Bloom's Revised Taxonomy: (3) Applying

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

(Translate, Manipulate, Exhibit, Illustrate, Calculate, Interpret, Make, Practice, Apply, Operate, Interview, Paint, Change, Compute, Sequence, Show,  Solve, Collect, Demonstrate, Dramatise, Construct, Use, Adapt, Draw)

The learner makes use of information in a context different from the one in which it was learned.

Can you use the information in another familiar situation?

Products Include: Photograph, Illustration, Simulation, Sculpture, Demonstration, Presentation, Interview, Performance, Diary, Journal.

Potential Activities and Products:

• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry

Bloom's Revised Taxonomy: (2) Understanding

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining, exemplifying, comparing, explaining.

(Restate, Identify, Discuss, Retell, Research, Annotate, Translate, Give examples of, Paraphrase, Reorganise, Associate,  Describe, Report, Recognise, Review, Observe, Outline, Account for, Interpret, Give main idea, Estimate, Define)

The learner grasps the meaning of information by interpreting and translating what has been learned.

Can you explain ideas or concepts?

Product Included: Recitation, Summary, Collection, Explanation, Show and tell, Example, Quiz, List, Label, Outline.

Potential Activities and Products:

• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…

Bloom's Revised Taxonomy: (1) Remembering

Remembering
Recalling information
Recognising, listing, describing, retrieving, Identifying, naming,locating,  finding.

(List, Memorise, Relate, Show, Locate, Distinguish, Give example, Reproduce, Quote, Repeat, Label, Recall, Know, Group, Read, Write, Outline, Listen, Group, Choose, Recite, Review, Quote, Record, Match, Select, Underline, Cite, Sort)

The learner is able to recall, restate and remember learned information.

Can you recall information? 

Product Included: Quiz, Definition, Fact, Worksheet, Test, Label, List, Workbook, Reproduction, Vocabulary.

Potential Activities and Products:

• Make a story map showing the main events of the story.
• Make a time line of your typical day.
• Make a concept map of the topic.

Bloom's Revised Taxonomy

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding

Text Type: Instruction or Procedure

The purpose of an instruction is to describe how to do or make something.

The text of an instruction is organised into:

1. A statement of what is being attempted.

2. A list of materials, equipment or ingredients you will need.

3. Step-by –step instructions of what to do. This involved the use of verbs in the imperative mood (Commands). The steps can be numbered.

Forms of Writing Genres

Forms/formats of Writing Genres

• advertisement
• article
• advice column
• autobiography/biography
• ballad
• comic strip
• letter of complaint/request/inquiry
• campaign speech
• diary/journal
• readers theatre/role play/monologue
• book review
• report/essay

Seven Teaching Strategies for Classroom Teachers of ELLs

Learn 7 key strategies classroom teachers must know to provide an effective learning environment for ELLs.

In Teaching English Language Learners Across the Content Areas (ASCD, 2010), Debbie Zacarian and I listed seven teaching strategies for mainstream teachers of ELLs. These seven strategies are designed to help teachers meet the needs of all the students in their classes and to help make the mainstream classroom more inclusive for ELLs.

1. Provide comprehensible input for ELLs. Language is not “soaked up.” The learner must understand the message that is conveyed. Comprehensible input is a hypothesis first proposed by Stephen Krashen. (Krashen, 1981) He purports that ELLs acquire language by hearing and understanding messages that are slightly above their current English language level. When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates. If that teacher provides information by lecturing in the front of a classroom, the English language learner will not be receiving this input. Teachers need to speak more slowly, use gestures and body language to get across the meaning to ELLs.

2. Make lessons visual. Use visual representations of new vocabulary and use graphs, maps, photographs, drawings and charts to introduce new vocabulary and concepts. Tell a story about information in the textbook using visuals. Create semantic and story maps, graphic organizers to teach students how to organize information.

Instructional Strategies for ESL Students Checklist

Checking students’ comprehension of the content:

• Use sentence strips
• Set up dialogue journals between teacher and student
• Plan activities using role play and drama
• Use student reading logs
• Use Cloze exercises
• Write summaries
• Encourage students to write headlines
• Write character diaries
• Have students present information with illustrations, comic strips, or other visual representations
• Allow students to provide answers and explain processes instead of you telling them

Helping ESL students adjust to the classroom:

• State / display language, content and metacognitive objectives
• List instructions / process steps and review orally
• Present information in varied ways (oral, written, demonstrations, with tangible objects)
• Frequently summarize key points

Kurikulum Tingkat Satuan Pendidikan (KTSP)

Kurikulum Tingkat Satuan Pendidikan (KTSP) adalah sebuah kurikulum operasional pendidikan yang disusun oleh dan dilaksanakan di masing-masing satuan pendidikan. KTSP secara yuridis diamanatkan oleh Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional dan Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Penyusunan KTSP oleh sekolah dimulai tahun ajaran 2006/2007
dengan mengacu pada Standar Isi dan Standar Kompetensi Lulusan untuk pendidikan dasar dan menengah sebagaimana yang diterbitkan melalui Peraturan Menteri Pendidikan Nasional masing-masing Nomor 22 Tahun 2006 dan Nomor 23 Tahun 2006, serta Panduan Pengembangan KTSP yang dikeluarkan oleh BSNP.

Pada prinsipnya, KTSP merupakan bagian yang tidak terpisahkan dari Standar Isi, namun pengembangannya diserahkan kepada sekolah agar sesuai dengan kebutuhan sekolah itu sendiri. KTSP terdiri dari tujuan pendidikan tingkat satuan pendidikan, struktur dan muatan kurikulum tingkat satuan pendidikan, kalender pendidikan, dan silabus. Pelaksanaan KTSP mengacu pada Permendiknas Nomor 24 Tahun 2006 tentang Pelaksanaan Standar Isi dan Standar Kompetensi Lulusan.

Wiwitan

Wiwitan adalah  judul pidato kebudayaan Gubernur Ganjar Pranowo, Gubernur Jawa Tengah di  Wisma Perdamaian  pada tanggal 6 Januari 2014. Pidato ini penting, karena ini mungkin yang pertama di negeri ini, seorang pemimpin terpilih, yang bukan presiden memulai agenda pembangunannya dengan pidato kebudayaan.

Ini tek pidato lengkapnya:
Saudara-saudaraku sesama rakyat Jawa Tengah, yang saya hormati dan cintai,

Selamat Tahun Baru 2014. Tahun ini adalah tahun pembuka yang sangat penting. Meskipun melalui proses revisi Rancangan APBD tahun ini merupakan tahun fiskal pertama secara utuh untuk menjalankan mandat sebagai Gubernur Jawa Tengah. Pelaksanaan mandat bukan hal biasa, melainkan sesuatu yang istimewa karena pada batas waktu akhir penerima mandat harus mempertanggung-jawabkan keberhasilan atau kegagalan pelaksanaan mandat yang telah diberikan.

Cidomo