II. Pedagogical Contents

Teaching Methods Observed

All in all, I have observed not just one but six teachers teaching different subjects, which include Mathematics, Arts, English, Computer, Physical Education, and Entrepreneurship. Each of these teachers has their own teaching approaches and strategies depending on what they have prepared, what is suitable, and what the learning situation needs. 

Here are my brief records and assessment of these teachers’ teaching methods and activities based on what I have seen during classroom observations and assistantship periods:

1. The Mathematics teacher conducts lecture-type discussion using the mathematics textbook. In his class, the students participate by reading the problem and answering the teacher’s questions. During activity, each learner is given ample time to answer. Each student is also given enough guidance to ensure clear mathematical understanding before proceeding to the next example or subtopic. He uses a lecture-based instruction with guided questioning and step-by-step problem solving.

2. The Arts teacher applies teacher-centered instruction through the use of a slide presentation. She gives most of the information, and the learners listen. Sometimes, she asks questions and students answer. The last time I observed her class, after her lecture, the students were tasked to find an example of a logo for each type of logo and then draw and color it. She applies teacher-centered instruction with hands-on output.

3. The English teacher uses a variety of teaching strategies. During instructions, he asks students questions. One time, students suggested playing a game instead of a lesson, where they had to find the hidden werewolf among the players, which the teacher accepted. The game was fun, which included a short narration, required students to speak English when asked about the werewolf’s identity, and punished those who spoke Bahasa Indonesia by putting a powder to their face. He also conducts a closing activity, where students must correctly translate an Indonesian sentence into English to have their recess. Indeed, he promotes practical and student-centered teaching and learning. He employs interactive and student-centered instruction using questioning, games, and performance tasks.

4. The Computer teacher maximizes the use of technology and also integrates experiential learning. He uses the flat-screen television to present a video about the lesson, so that students can easily understand the evolution of laptops and visualize the various parts of a computer. What’s more, one time, he taught students how to make changes in their personal details in their Google accounts, change passwords, and navigate the Chrome settings through demonstration and guided practice using their laptops. He uses demonstration-based instruction with guided hands-on practice.

5. The Physical Education teacher teaches through physical activities, sports, and games, which happens in the field and not inside the classroom. The students learn through actual participation in the physical education activities and the use of sports equipment. He applies activity-based and experiential learning.

6. The Entrepreneurship teacher uses performance-based and project-based learning. I once observed her class, where students collaboratively create a Canva presentation to demonstrate their understanding of the previous lesson. They were tasked to present it in the following meeting. I also had a chance to talk with her about the subject, where she shared that the students had already submitted their business proposals and that their next step is to implement their business plans.  He employs project-based, performance-based, and collaborative learning.

   
   

Interestingly, there are therapists in some classes that have students with special needs and even exceptionalities. Their job is to assist the main teacher in addressing these learners’ needs and difficulties, as well as manage their behavior. This is such a commendable teaching method and practice because it caters to the educational needs of students with special needs, which strongly reflects inclusive education. 

Learning Materials and Innovations

I have seen a variety when it comes to the learning materials used by the teachers in Lazuardi Ibnu Sina Kendari. For the subjects, English, Mathematics, and Science, the textbooks used are aligned with the Cambridge Curriculum written in the English language. While for the rest of the subjects, the textbooks are parallel to the Merdeka Curriculum. With that, I have observed that the Cambridge textbooks teachers and learners used are not plain textbooks. They have great designs and use of colors and provide visual examples, which can attract students’ interest and learning motivation, especially the visual learners. 

As a pre-service mathematics teacher, I analyzed their textbook and was impressed by it. In the mathematics textbook, every lesson starts with the new topic’s practical application, which helps students realize its real-life relevance from the very beginning. This is followed by a brief discussion of the essential terminologies and concepts. Next is the presentation of examples with concise step-by-step solutions. There are also practice activities that are divided into two parts: concept-building questions (purely math and not word problems) and context-based questions (real-world problem-solving items). That means that the lesson starts with practical relevance and finishes with real-world problem-solving. It seems like it follows a sandwich structure!

All in all, the textbook is visually interesting and textually not overwhelming. Its content is well-structured, and the examples provided are also not redundant but varied. I was impressed by the presentation and organization of the content of the lesson.

Aside from physical learning materials, I have also seen the use of digital ones, such as slide and video presentations via a flatscreen television. In elementary classes, I have seen teachers using the interactive SMART boards, which promotes active learning and student engagement.

I have also identified some innovative practices of the teachers there, such as Grade 7 students being tasked to use their laptop as learning materials, where they have to create a Canva slide presentation to show what they have learned from the previous lesson, followed by a group presentation.

There are also teachers who use online learning and collaboration  platforms like Google Docs and Google Drive for individual and collaborative writing and submission purposes. When it comes to non-digital innovations. I have also seen word bank display boards along the hallway and inside classrooms, which students may interact with and engage in. The English words and phrases, along with their Bahasa Indonesia counterparts, are written on a surface that can be updated using whiteboard markers.

Learning Resources and Educational Technology Used

I can confidently say that the teachers and learners there have access to various learning resources and educational technologies. First, the school provides textbooks for various subjects, which are used by the teachers and students. Second, the school has whiteboards, informational and interactive display boards, such as word bank boards, as well as instructional models and physical education equipment like baseballs and baseball bats.

Third, the school has technological equipment, such as flat-screen televisions, interactive SMART boards, and school-provided laptops for students. Finally, the students and teachers have access to a stable internet connection provided by the school. With the availability of these digital and non-digital learning resources, teachers can actually perform and enhance various teaching strategies, especially when strategically integrated in their teachings. 

But wait, there’s more! Going deeper into those technological equipment I mentioned, here are the various online and digital platforms I learned that teachers integrate in teaching and school-related activities:

1. Slide presentation - used as a visual aid for teaching and facilitating activities

2. Online educational videos - used as supplementary materials for additional information, as well as better visualization and understanding of concepts and procedures

3. Google Docs - used for making individual and collaborative outputs

4. Google Drive - used as a place for submission and compilation of students’ outputs

5. Canva - used for creating slide presentations and other graphic designs

6. WhatsApp - used for online communication among students, teachers, therapists, and higher-ups.

7. AI-detector - used for identifying AI-generated outputs

It is predictable that integrating these technologies positively impacts students’ interest and overall learning. When creatively or strategically used, learners become more motivated and interested while learning. With the help of digital platforms, they also become more active, creative, and productive with their outputs and submissions. 

Lastly, I would also like to share that I had many chances to talk with the elementary vice principal of the school, who is also a Grade 5 English teacher. One time, I visited her class, and she was facilitating an online activity, where students were tasked to write a story in Google Docs and submit it to the Google Drive link that she sent. I was impressed because they are integrating these technological platforms and, at that grade level, these elementary students already practice using such digital tools. It is quite impressive seeing innocent kids using Google Docs and Google Drive. 

Aside from that, I also learned from the vice principal that these grade five students were lent laptops by the school, but for some reason, they prefer using their personal devices like tablets, which are allowed. Indeed, the school values students’ learning preferences. 

Authentic Assessment Practices

It is essential for learners to demonstrate the expected competencies they should possess. That is why teachers give them authentic assessments. Without authentic assessment, it would be difficult for teachers to determine how well students apply what they have learned. Now, let’s enumerate the various authentic assessment practices and student activities that I have witnessed and learned about from the teachers I had a chance to observe and talk with:

1. Speaking English during the werewolf game - In this game, the students were required to speak in English. Questions regarding the werewolf were asked, students had to respond, as well as interact with the English teacher and co-players to determine who the werewolf was.

2. Translating Indonesian sentences into English - As a closing activity, the English teacher required the students to correctly translate Indonesian sentences into English one at a time so that they could have their recess. 

3. Changing Google account details and passwords - The Computer teacher showed the class how to change Google account details and passwords. Later on, students were tasked to change their personal Google account details and passwords with guidance.

4. Navigating Chrome settings using laptops - Using their laptops, the students navigated the Chrome settings with the Computer teacher’s guidance and actual demonstration through his laptop and flat-screen television.

5. Playing sports and performing physical activities - To show students’ skills and knowledge about baseball game mechanics, students were tasked to play and experience the game.

6. Collaboratively creating and presenting a Canva slide presentation - To demonstrate their understanding of the previous lesson, the students were collaboratively tasked to create and present a Canva presentation as a review and authentic activity.

7. Writing and implementing a business plan - The students crafted a business plan as a major requirement in Entrepreneurship. Their next task is to implement their business plan and promote their products via social media platforms, such as TikTok and Instagram. 

Overall, through these authentic assessments, the students were able to show and strengthen the knowledge they acquired and the skills they gained through such practical, performance-based, and meaningful tasks or activities.  

Others

Aside from those teaching methods I reported, I also noticed that the teachers and school leaders in Lazuardi Ibnu Sina Kendari demonstrate responsibility and professionalism. For example, during the observation phase of my teaching practicum, I talked to some of them to gather crucial information about their school culture and teaching practices. Of course, I asked a lot of questions because I needed to gather as much accurate information as possible for crafting my e-portfolio. Despite this, they were very professional. They entertained all my questions, provided pieces of information, and talked with me for a while just to help me get what I wanted and needed. For that, I genuinely appreciate their time, effort, and patience. 

They also show those positive professional characteristics by doing their responsibilities as educators and school leaders. In the morning, they gather together and conduct a short meeting with all the teachers and higher-ups to share announcements and discuss concerns. Additionally, they perform their roles by:

1. guiding students in their learning process

   
   

2. providing constructive and helpful feedback

   
   

3. encouraging learners to have proper behavior and interact with their peers

   
   

4. promoting religious and cultural practices

   
   

5. helping students cope with personal and academic challenges.

   
   

They also supported and accompanied us very warmly and responsibly. Overall, they act not just as educators and leaders but also as effective role models, guides, and mentors.