Pedagogical Contents
TEACHING METHODS OF THE TEACHER
My cooperating teacher, Ms. Denise Aspa follows the student-centered approach in facilitating the teaching and learning process. In 21st-century education, the student-centered approach allows educators to help learners be more self-dedicated and become active learners. This approach enables them to have interactive class discussions, which develops learners’ critical and higher-level thinking skills and communicative competence as well. The teacher-centered approach or authoritarian level of teaching, on the other hand, is not an effective approach in learning a language for Ms. Aspa because interaction and collaboration are not prioritized, which has a negative impact on language learning and acquisition and prevents students from practicing communication skills in the actual field. Therefore, educators should put students at the center of learning as it promotes participation, creativity, and team work, which enables them to become problem solvers, good decision maker, and independent and life-long learners. and edit me. It's easy.
LEARNING MATERIALS AND INNOVATION
Sekolah Harapan Prestasi used different modern technology for their teaching and learning process. First, each student and teacher have their own laptop, which assists them throughout the class discussion. Second, an Interactive board that is more convenient to use instead of a traditional blackboard. Third, the internet is important as it allows the students to further their knowledge about what they are lacking.
The use of instructional material is an important tool in the teaching-learning process because it creates a bridge between the students and learning goals, which pave the way to academic success. Accordingly, the innovation of instructional devices such as visual presentation became an integral part of the education system in Sekolah Harapan Prestasi because it helped amplify the content of the lessons. According to James Kinder, as cited by Shabiralyani et al. (2015), visual aids are any devices that can be used to make the learning experience more real, more accurate, and more active. Undoubtedly, the teaching-learning process becomes more effective when visual presentations are well-integrated and used by educators. Due to the impact of the material on the teaching-learning process, through graphics and visuals, it will make the learner less anxious in language acquisition as the use of video presentation’s aim is to entertain the learners while they learn. More so, it also builds confidence as the material encourages active learning, class participation, and feedback from the students.
The use of technology helps students to easily absorb and retain essential information for a long period of time and makes the teaching-learning process more engaging and interactive. According to the action research of Kutla et al. (2012), entitled "Using videos for teaching grammar in an ESP class," the researchers have observed that the utilization of videos for grammar teaching stimulates students’ motivation to actively participate during class discussion. The examples given via computers are said to be helpful for permanent learning. In addition, it also saves time as it condenses large quantities of information, which helps avoid giving overloaded information to the students. Evidently, the technology had a great impact on the learning process and helped learners achieve the expected learning outcomes.
It is undeniable that the teaching-learning process will not be successful without the utilization of instructional materials. Without it, it might lead to confusion and poor understanding of abstract information, which has a negative impact on students’ performance and learning. Therefore, it is necessary to identify, select, and design appropriate learning tools to be used in teaching grammar and language, leading to academic success.
SOURCES OF LEARNING AND TECHNOLOGY USED BY TEACHERS
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​As the Sekolah Harapan Prestasi aims to be a global school, it starts its first step to integrating the Cambridge Curriculum into its system. Along with this is the use of learning resources and technologies rooted in the Cambridge Curriculum. In each year level in secondary, the students used the Cambridge Learner’s book and workbook, which comprises comprehensive lessons and assessments that guide students to move from one lesson to another. The Cambridge Teacher’s Guide, allows educators at SHP to have a well-constructed teaching plan that is well-aligned to established learning objectives and success criteria. However, educators at SHP also modify and personalize their daily teaching plan to adjust to the constantly evolving needs of the students and also to consider the learning preferences of the students, which makes the teaching process more effective and efficient.
AUTHENTIC ASSESSMENTS USED BY TEACHERS
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In planning for assessing the learners, educators must design and produce appropriate assessment tools that are aligned with the learning objectives. The tools to be used should help learners achieve the desired learning outcomes to make meaningful and useful outcomes.
In Sekolah Harapan Prestasi, educators exposed the learners to real-life situations to acquire the necessary skills and knowledge needed in the global context. These High-quality and authentic assessments include role play, problem-solving, and student-led discussion, which enables learners to be critical thinkers, problem solvers, and active learners that create a beneficial effect on their learning process as a whole. Assessment tools are crafted holistically that help evaluate learners’ knowledge, develop existing and hidden skills, and improve the areas that need scaffolding. Undeniably, the quality of assessments is taken into account instead of quantity.
More so, in every assessment, educators have well-defined criteria to make the assessment results reliable and valid. Besides, the learning styles of the students are considered by presenting different activities in each lesson to help accommodate the various learning needs of the students. Most importantly, educators ensure that students understand the lesson before proceeding to the assessment process because the results will significantly affect them as a whole. Educators in SHP do not let students be confused about the topic, the lesson should be crystal clear and mastered.
The authentic assessments used allow educators at SHP to make judgments about students’ performances as they have the data to track down their strengths and weaknesses. This allows them to have a guide for what they should provide and give to the students to fill the learning gap and help them achieve the desired learning outcomes. More so, the assessments enable educators to know who excels in the class, and those who need intervention and scaffolding. In this case, the teacher can provide feedback and help assist students’ academic problems. Most importantly, assessments give educators the necessary information that will help them improve their learning plan, teaching strategies, and teaching approach, which will pave the way to a successful teaching and learning process.