Tampilkan postingan dengan label Affective Education. Tampilkan semua postingan
Tampilkan postingan dengan label Affective Education. Tampilkan semua postingan
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Aji
Nur Hakim
Do you ever heard about circle time?
Based on Kent Country Council (n.d), circle time is teacher’s strategy to
discuss some issues in the field of education. In circle time, teacher is the
facilitator of the discussion, and all students expect to speak to perceive and
share their thinking about the issue.
In the field of affective education, for
the beginning, students helped by teacher can discuss about their feeling and
emotion. In my Affective Education class, we already applied it. In that time
we talked about feeling and emotion. Everyone must have those two. Everyone is
freely to speak up their thinking and their past experience regarding to their
happiness, saddest, or shocking moment in live.
The definision of emotion is widely
describe. This is the definition according to them:
(1)
James-Lange theory said that emotion is not the respond of
perception when the event happened, but it is the body respond to that.
(2)
Cannon-Bard theory said that emotion will happened when
body cannot respond the event.
(3) Schachter-Singer theory said that emotion is both
interpretation and body response of the event depend on the situation happened.
(4) Opponent-Process theory which found by Solomon and Corbit. They
stated that people’s emotion is the respond of opposite event.
In circle time occurs in my affective class is the
discussion of our feeling and emotion. What our feeling we feel right now. When
we share our thought, sometimes we were crying because it was too emotional. When
I remembered the pain and the struggle of my life in the past, I was blessed
that I can pass it through until now.
Through Circle Time, students can
understand more about their peer life and characteristics, so that students can
put respect of them and having more awareness. When a student having bad
attitude, sometime we cannot directly end up with conclusion that he is bad
person and students should not befriend with them. Students who can take lesson
learn of Circle Time must have different thinking. We have to take ourselves
into theirs. “Kau tidak akan pernah bisa
memahami seseorang hingga kau melihat segala sesuatu dari sudut
pandangnya…hingga kau menyusup ke balik kulitnya dan menjalani hidup dengan
caranya” (Lee, 2010).
To know others problem, we have to put
our shoes into theirs. Some cases of bullying or underestimation of people be
based on misunderstanding. People have different problem, different feeling,
and different emotion to burst it out. We have to begin investigate the reason
behind it and see with their perspective to understand them, although sometimes
it does not work. There is type of people who is too selfish to be not
understood by people. Or people who has difficult to discuss their problem
together.
Back to Circle Time, actually it can do
it anywhere and any kind of room setting. If the room large enough, teacher and
students will be able to do it in the floor. If the room did not have large
space, teacher can use the chair which formed a circle. If teacher want to have
different situation, Circle Time can held outdoors.
To start Circle Time, Kent Country
Council (n.d) says that there are some ways:
-
I
sometime become jealous because…
-
I
work best when…
-
I
feel happy when…
-
I
feel angry when…
-
Etc
Those kind of questions can use in term
of knowing students’ feeling toward some issues. It can develop based on the
issues teacher choose. The objective of Circle Time are developing students’
self-esteem, increasing self-esteem, and creating positive behavior, which is
part of affective education.
Circle Time rarely used by teacher,
whereas it is important to deeper the affective side of study. In Indonesia,
cognitive is the main center of study, while affective still need improvement.
Source :
Kent Country Council.
(n.d.). Circle Time: A whole school approach. Retrieved from http://www.unrwa.org/sites/default/files/introducing_circle_time.pdf
Sato, T. (2010). Four
theories of emotion. Retrieved from http://webspace.ship.edu/tosato/emotion.htm
Circle Time: Feeling and Emotion
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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
Handbook for Affective Education
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(Guess Lecture session)
Aji Nur Hakim
Last Thursday,
October 16th, my Affective Education class had invited a teacher
from Sekolah Cikal, Bapak Hasto. Sekolah Cikal is one of school in
Indonesia that apply international curriculum within Indonesian curriculum.
Picture 1.
Sekolah Cikal’a logo
This is the
curriculum of Sekolah Cikal that they call it as “Cikal 5 stars competencies.”
Picture 2. Cikal
5 stars competencies
Cikal curriculum
is a bit different with other school. They just learn about Mathematics, arts,
Bahasa Indonesia, social studies, English, religion, world language, PSPE,
technologies, and sciences. Pak Hasto itself proud that Sekolah Cikal is use
international curriculum that can learn better than Indonesian curriculum
itself. Even Sekolah Cikal use international curriculum, the subject of Bahasa
Indonesia is still used.
There are five
issues that brought by Pak Hasto to be discussed. First, the importance of read the books. In Sekolah Cikal, everyone in school
have to read a book. Why reading a book? Indonesian people tend to ignore and
not doing something important like reading, whereas, reading a book is
important to us. Books contain a lot of information that can be learned from
that. In Sekolah Cikal, everyone have to read a book. Even the teacher and
other educational sector have to. Students also have the responsibility to read
a book. From low stage to high stage of school, they continued to read a book.
For example Sherlock Homes book that already read in low stage until continuing
to high stage. Of course the use of language is suited with the level of
student’s age and stage.
Second, the importance of skills and attitudes.
Everyone must agree that the objective of learning is not only the cognitive
side, but also affective and psychomotor.
Picture 3. Three
domain of learning according to Bloom’s Taxonomy
Skills and
attitudes of students is one of affective domain that importantly have to be
valued. The weakness of Indonesian education is, one of them, because of
teachers just focus on cognitive domain without considering affective and
psychomotor domain. That is why assesses students skills and attitudes is as
important as assess cognitive domain.
Third, the importance of learn the technology.
Remember that we live in the 21st century era, where every
information can searched in one click. Technology era is exist around people,
around students. Students can learn from internet, especially from YouTube. Students
can find how to do this, how to do that, easily because of YouTube. That is
important that remind us the existences of teacher can be replaced by YouTube. So
that it is the work for teacher to create effective learning for students in
this 21st century era, to compete with the modern era.
Picture 4.
YouTube for schools
Fourth, the importance of learn the language. Language
is important to communicate each other. Language also tools to relate people in
the world. Especially English language, that become international language, so
that when people come in one country they can communicate well even not speak
in domain country. Learning English language is important, even it is exist in
curriculum that students have to learn that. English is become popular since it
can bring people to communicate to people around the world, not important where
country they come. So, it is really important to studying the language.
Fifth, the importance of rubric. Rubric is
needed to assess students. Without rubric, teacher will have difficulties to
range students, which level that they in. Pak Hasto gave example of rubric
importance. When the end of semester come and it is time to give students
report to parents, they will ask teacher where the grade come. If teacher did
not have rubric to range students, teacher can not answer that question.
Different with teacher who prepare anything include rubric that he/she made to
assess students. If parents ask, teacher will show them the rubric of
achievement that their children already have. Remember, rubric is not only
assess cognitive domain, but also can assess affective domain, too. There are so
many example of rubric to assess affective domain. One of the example is from
National Guidelines for Educating EMS Instructors (2002).
The most
important that teacher should remember is to let students know the rubric so
that it is fair to students what kind of assessment that they will face. To
students, teacher that gives them the rubric before performing the task will
help them keep the track of the objective of the learning.
Curriculum
always developed to be better guide to educational system. Our new curriculum,
2013 Curriculum is actually the best curriculum up until now, because it is
also considering the affective domain as the aspect of education in the
classroom. However, unskilled teacher is the problem of the implementation.
“Old” teacher prefer to use traditional method to teach, but it is not only
traditional that 2013 curriculum needed. This is will be the big work to
government to train teacher to implement 2013 curriculum.
Still remember
what Pak Hasto said about curriculum and affective education, “Even we are
talking about curriculum now, it is also contain about affective. Affective is
the part of curriculum. That is why I really support 2013 curriculum.
Curriculum and affective has the boundaries, it can not separated. It is the
true objective of 2013 curriculum.” (Hasto, 2014)
Source:
National
Guidelines for Educating EMS Instructors. (2002). Appendix VI: Rubric affective
domain tool. Retrieved from http://www.nhtsa.gov/people/injury/ems/instructor/Appendix%20VI%20-%20Rubric%20Affective%20Domain%20Tool.pdf
A Review: Curriculum Development and Affective Education
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