unity that is centered). So according to the theory of convergence: Education may be implemented. Education is defined as environmental aid given to the students to develop the

potential for good and prevent the development potential of the poor. The limit is the result of nature and environmental education.

d) Effect of Flow Convergence Of Education Education in IndonesiaThe Revolution of Independence (The influence of this (convergences ) ideology has been seen since it was first formulated national education system in Indonesia by Ki Hajar Dewantara. Ki Hajar Dewantoro)

Group 2

Subtopic : Social Emotional Learning (SEL)(Present by : Dewi Sahfitri Tanjung)

a) SEL is the process of developing social and emotional skills in the context of safe, caring, well-managed, and engaging learning environments

b) SEL is the development in students and teachers of skills related to their social and emotional growth that are essential and complementary to their learning and to the process of education. It is not something to be done to the young people. It is not something extra to be added to the curriculum. SEL is about what teachers do and encourage students to do everyday in the classroom to create a climate of caring, support and validation that promotes learning and good relationships

c) The Teach SEL

Emotions affect how and what we learnSchools are social places--relationships provide foundation for learningEffective as classroom management strategyReduces barriers to learningSEL skills can be taughtDemanded by employersHas positive impact on academic performanceRequired for positive citizenship

d) ResearchSEL leads to improvements in: Attitudes: Motivation and Commitment Behavior: Participation and Study Habits Performance: Grades and Subject MasterySchool Attitude: Stronger sense of community Higher academic motivation and educational aspirations Better understanding of consequences of behavior Better ability to cope with school stressors More positive attitudes toward school and learningSchool Behavior: Participate in class more Demonstrate more pro-social behavior Have fewer absences and improved attendance Show reductions in aggression and disruptions Are on track to graduate and are less likely to drop out Are more likely to work out their own way of learningSchool Performance: Improved math, literacy, and social studies skills Higher achievement test scores and/or grades and no decreases in standardized

test scores Improved learning-to-learn skills Better problem-solving and planning ability Use of higher-level reasoning strategies Improvements in reading comprehension

e) SEL AddressSelf Awareness: Knowing what we are feeling in the moment; having a realistic assessment of out own abilities; and a well-grounded sense of self confidence.Social Awareness: Sensing what others are feeling; being able to take their perspective; appreciating and interacting positively with diverse groups.Self Management: Handling our emotions so that they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; persevering in the face of setbacks and frustration.

Subtopic : Family and Community Partnerships

(Present by: Rina Maya Sari Purba)

a) Home-School PartnershipsThere is a positive and convincing relationship between family involvement and benefits for students, including improved academic achievement. This relationship holds across families of all economic, racial/ethnic, and educational backgrounds and for students at all ages

b) Community PartnershipsThere is less research on the effects of community involvement, but it also suggests benefits for schools, families and students, including improved achievement and behavior

c) The types of programs work best to achieve positive student outcomesPrograms and interventions that engage families in supporting their children’s learning at home are linked to higher student achievement. Family involvement at home appears to have the greatest affect on student achievementFamily Involvement has a protective effect. The more families can support their children’s progress, the better their children do in school and the longer they stay in schoolFamilies of all cultural backgrounds, education, and income levels encourage their children, talk with them about school, help them plan for higher education, and keep them focused on learning and homework. In other words, all families can, and do, have positive effects on their children’s learningParent and community involvement that is linked to improving student learning has a greater effect on achievement than more general forms of involvement

Subtopic : Understanding the Cognitive and Social Development of Children(Present by: Devie Wani)

a) Biological DevelopmentChildren are not miniature versions of an adult.A child’s abilities coincide with with the development of his/her central nervous system (CNS), particularly the brain.This ‘co-development’ with the CNS often becomes more easily overlooked as the child gets older.

b) Environmental InfluencesThose with primary child-rearing responsibilities are most likely to maximize learning capabilities.Understand the balance between developmental limits and parental expectations (i.e. 2 year-old children cannot be taught how to read, but their language development can be enhanced by reading to them).

Remember , “normal” development is not necessarily an age specific event, but instead occurs within a range that can differ from child to child.

c) Important Concepts Within Piaget’s ModelSchemes: Mental model of the world that we use to represent, organize, and interpret our experiences.Assimilation: Integrating new experiences into an existing scheme.Accommodation: Changing or modifying a scheme in order to incorporate a new experience.

Subtopic : Implication of Cognitive Development in Learning(Present by: Hafizhah Dini)

a) Cognitive TheoryOne stages of cognitive development proposed by Jean PiagetPiaget discovered that children think and reason differently at different periods in their lives.Piaget's approach to learning is a readiness approach. Readiness approaches in developmental psychology emphasize that children cannot learn something until maturation gives them certain prerequisites (Brainerd, 1978). The ability to learn any cognitive content is always related to their stage of intellectual development. Children who are at a certain stage cannot be taught the concepts of a higher stage.

b) ImplicationA Piagetian-inspired curricula emphasizes a learner-centered educational philosophyChildren need to explore, to manipulate, to experiment, to question, and to search out answers for themselves - activity is essential.However, this does not mean that children should be allowed to do whatever they want

c) Pre-operational Stage (2yrs-7yrs)Invite the child to arrange the objectInvolving child in social interaction to reduce egocentrismAsk child to make a comparison, smaller, bigger, heavier, etcAsk child to draw scenery with perspectiveInvite child to understand slow and fast process

d) Concrete Operational Stage (7yrs-11yrs) Encourage child to find concept and principle through questions that answered by student self

Involve student in operational task like additional and reduction Planning for group discussion and use visual media

e) Formal Operations Stage (11yrs-16yrs)

Ask problem and suggest some ways to solve itChoose certain topic and invite student to raise hypothesis to solve itTrying to build a conclutionMaking project

f) Vygotsky cognitive development theoryVygotsky state that cognitive ability need to interpret by development and mediation by language, social relation, and cultureVygotsky concept – zone of proximal development

Group 3

Subtopic : Intelligence and Learning(Present by: Syamsiah Hasibuan)

a) IntelligenceGroups of scientists have stated the following: from "Mainstream Science on Intelligence" (1994), an editorial statement by fifty-two researchers: A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.An intelligent agent is a system that: perceives its environment (which may be the physical world, a user via a graphical user interface, a collection of other agents, the Internet, or other complex environment); reasons to interpret perceptions, draw inferences, solve problems, and determine actions; and acts upon that environment to realize a set of goals or tasks for which it was designed

b) General intelligence factor or gThere are many different kinds of IQ tests using a wide variety of test tasks. Some tests consist of a single type of task, others rely on a broad collection of tasks with different contents (visual-spatial, verbal, numerical) and asking for different cognitive processes (e.g., reasoning, memory, rapid decisions, visual comparisons, spatial imagery, reading, and retrieval of general knowledge).

c) LearningLearning is a very general term denoting the way in which people and computers: acquire and organize knowledge (by building, modifying and organizing

internal representations of some external reality); discover new knowledge and theories (by creating hypotheses that explain

some data or phenomena); acquire skills (by gradually improving their motor or cognitive skills through

repeated practice, sometimes involving little or no conscious thought).

d) Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:As a teacher and learner you realize that there are many ways to be "smart"All forms of intelligence are equally celebrated.By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement.A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areasStudents may develop strong problem solving skills that they can use real life situations.

Group 4

Subtopic : Behavioral Views of Learning(Present by: Remli Nelmian Simarmata)

a) Definition of LearningLearning is usually defined as a change in an individual caused by experience. Changes caused by development (such as growing taller) are not instances of learninga relatively permanent change in behavior brought about by experience

b) Behavioral Learning TheoriesBehavioral learning theories focus on the ways in which pleasurable or unpleasant consequences of behavior change individuals' behavior over time and ways in which individuals model their behavior on that of otherBehavioral learning theorists try to discover principles of behavior that apply to all living being

c) Behavioral Learning Theories Have EvolvedPavlov : Classical Conditioning (studied the digestive process in dogs)Thorndike : The Law of Effect (placed cats in boxes from which they had to escape to get food)Skinner : Operant Conditioning (Skinner boxes contain a very simple apparatus for studying the behavior of an animals, usually rats and pigeons)

d) Classical ConditioningDefenition a type of learning in which an organism responds to a neutral stimulus that

normally does not bring about that response; associative learning Thunder = Rain = Lightning = get umbrella “Sit” = biscuitNeutral stimulus prior to conditioning, has no effect on the desired response Until you experience thunder with rain & lightning, you don’t think about

getting your umbrella

Until you pair “Sit” with the behavior of sitting and the reward of biscuit…. “Sit” had no meaning

Unconditioned Stimulus (UCS) a stimulus that brings about a response without having been learned (naturally) smell of food causes salivationUnconditioned Response (UCR) a behavior that is prompted automatically by a stimulus a response that is natural and needs no training (e.g. salivation at the smell of

food)Conditioned Stimulus (CS) A previously neutral stimulus that evolzes a particular response after having

been paired with an unconditioned stimulus . a once-neutral stimulus that has been paired with a UCS to bring about a

response formerly caused only by the UCS (bell rings, dog salivates because he has paired the bell with food due to conditioning)

Conditioned Response (CR) a response that, after conditioning, follows a previously neutral stimulus

(salivation caused by bell ringing)e) Operant Conditioning

Skinner’s work focused on the relationship between behavior and its consequences.Operant conditioning – the use of pleasant and unpleasant consequences to change behavior.Skinner Box – allows the study of behavior in a controlled environment.

Subtopic : Cognitive Views of Learning(Present by: Mizanina Adlini)

a) Cognitive Views of LearningCognition refers to thinking and the mental processes humans use to solve problems, make decisions, understand new information or experiences, and learn new things.Cognitive views of learning focus on cognitive variables affecting learning—what goes on in people’s minds before, during, and after learning.Cognitive theories look beyond behavior to explain brain-based learning.

b) Basic Assumptions of Cognitive TheoristsTrue learning is active learning.Prior knowledge affects new learning.Knowledge is constructed by the learner (constructivism).The human information processing (HIP) model is unique to humans and helps explain learning by focusing on how memory works (theoretically).

c) HIP TermsEncoding—processes by which info is entered/modified for ease of storage.Storage—processes by which info is retained.Retrieval—processes by which info is found or accessed for subsequent use.

Subtopic : Motivation in Learning and Teaching(Present by: Dian Arisandi)

a) MotivationMotivation is an internal state that arouses, directs, and maintains behavior. The probability that a person will enter into and persist with a process of behaviour change.Intrinsic Motivation is motivation associated with activities that are their own reward.Extrinsic Motivation is motivation created by external factors such as rewards and punishments.

b) Four General Approaches to MotivationBehavioral ApproachA Reward is an attractive object or event supplied as a consequence of behavior.An Incentive is an object or event that encourages or discourages behavior.Cognitive and Social Cognitive ApproachExpectancy x value theories: explanations of motivation that emphasize individuals’ expectations for success combing with their valuing of the goalSocio-cultural ConceptionsLegitimate peripheral participation is genuine involvement in the work of the group, even if your abilities are undeveloped and contributions are smallHumanistic Approaches Maslow’s Hierarchy of needs: Four lower level needs – deficiency needs – survival, safety, belonging, and

self-esteem Three higher level needs – being needs – intellectual achievement, aesthetic

appreciation, and self-actualization Self-actualization: self-fulfillment, or the realization of one’s personal

potentialc) Interests

Personal interests: enduring tendency to be attracted to or to enjoy specific subjects – seek information and have more positive attitudes toward schoolSituational interests: short lived aspects of the activity, texts, or materials that catch and keep attention – if students are not initially interested in a subject or activity, they may develop interests as they experience success

Subtopic : Fairness(Present by: Siti Aini Nurmala Siregar)

a) Definition of FairnessFairness - ability to make judgments free from discrimination or dishonestyFairness - the property of having a naturally light complexionFairness - the quality of being good looking and attractive

b) How to be a Fair PersonTreat people the way you want to be treated.Take Turns.Tell the truth.Play by the rules.Think about how your actions will affect others.Listen to people with an open mind.Don't blame others for your mistakes.Don't take advantage of other people.

c) About The VideoA pair of capuchin monkeys (Cebus apella) show very compelling signs of cooperation and a sense of fairness, by working together to solve a problem using tools, and then sharing the reward.They also seem to understand fairness: when unequal rewards are given to one monkey and not another, the monkey receiving the lesser treat would rather go hungry than accept anything less than an equal reward.

Group 5

Subtopic : Classroom Assesment(Present by: Suciati Primasari)

a) Classroom AssesmentClassroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.Classroom assessment differs from tests and other forms of student assessment in that it is aimed at course improvement, rather than at assigning grades. The primary goal is to better understand your students' learning and so to improve your teaching.

b) How do I use Classroom Assessment TechniquesDecide what you want to learn from a classroom assessment.Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.

Explain the purpose of the activity to students, then conduct it.After class, review the results and decide what changes, if any, to make.Let your students know what you learned from the CAT and how you will use this information.

c) In general, classroom assessment is NOT used for:make decisions about the future (which may determine the fate of the child) individuallyprovide for the purposes of comparison the results of informal learning, both nationally and internationallyInformation gathering can be done in a formal or informal, inside or outside of school hours (especially with regard to educational value), either through testing or non-test, and integrated in the learning process (in the beginning, middle or end of prosaes learning)

Subtopic : Classroom Assesment(Present by: Suciati Primasari)

a) Standardized testsA test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.Standardized tests need not be high-stakes tests, time-limited tests, or multiple-choice tests. The opposite of a standardized test is a non-standardized test. Non-standardized testing gives significantly different tests to different test takers, or gives the same test under significantly different conditions (e.g., one group is permitted far less time to complete the test than the next group), or evaluates them differently (e.g., the same answer is counted right for one student, but wrong for another student).

b) Design and ScoringStandardized testing can be composed of multiple-choice, true-false, essay questions, authentic assessments, or nearly any other form of assessment.Most assessments, are not scored by people ; people are used to score items that are not able to be scored easily by computer (i.e., essays).

c) ScoreThere are two types of standardized test score interpretationsa norm-referenced score interpretation, compare test-takers to a sample of peers.

are associated with traditional education

a criterion-referenced score interpretation, compare test-takers to a criterion (a formal definition of content), regardless of the scores of other examinees.These may also be described as standards-based assessments as they are aligned with the standards-based education reform movement

d) Advantagesthat the results can be empirically documented; therefore, the test scores can be shown to have a relative degree of validity and reliability, as well as results which are generalizable and replicable.Aggregation: a well designed standardized test provides an assessment of an individual's mastery of a domain of knowledge or skill which at some level of aggregation will provide useful information.

Subtopic : Teaching for Learning(Present by: Sri Hayuni)

a) IntroductionTeaching for learning marks the idea that teachers focus on what the learners are doing rather than what they the teachers are doing. This is the focus which is adopted by many effective and many experienced teachers

b) WorkJust listen in any classroom: ‘Get on with your work’, ‘Homework’, ‘Schemes of work’, ‘Have you finished your work?’. It’s the dominant discourse of classroom life. It can lead to a situation of meaningless work, as when people talk about being ‘on task’ without assessing the learning quality or engagement. The space invader of ‘work’ can be addressed quite effectively – especially with collaboration. Change ‘WORK” into “ LEARNING” The effects were electric and led to much more engagement.

c) Learning main viewWhen people talk or write about learning, they may adapt more simple or more complex views of what learning is. Their view of learning may take into account more or fewer elements, and these differences have considerable impact on how we think about any action which should follow – for example, action to promote learning.Much of the formal arrangement of schooling is built on the view that learning is being taught. The powers that be decide what should go into the child’s mind (curriculum), hand that to teachers to deliver’ (pedagogy) and then create tests to check that it’s in there (assessment).

In these processes, the child’s mind is passive – a receptacle waiting to be filled – so the plans do not need to respond to the individuality of the learner or the contribution they make.The process of making sense of experience emphasises standing back from experience, so that reflection and review are important. The human capacity for thinking about thinking (meta-cognition) may be engaged, as well as the wider capacity for learning about learning (meta-learning). Learners say to themselves about their own learning is important, and learners may offer contrasting views with contrasting approaches to learning-related activities.This view develops the point that meaning is constructed together in social activity, not individually in people’s heads. Human learning is necessarily and fundamentally social: it utilises language, culture and communication, and implicates our identities and preferred futures. All of these are social creations and are being dynamically re-created. We build our identities and connections around our work, knowledge, and contributions to our communities.Learning is the means by which people gains membership and participate in community activity and so a ‘failure’ to learn is that result of conclusion from this participation.Peole have difficulty learning when they are marginal in community.

Subtopic : Trustworthiness(Present by: Asri Ivo)

a) Talk about HonestyTalking about honesty may seem simple. However, if you don’t talk about it, then your tween may not know where you stand. You need to talk to your tween about what is acceptable as far as honesty goes and what is not. This is a fine line for children and you need to talk about it.

b) Show Through ExampleChildren watch teachers. They pick up on their facial expressions, their dialect, and the ways of living.If you want your child to be honest, then you need to be honest yourself. It is not always easy, but there are ways you can word things to your child so that they know you are not lying, but telling the truth.

c) Giving students ResponsibilityIn order to learn honesty, student needs to have responsibilities.He needs to know that when he fails in completing his jobs, whatever they may be, there are consequences if he lies about what has happened.

d) Don’t Expect PerfectionNo one is perfect—not TEACHER or your STUDENT.

Never call your student a liar, even if you know he is not telling the truth. This will hurt your student and will damage your relationship. Furthermore, it is best to avoid arguments and asking questions you already know the answer to.If you know your student came to school too late, why even ask? Instead, point out the misdeed and ask your student how he will rectify the situation.

e) The enemy of truth is illusionIllusion is a false interpretation by the mind...a belief or hope that has no real substance.  Illusion comes when we perceive something to be true that isn't true or is only partly true.