Last week, I learnt about the effective things in PETA class. I have learned about a good assessment and how we changed approach supported through assessment. We should to conduct a good assessment that can help us to select better approach for teaching. In other that, a good assessment can help teacher to reach student’s potential and measure student’s ability progress in learning.

Ms Tika gave an article that can show changed approach supported through assessment. The article is about the teacher that changed her teaching strategies in the class after she did first assessment to the students. First, she gave an assessment to her students using multiple choices to assess her student’s understanding of chemical concepts. Do you know the result from that assessment? Too many of her students were failing her class and showing lack of motivation after that.

Because of that, the teacher decides to change her assessment strategy. The students not only taking test for the material and also present their work about the material that related with their real life. And you know what? The students were supportive of this change. The students presented well in front of their classmates and also demonstrated how the material that teacher given can related with their real world.

The students can more understand about the concept of the material and become more confident and comfortable in the class. I think it is effective because the teacher use teaching strategies that can reach student’s potential and also measure student’s ability progress in learning process. This case can show that the teacher should to conduct an activities and a good assessment that can make a good teaching strategies.

After that, I did a reflection about the assessment that teacher used in my high school. When I was senior high school, my teacher only assessed students through the exercise in group or individual. I think it is so monotone and can’t improve student’s ability. Teacher only knows student’s ability from student’s exercise or homework, not from student’s thinking. If the students do other activities like presentation, maybe the teacher can assess students thinking skill and also students understanding about the concept of material.

In PETA class, we have the definition about “assess”. That is to judge or decide the value, quality, or importance of something”. So, we have to make a decision about the teaching strategies that we used through the assessment.

After that, we have learned about the assessment teachnique. That are diagnostic, formative and summative. The formative is about the assessment for learning, like homework and assignment that teacher given. Before teacher gave a new material, teacher gave a pre-test; we can call with the diagnostic. The diagnostic is like recall in the opening activities of learning. The summative is about the post-test. The teacher can give the test to check student understanding after the teacher give the explanation about the new material. I think the diagnostic, formative and summative can help the teacher to know how much the material that the students get before and after the learning process.


How to Make a Good Lesson Plan?

Creating good lesson plans can be the most difficult task for new teachers, right? When we create a lesson plan, we need to developing effective lessons that engage the students, and foster a desire for continued learning.

A Good Lesson Plan should have to:

1. Review the information that will be presented to make sure you have a clear understanding of what needs to be taught. Remember this is the first time some of your students have been presented with this information. You need to be the expert in the classroom. We understand about the standard competence, basic competence, and Content material. We need to determine the goals, objectives and indicator for the learning process. So the teacher and students can focus to the indicator that has determined based on standard competence and basic competence.

2. Familiar with the lesson content, brainstorm several ways the information relates to students. Is there a new information about the topic? For the learning process, not only students that will learn about the material, but also the teacher. The teacher should to know what the students need and Does the topic relate to certain aspects of their learning process? You can connect the new information with students’ prior knowledge. So we make the lesson content to be interesting activity in the lesson plan that can recall students prior knowledge.

3. Now it’s time for actual presentation. Take step two and create a colorful, meaningful introduction to the lesson. You could show a clip from a movie or play a familiar song. You could even dress in character to enhance the presentation.

4. Through lecture, demonstration, etc. you will present the information. You should know the students age and how to gain attention from the students. We can use the interesting thing in the learning process. Maybe, we can use movie or other activities that can make students feel enjoy and feel not bored.

5. Next, guide the students as they practice the concepts that were presented. We should to conduct the activities that can guide students into the problems and how to solve it. The problem can be related to their real life, so the students not only focus to the content material, but also to the practice.

6. As you close the lesson quickly review the information through some form of creative, authentic questioning.
7. Homework should be given only to reinforce the concepts presented during the lesson.


The New Digital Classroom :)

What is new digital classroom?

New digital classroom !

Learning from technological tools that can improve English language, science and digital studies. You can learn from the video that like a digital classroom.
We can find the new information from the video from the digital classroom. Reading, writing, and also thinking ! That activities is like about the learning classroom right?

Maybe you can visit this link:

The New Digital Classroom

In these videos,you can leading experts share strategies to transform learning and instruction in the 21st Century using inquiry, collaboration, technology, and more. Learn how to prepare students to succeed and thrive in the 21st Century world in which they live, learn, and work.

When considering the mathematics curriculum, many people focus on computational skills and believe that they constitute the full set of competencies that students must have in mathematics.

To improve their knowledge in Learning Mathematics, the people (students) not only learn from teacher’s explanation and doing some exercises, but also learning by doing and understanding. Learning does not mean simply receiving and remembering a transmitted message.

When educators begin to see learning as knowledge construction, they change their thinking about curriculum, instruction, and assessment, and also developing more powerful approaches to connecting thinking in mathematics and designing more mathematically instructional learning experiences. Learning experiences are:

1. Hands-on,
involving students in really doing mathematics – experimenting first-hand with physical objects in the environment and having concrete experience before learning abstract mathematical concepts.

Students find new knowledge from their activities

Students learning by doing. Based on the research at the University of Chicago,

“This study highlights the importance of motor learning even in nonmotor tasks, and suggests that we may be able to lay the foundation for new knowledge just by telling learners how to move their hands,” writes lead author and psychologist Susan Goldin-Meadow in the article “Gesturing Gives Children New Ideas About Math”.

The students learn Mathematics with gesture. They are not still stuck on their seat when they were given problems. On each problem during the lesson, they were told to repeat the words or words/gestures they had been taught. Students can extract the information of the lesson from their gesture.
So the students can be active in the class and they can learn effectively. Beside of that, they can find something different that so interesting in the learning classroom.

2. Minds-on,

Thinking about thinking

focusing on the core concepts and critical thinking processes needed for students to create and re-create mathematical concepts and relationships in their own minds
Students is thinking about thinking. Students improve their thinking and try to connect with their prior knowledge to get the new information. Students analyzes and describes the components of Mathematical concepts. So, the students can develop their Mathematical thought.

3. Authentic learning, allowing students to explore, discover, discuss, and meaningfully construct mathematical concepts and relationships in contexts that involve real-world problems and projects that are relevant and interesting to the learner.
Students construct their thinking about Mathematical concept and then create a concept in their mind. They can explore their knowledge and try to solve the real life problems to get something new about the concepts.

Students discussion

You can read more, in this link:

What a great Experience!

In the second week, I did my observation in 1st grade class (X-5 class) and 3rd grade of social class (IPS-3 class) again with the same teacher and being teacher assistance in the class. I have many interesting experience in the second week of teaching assistance. You know why? Because I met the students that so hyperactive and so naughty (wow!!) when I observed and did teaching practice again! It was so difficult to manage this class. But I was enjoy this and that was so interesting for me 🙂

On the Monday, I only made a plan for teaching practice and made a draft of lesson plan and I made a real lesson plan with my partner, Anggi on Thursday. Then we did consult with my master teacher about our lesson plan. We tried to make a good lesson plan with good and interesting activities for teaching practice.

Our master teacher only used lecture discussion in every week. I think it was not effective because it made the students feel bored in the class if the teacher always makes a same teaching method. So, we made something different. We want to make students more active in the class but still fun and enjoy the class.
Actually, we want to use power point to deliver the information, but my master teacher ask Anggi and I to give explanation using marker and whiteboard, not using technology. Ouhhhh so bored, but we tried to understand about that.

For the activities, we combined the lecturing, group discussion, and presentation. Anggi and I gave short explanation about addition and multiplication the roots of Quadratic function. We gave some formulas and how to find the formulas. I think it was effective because the students could know about how to find the formulas and it was important too. Not only received the absolute formula from the teacher, but also students can understand how to find it.

After that, we gave some problems that have different difficulty level for group discussion. It was effective because we know that the problems that have different characteristic and difficulty level can improve students higher order thinking.

students group discussion

The students solve the problems in group. Students could help each other when they found any difficulties in group discussions. After that, students present their result of group discussion in front of the class. It can make students active in the class.

Students present their work

For closing, we gave an ice breaking (seven boom). You have also known that game, right? The students may not said number seven and the number that related with number seven and also the number that contain of number seven. The students looked fun and enjoy this game after did presentation. Then, we have reviewed and evaluation about the lesson on that Friday evening.

Finally, I have done my job as teacher assistance for two weeks. I get a lot of experiences from teaching assistance program and we will miss my students so much! And hopefully, we can be a good teacher for the future 🙂

Learning Mathematics is not only receive the information from teacher and do the exercises from the textbook, But also solve the problems that can improve student’s higher order thinking.

Based on the core of NCTM Mathematics framework, the core concept of NCTM Mathematics framework is that students develop mathematical power through problem solving, communication, reasoning, and connections. Then, how to develop mathematical power through problem solving? There are 4 steps to solve the problem that needs higher order thinking.

Problem Solving Plan has 4 Steps:

1. Understand the problem carefully :

students think the problem critically

Students should be able to understand mathematics concepts, think the relevance between concepts and apply the concepts into the problem. Some students have difficulty making meaningful connections within and across mathematics experiences.To understand the problem, we must have to read the problem carefully and then Underline clue words. Ask yourself if you’ve seen a problem similar to this one. If so, what is similar about it? and what did you need to do? you can relate the problem with your prior and previous knowledge that relevance with your problems. and then we think what do you need to find out.

2. Design a mathematical model and Planning the solution:

Try to find the answer

This is the way students communicate mathematically, providing opportunities to explain their reasoning, and to listen to and understand the reasoning of others. So, the students can be easier to solve the problem. After that, we can define the plan and strategies to solve the problem. We can try out the strategies using formulas, simplifying, use sketches, guess and check, look for a pattern, etc. If your strategy doesn’t work, it may lead you to an ‘aha’ moment and to a strategy that does work.
This is the example to solve the problem using the graph: klik disini

3. Solve:
After we make a planning the strategies to solve the problem, you can use the strategies to solve the problem.

4. Reflect:

The answer is right and reasonable? hmm..

This part is critical. Look over your solution. Did you answer the question? Are you sure? Did you answer using the language in the question with the same units?
You have to think critically to reflect the solution of the the problem. We have to make sure that the answer is true and reasonable.

With the 4 steps above, Students expected to improve their higher order thinking to solve the problem. How incorporating problem solving in Mathematics curriculum provides the context in which student’s work together and communicate with one another. 🙂

You can learn more about problem solving in this link:

For one week, I was being a teacher assistant at Senior high school in Menteng area, south jakarta. I have observed the class, made a lesson plan, helped the teacher to assess students exercise, and also taught students in the class. I did my observation in 1st grade class (X-5 class) and 3rd grade of social class (IPS-3 class) with the same teacher. I found many interesting thing when I observed the class. I have learned from the effective and ineffective learning in the class.

I want to share about the effective in the classroom learning. For the first, teacher taught the students with fun, not too serious. Sometimes, teacher gave some jokes to students. So, the students didn’t feel bored in the class and could feel enjoy the class. In the other hand, they could understand the material effectively. We know that fun is not always effective, but from the result of my observation, the teacher can teach with fun, but still focus on the material.

Secondly, teacher used lecture-discussion method for model of instruction. Teacher and students did lecturing and discussion. Teacher began with review previous work and student’s prior knowledge. It showed when the teacher asked students about the ABC formula to find roots of quadratic functions. Teacher makes students to remember about previous lesson. And then teacher gave explanation about the new material and also did question and answer with the students. And then teacher checked students understanding by gave some problems (exercises) and divided students into group that consists of 4-5 students for discussion. In the discussion, students can solve the problem together and also help each other. I think it was be effective because the classroom learning was not to be teacher centered learning, but students also to be more active in the class.

Thirdly, for the interesting and effective thing that I found is the teacher remembered all the names of students in class. The teacher said to me that it was very important because if I know and remember the name of all students, it means that we give respect and cares to them.

In the classroom learning, I found the ineffective too. I think the ineffective looked from the assessment when I helped the teacher to assess student’s exercises in group discussion. I asked the teacher how to assess it. The teacher asked me to give the absolute score. If the answer is true, we must give score 10 for each answered and If the answer is false, so we must give score 0. We didn’t assess how the students get the answer. I think it was not effective because we didn’t give appreciation for students understanding in the discussion. In addition, teacher only give exercises that not make students improve their higher order thinking.

If I had to teach the same lessons to the same student population, I will give the problems that can integrate student’s new and prior knowledge. So the students can improve their higher order thinking.