Handbook for Affective Education
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Aji
Nur Hakim
Handbook is the main source to get
reference of teaching. There are so many handbooks in the internet, library, or
other sources. Although there are many of them, handbook which discuss about
affective is still minimum. Moreover in Indonesia, which the most aspect graded
is cognitive.
Making handbook neither easy nor
difficult, especially to promote affective education. In our affective
classroom, we asked to make handbook with concern in multiple intelligence. The
specialty based intelligence we developed is musical, dance, photography, and
craft. By the handbook and activity there, students expect to develop their
affective skills.
For example, my group handbook about
music. We are planning to increase students self-awareness by listening to some
daily life sounds such as wind, water’s drop and so on. In the dance handbook,
my friends planned to make activity that allow students to create their own
dancing.
See? Developing handbook is not really
difficult to do. Firstly, teachers have to know the nine core affective aspect:
(1) self-awareness, (2) self-esteem & self-confidence, self-management of
emotion, social & befriending skills, communication, working together &
collaboration skills, unleashing potential & motivation, and problem
solving.
Second, teachers have to know the activity
that suits those affective skills. For example, using Circle Time. The circle
time activity might including so many affective aspects such as increasing
their self-awareness to others problem; increasing self-esteem and
self-confidence to share own idea about the issues brought; show the way to
communicate, when the other talking, you have to listen; and solve the problem given by sharing and
discussing together.
Third, after developing the activity, do
not forget to fit the objective. Choosing activity might did not need much
time, but to make it fit with the affective aspect need more time to think. For
example in our handbook which needs to fit the activity with music and have to
value affective aspects. How music can be used to educate students the value of
affective education.
Fourth, link the activity into affective
domain according to affective domain according to Krathwohl, Bloom, and Masia
(in Huitt, n.d.):
a.
Receiving
Students aware to
attending the study session and receiving the knowledge.
b.
Responding
Students respond
to the knowledge given.
c.
Valuing
Students can
value the knowledge using their ability they have.
d.
Organization
Students can
differentiate the value with others.
e.
Characterization
by value
Students can make
new value by connecting to the previous value.
The
last, do not forget to suit the activity with the country which want to apply. “…there
are two other areas of particular concern to many countries where affective
development education is particularly relevant-namely, national identity and
religious observance” (Asia and the Pacific Programmes of Educational
Innovation for Development, 1992). The activity we use in Indonesia have to
different with America. Some of term and culture extremely did not suit each
other. In our handbook, for example, we use traditional song. If we bring it to
America, they absolutely cannot answer even know the culture. Another example,
a simple example that makes me shock in the national school. When the bell of
school dismiss is ringing, teacher lead students to pray. It might do not put
it in a shocking case if they prayed in Muslim way. Do not care that students
have different religion, they use Muslim prayer to close the lesson. In Indonesia,
this kind of generalization is happened, and it is not good example to adapt. Same
with developing the handbook; we have to be careful to bring sensitive issues
in the activity.
Affective
handbook is lacking. The source is still need to improve. Let be creative teacher
to developing not only cognitive skills, but also affective skills. Those two domains
having the same importance, so that we cannot differentiate the proportion of
that.
Source:
Asia
and the Pacific Programmes of Educational Innovation for Development (APEID).
(1992). Education for affective development. Retrieved from http://unesdoc.unesco.org/images/0009/000932/093253eo.pdf
Huitt, W.G. (n.d.). Krathwol et al.'s taxonomy of the affective domain. Retrieved from http://www.edpsycinteractive.org/topics/affect/affdom.html
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