Pedagogical Contents

1.1      Teaching methods of the teacher that you observed

I observed eight teachers throughout my entire journey in Indonesia, with four in primary and four in secondary levels. The majority of the teachers I observed allocated the first 40 minutes to discussing the lesson and the subsequent 40 minutes for students to complete activities in their books, thus employing a teacher-centered approach. The class typically commences with greetings, followed by the discussion of the lesson, where the teacher imparts knowledge to the students. During this part, some students listen attentively, while others engage in conversations with their peers, use phones, or even sleep in class.

While the students work on the book activities, the teacher moves around the room, checking students' progress and addressing any inquiries they may have about the activity.

Mr. Hariri, Ms. Thifal, and Ms. Mekar employ Gamification or Game-Based Learning, encouraging student engagement and fostering healthy competition among the children. They utilize applications such as Kahoot, Quizizz, and Baamboozle. These games are facilitated after the discussion to help students master the lesson. I observed that children are more participative and less bored when playing these games compared to traditional paper-and-pen assessments.

1.2 Teacher's learning materials and innovation

The students possess their individual books, allowing them to answer directly from the book. For the math subject, they utilize books and resource materials provided by Pearson Edexcel. The selection of books and resource materials varies based on the students' grade levels, using "World Around Us" in primary, "Elementary Edition" in elementary, and the Activelearn platform along with books in middle and high school.

Each classroom is also furnished with a large television used to present lessons and a whiteboard for writing notes, as well as displaying step-by-step solutions to mathematical problems. This setup caters to visual and auditory learners, as they tend to grasp concepts better when the teacher illustrates math solutions sequentially. The school is additionally equipped with Wi-Fi to ensure both teachers and students have access to online learning resources.

1.3 Sources of learning and technology used by the teachers

Teachers utilize Pearson Edexcel books and resource materials, including the lesson plans where the main focus of the lesson is outlined. Some of the teachers I observed search the internet for activities related to their topics, print them out, and have students work on them during class. Teachers used various technologies such as laptops, televisions, pens, and tablets. Additionally, they utilize WiFi, especially when the activity involves an online game that needs to be played.

1.4      Authentic assessment used by the teachers

Following the class discussion, the remaining time is allocated for students to work on activities in their books. During this period, students can seek assistance from the teacher if they encounter challenges or require clarification on specific aspects of the activity. In the next class meeting, the teacher provides additional worksheets, either from the book or the internet, to assess the students' comprehension and readiness for the upcoming Unit Test, also known as the Progress Test. The Unit Test contributes to the final grade, and if a student scores poorly, the teacher may administer a remedial test.

1.5 Schedule in Puhua School

Schedule in Puhua School.pdf

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