My Real Retreat
HERE IS MY “REAL RETREAT”
(Final Presentation Instructional Strategies)
By: Agustinus Prih Adiartanto
(Final Presentation Instructional Strategies)
By: Agustinus Prih Adiartanto
A. Introduction
As a Catholic, we know very well what a retreat is. The term retreat, according to wikipedia, is “the notion of safety or temporarily removing oneself from one's usual environment. A retreat can be taken for reasons related to spirituality, stress, health, lifestyle, or social or ecological concerns.” In other words, retreat is an activity designed peculiarly for the process of experiencing spiritual life. In retreat, participants are to overview the process and reflect upon their life. The purpose of retreat is to refresh the spirit, “renovate” their life, obtain motivation, and make the new strategy for the life.
My experience in this summer course is like a retreat. During twelve years of being a teacher (directly upon my graduation in 1995), I have never attended any class again. Borrowing the term of Stephen Covey, I never sharpened my saw. I was too occupied with teaching and administrative tasks in my school. Even, in the last four years, I was in charge of the vice principal for academic affairs. I did make some changes in my school, but I think I did not use the “sharpened saw” to solve the problems that I had. I could have done better work if I were more skillful and better prepared for the position.
More or less seven weeks in Chicago, I have been invited to return and recollect what I have learned when I studied. In the mass tree weeks ago, Fr. Patrick Fairbanks, S.J. expressed the term “return-repeat-refresh” that clearly represents my stay here. At the instructional strategies lesson with Dr. Boyle, I was re-invited to contemplate: whether I have taught my students using the constructivism paradigm or not. In the school visit program, my eyes were reopened. I realize that I learned more before I came here. When I taught in my class, I also implemented Marzano’s nine high yield strategies. The problem is I often do not realize the benefits and target use of the technique or strategy. Equally, what my experience here is a retreat. Not only spiritual retreat, but its professionalism as a teacher retreat. I like to say "real retreat".
I would like to share my reflection of the real retreat. In detail, I would share the results of my intellectual struggle (what have I learned), and what I can share to my colleagues in Indonesia (how will I teach my colleagues).
B. What have I learned?
The big issue of education that I have learned here is constructivism paradigm. Constructivism is a theory about student knowledge and learning that is serving as the basis for many of the current reforms in education. Brooks and Brooks (1993) provide a detailed description of both classroom practice and its underlying theoretical connections. The authors present five overarching principles of the constructivist pedagogy: 1) posing problems of emerging relevance to learners; 2) structuring learning around “big ideas” or primary concepts; 3) seeking and valuing students’ points of view; 4) adapting curriculum to address students’ suppositions; and 5) assessing student learning in the context of teaching.
Brooks and Brooks detail twelve descriptors highlighting constructivist teacher practices that help students search for their own understandings instead of following other people’s logic. These descriptors serve as a helpful framework for teachers who stimulate and challenge students to focus their minds on meaningful tasks, to think about significant issues, and to construct new understandings of the world around them. So far, constructivism is contrasting with behaviorism. Constructivism and Behaviorism are very different in their views on learning, and on their views of the world in general.
Although constructivism is not a new one and is the based of Indonesian curriculum development, so far I have not grasped the meaning of constructivism comprehensively and clearly. In my opportunity of learning from Dr. Boyle, I have clearly understood, because in the lesson, Dr. Boyle is a constructivist model. I get a clear understanding constructivism, how constructivism-practice is in pre-assessment and in Marzano’ nine high-yield, and all at one see how US High school (catholic school) applied this paradigm.
1. Pre-assessment
Pre-assessment is an important activity in constructivist approach because constructivism sees that the most basic concept to start the class is conducting a pre-assessment before the lesson is done. The purpose of pre-assessment is to know what knowledge and skills students already have. Several techniques employed for pre-assessment that we practice are: pair share (way of learning which students are asked to work in couple), starting block (peer-group to answer the six questions on each of dice), and KWL (know-want to know-learn), Student discuss what they know, what they want to know, and what they learn about objectives that they will learn.
Pre-assessments are given prior to instruction in order to measure student’s knowledge and skill of the unit to be taught. Result of this assessment can be used to determine the appropriate content and pace of instruction for individual students. The strategies can be affective if the teacher knows what learning style students have.
2. Nine High Yield Strategies
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Marzano, Pickering, and Pollack is a book that we learn in class. This book contains research finding of Mind-continent Research for Education and Learning (McREL) and have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. The nine categories are: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; questions, cues, and advance organizers.
As a teacher, I am used to these strategies, but the problem is that I do not always realize and use the strategies with good employing planning and clear purpose. I would like to describe four strategies that I think were interesting for me. They are identifying similarities and differences, homework and practice, nonlinguistic representations; and cooperative learning.
a. Identifying similarities and differences
Identifying similarities and differences presents students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge (students’ independent identification of similarities and differences enhances students’ understanding of and ability to use knowledge). The techniques/approaches used are Teacher-Directed Comparison Task (Explicit approach) and Student-Directed Comparison Task (Implicit approach). The graphic organizers used are the Venn diagram (implicit) and the skillful comparison/comparison matrix (explicit) Representing similarities and differences in graphic and symbolic form further enhances students’ understanding of and ability to us knowledge.
For example, I can apply the strategies in the lesson to identify the similarities and differences of debate and discussion, the following are steps as an instructional strategy that I have to do the Venn diagram: I ask my students to jot down their prescribed knowledge to identify the similarities and differences between debate and discussion. The similarities are listed in the intersection between the two circles, while the differences are listed on the parts of each circle that do not intersect. In a certain case, for example in a class, that has no prior knowledge at all concerning the topic; I tend to give ‘clues’ (attributes) for the class in order to adjust my expectation to their real condition. In the skillful comparison (comparison matrix technique), I provide my students with ‘clues’ or attributes. The attributes will help them much in identifying the similarities and differences between debate and discussion. I use more directions that are detailed for students in this way. The examples of attributes are goal, skill, activity, form, rules, and argument. This strategy is very useful for enhancing the students’ achievement of learning and forming their way of thinking (systematically thinking and understanding of knowledge)—see attachment 1.
b. Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom and deepen students understanding. Purpose of homework should be clear (practice or preparation for upcoming units) to both students and parents with appropriate feedback given on all assignments. Therefore, the teacher must articulate up front the type of feedback that will be provided. Establish a homework policy with advice-such as keeping a consistent schedule, setting, time limit that parents and students my not have considered. Focused practice is required in order to master a skill, allowing students to adapt and shape learned concepts. Speed and accuracy are key indicators of the concepts mastery of complex or multistage skill, and set a side time to accommodate practice periods.
I often give the homework and practice to my students without clear purpose and guide/direction. Moreover, I often give homework and practice just to get the assessment. In other words, assessment is the main target (see attachment 2).
c. Nonlinguistic Representation
Nonlinguistic representation is incorporate words and imagines using symbols to represent relationships. Teachers who wish to take advantage of all modes of learning will encourage students to make non-linguistic representations of their thinking. These can take many different forms (creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activities).
By using non-linguistic representations, teachers help students create mental pictures or physical sensations to help recall information. Non-linguistic representations should elaborate on knowledge so that students understand concept in greater depth and so they can recall information more quickly. Taking advantage of this teaching tool requires focusing on current classroom practice and looking for opportunities to engage students in multiple mode (i.e. integrate non-linguistic form into note-taking, foster cooperative learning, teach interpretation of non-linguistic forms also, use in the content areas – language, art classrooms provide natural connections from classifying words to modeling plotlines)—see attachment 3.
d. Cooperative Learning
Cooperative learning is a successful teaching strategy in with small terms, each with students of different levels of ability, use variety of learning activities to improve their understanding of a subject. Cooperative learning is based on the belief that all students are capable of understanding and learning, and performing the task. Here is the five underlying principles of cooperative learning: distributed leadership, heterogeneous grouping, positive interdependence, social skill acquisition, and group anatomy.
Actually, I often use various forms of cooperative learning in my classroom activities such as Think-Pair-Share, Three Minutes Review, and Jigsaw. I used the strategies for different purposes. Sometimes, I needed to improve students understanding. But another time, I used this strategies because I did want to teach when had some paperwork to do. Therefore, I often exploit the strategies just for my interest.
3. Catholic High School Visits
The visits to four catholic high schools St Scholastica Academy (SSA), St. Gregory the Great High School (SGHS), St. Ignatius Prep School (SIPS), and Loyola Academy (LA); certainly brought great experiences on me. I learned independence and curriculum development, school culture and corporate culture, and teacher-student interaction.
All of catholic schools that I visited have school independence. They are visible from school rights in curriculum development, including materials selection, delivery methods, and assessment. In Indonesia school, government control is very strong even in private school. National final exam, curriculum obliged to by seventeen semester subjects and forty three learning hours each week in each level very restrictive of school-teachers-students. Student becomes passive, teachers do not use constructivism, and success on the national test is the special target.
As a Catholic, we know very well what a retreat is. The term retreat, according to wikipedia, is “the notion of safety or temporarily removing oneself from one's usual environment. A retreat can be taken for reasons related to spirituality, stress, health, lifestyle, or social or ecological concerns.” In other words, retreat is an activity designed peculiarly for the process of experiencing spiritual life. In retreat, participants are to overview the process and reflect upon their life. The purpose of retreat is to refresh the spirit, “renovate” their life, obtain motivation, and make the new strategy for the life.
My experience in this summer course is like a retreat. During twelve years of being a teacher (directly upon my graduation in 1995), I have never attended any class again. Borrowing the term of Stephen Covey, I never sharpened my saw. I was too occupied with teaching and administrative tasks in my school. Even, in the last four years, I was in charge of the vice principal for academic affairs. I did make some changes in my school, but I think I did not use the “sharpened saw” to solve the problems that I had. I could have done better work if I were more skillful and better prepared for the position.
More or less seven weeks in Chicago, I have been invited to return and recollect what I have learned when I studied. In the mass tree weeks ago, Fr. Patrick Fairbanks, S.J. expressed the term “return-repeat-refresh” that clearly represents my stay here. At the instructional strategies lesson with Dr. Boyle, I was re-invited to contemplate: whether I have taught my students using the constructivism paradigm or not. In the school visit program, my eyes were reopened. I realize that I learned more before I came here. When I taught in my class, I also implemented Marzano’s nine high yield strategies. The problem is I often do not realize the benefits and target use of the technique or strategy. Equally, what my experience here is a retreat. Not only spiritual retreat, but its professionalism as a teacher retreat. I like to say "real retreat".
I would like to share my reflection of the real retreat. In detail, I would share the results of my intellectual struggle (what have I learned), and what I can share to my colleagues in Indonesia (how will I teach my colleagues).
B. What have I learned?
The big issue of education that I have learned here is constructivism paradigm. Constructivism is a theory about student knowledge and learning that is serving as the basis for many of the current reforms in education. Brooks and Brooks (1993) provide a detailed description of both classroom practice and its underlying theoretical connections. The authors present five overarching principles of the constructivist pedagogy: 1) posing problems of emerging relevance to learners; 2) structuring learning around “big ideas” or primary concepts; 3) seeking and valuing students’ points of view; 4) adapting curriculum to address students’ suppositions; and 5) assessing student learning in the context of teaching.
Brooks and Brooks detail twelve descriptors highlighting constructivist teacher practices that help students search for their own understandings instead of following other people’s logic. These descriptors serve as a helpful framework for teachers who stimulate and challenge students to focus their minds on meaningful tasks, to think about significant issues, and to construct new understandings of the world around them. So far, constructivism is contrasting with behaviorism. Constructivism and Behaviorism are very different in their views on learning, and on their views of the world in general.
Although constructivism is not a new one and is the based of Indonesian curriculum development, so far I have not grasped the meaning of constructivism comprehensively and clearly. In my opportunity of learning from Dr. Boyle, I have clearly understood, because in the lesson, Dr. Boyle is a constructivist model. I get a clear understanding constructivism, how constructivism-practice is in pre-assessment and in Marzano’ nine high-yield, and all at one see how US High school (catholic school) applied this paradigm.
1. Pre-assessment
Pre-assessment is an important activity in constructivist approach because constructivism sees that the most basic concept to start the class is conducting a pre-assessment before the lesson is done. The purpose of pre-assessment is to know what knowledge and skills students already have. Several techniques employed for pre-assessment that we practice are: pair share (way of learning which students are asked to work in couple), starting block (peer-group to answer the six questions on each of dice), and KWL (know-want to know-learn), Student discuss what they know, what they want to know, and what they learn about objectives that they will learn.
Pre-assessments are given prior to instruction in order to measure student’s knowledge and skill of the unit to be taught. Result of this assessment can be used to determine the appropriate content and pace of instruction for individual students. The strategies can be affective if the teacher knows what learning style students have.
2. Nine High Yield Strategies
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Marzano, Pickering, and Pollack is a book that we learn in class. This book contains research finding of Mind-continent Research for Education and Learning (McREL) and have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. The nine categories are: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; questions, cues, and advance organizers.
As a teacher, I am used to these strategies, but the problem is that I do not always realize and use the strategies with good employing planning and clear purpose. I would like to describe four strategies that I think were interesting for me. They are identifying similarities and differences, homework and practice, nonlinguistic representations; and cooperative learning.
a. Identifying similarities and differences
Identifying similarities and differences presents students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge (students’ independent identification of similarities and differences enhances students’ understanding of and ability to use knowledge). The techniques/approaches used are Teacher-Directed Comparison Task (Explicit approach) and Student-Directed Comparison Task (Implicit approach). The graphic organizers used are the Venn diagram (implicit) and the skillful comparison/comparison matrix (explicit) Representing similarities and differences in graphic and symbolic form further enhances students’ understanding of and ability to us knowledge.
For example, I can apply the strategies in the lesson to identify the similarities and differences of debate and discussion, the following are steps as an instructional strategy that I have to do the Venn diagram: I ask my students to jot down their prescribed knowledge to identify the similarities and differences between debate and discussion. The similarities are listed in the intersection between the two circles, while the differences are listed on the parts of each circle that do not intersect. In a certain case, for example in a class, that has no prior knowledge at all concerning the topic; I tend to give ‘clues’ (attributes) for the class in order to adjust my expectation to their real condition. In the skillful comparison (comparison matrix technique), I provide my students with ‘clues’ or attributes. The attributes will help them much in identifying the similarities and differences between debate and discussion. I use more directions that are detailed for students in this way. The examples of attributes are goal, skill, activity, form, rules, and argument. This strategy is very useful for enhancing the students’ achievement of learning and forming their way of thinking (systematically thinking and understanding of knowledge)—see attachment 1.
b. Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom and deepen students understanding. Purpose of homework should be clear (practice or preparation for upcoming units) to both students and parents with appropriate feedback given on all assignments. Therefore, the teacher must articulate up front the type of feedback that will be provided. Establish a homework policy with advice-such as keeping a consistent schedule, setting, time limit that parents and students my not have considered. Focused practice is required in order to master a skill, allowing students to adapt and shape learned concepts. Speed and accuracy are key indicators of the concepts mastery of complex or multistage skill, and set a side time to accommodate practice periods.
I often give the homework and practice to my students without clear purpose and guide/direction. Moreover, I often give homework and practice just to get the assessment. In other words, assessment is the main target (see attachment 2).
c. Nonlinguistic Representation
Nonlinguistic representation is incorporate words and imagines using symbols to represent relationships. Teachers who wish to take advantage of all modes of learning will encourage students to make non-linguistic representations of their thinking. These can take many different forms (creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activities).
By using non-linguistic representations, teachers help students create mental pictures or physical sensations to help recall information. Non-linguistic representations should elaborate on knowledge so that students understand concept in greater depth and so they can recall information more quickly. Taking advantage of this teaching tool requires focusing on current classroom practice and looking for opportunities to engage students in multiple mode (i.e. integrate non-linguistic form into note-taking, foster cooperative learning, teach interpretation of non-linguistic forms also, use in the content areas – language, art classrooms provide natural connections from classifying words to modeling plotlines)—see attachment 3.
d. Cooperative Learning
Cooperative learning is a successful teaching strategy in with small terms, each with students of different levels of ability, use variety of learning activities to improve their understanding of a subject. Cooperative learning is based on the belief that all students are capable of understanding and learning, and performing the task. Here is the five underlying principles of cooperative learning: distributed leadership, heterogeneous grouping, positive interdependence, social skill acquisition, and group anatomy.
Actually, I often use various forms of cooperative learning in my classroom activities such as Think-Pair-Share, Three Minutes Review, and Jigsaw. I used the strategies for different purposes. Sometimes, I needed to improve students understanding. But another time, I used this strategies because I did want to teach when had some paperwork to do. Therefore, I often exploit the strategies just for my interest.
3. Catholic High School Visits
The visits to four catholic high schools St Scholastica Academy (SSA), St. Gregory the Great High School (SGHS), St. Ignatius Prep School (SIPS), and Loyola Academy (LA); certainly brought great experiences on me. I learned independence and curriculum development, school culture and corporate culture, and teacher-student interaction.
All of catholic schools that I visited have school independence. They are visible from school rights in curriculum development, including materials selection, delivery methods, and assessment. In Indonesia school, government control is very strong even in private school. National final exam, curriculum obliged to by seventeen semester subjects and forty three learning hours each week in each level very restrictive of school-teachers-students. Student becomes passive, teachers do not use constructivism, and success on the national test is the special target.
School culture and corporate culture usually has conducive atmosphere for students learning and teachers working. In my observation, all of catholic schools that I was visit have good school culture and corporate culture. All school owns a well-maintained building. There able to get the funds from fund-raising. Learning environments are well arranged and complete. Having a catholic identity, intellectually stimulating, and attractive symbol such as alumni’s pictures show a long-standing school culture. There are observable things that I see in one side. In other side atmosphere of teacher commitment, school management, collegiality, system work-on are indicated good corporate culture. Indirectly, this matter also shows the capability school leader. Generally, Indonesian school leader are selected by seniority. So it is understandable that school management does not run well. Supervision does not work well; no good planning is conducted at schools and missions are not well translated into action.
Most US teachers are used to developing student-centered classes. Teachers in the US are less strict and more tolerant to student behaviors in the class. The interesting is students obtain their freedom of expressing during their learning process and they also respect their teachers in the same time. So far, teacher-student interactive in my school is good. As a community, relation and interaction work well. That is happened because my school develops the education and school freedom. No school uniform, free student expression but must responsibility. This make the pattern of relationship between teacher and student be informal.
a. St. Scholastica Academy
I am impressed by the school culture and corporate culture SSA. With regard to school culture, the school mission is clearly reflected on students’ engagement in learning, freedom of expression to allow students to develop higher-order thinking skills, positive relationship between students and their teachers, and students’ compliance to school discipline. With regard to corporate culture, older and younger teachers engage in positive and enriching communication. Each teacher thematically translates five school tenets in their lessons. Each department is well organized and optimally developed. Teachers remain to work with the integrity, responsibility, and high motivation. These clearly represent a well-developed corporate culture.
Leadership skills are another difference between SSA and the school in Indonesia. Event thought Loretta is the first lay president in SSA, she possesses good leadership skills. She is good at organizing the whole staff, building common understanding, and maintaining high motivation. It is very different from school principals in Indonesia. Generally, a principal is only selected by seniority. So it is understandable that school management in Indonesia does not run well. Supervision does not work well; no good planning is conducted at schools and school missions are not well translated into actions. Those are examples of leadership ability to most principals. Those are examples of leadership ability the most principals (see attachment 4).
b. St. Gregory the Greatest High School
The process on how teachers accompany students in their learning in SGHS is an interesting point that I found in this school visit. SGHS teachers have high commitment and motivation in caring students. This could be seen when we had a class observation. In a class that I observed, I saw how teachers encouraged the students patiently, lovingly, even though the students’ motivation was not high enough. I saw the real forms of constructivism through the class. When we had a meeting with some faculty, it seemed that their choice to become teachers was their vocation. They taught the students as their own children. It showed their spirit in teaching.
SGHS compiles the curriculum instruction in-depth analysis of each subject, compiled with soft skill training, protégé internship program and Learning Resource Program (LRP) which are really good. This program shows clearly how education process in SGHS really gets the highest attention. SGHS is not a Jesuit school. LRP and Protégé program really reflects how student in education process seriously accompanied. Through both programs SGHS student – the ordinary students who have little motivation to learn—find their world to direct themselves. On the other words, it is actually called as "cura personalis". Mostly Indonesia people tend to measure the success of education and school quality based on input and output (scores/grades). This perception oversimplifies the learning process. A school is not a factory that produces things which are measured from its output or with high national exam scores. Moreover, a school is a place to sharpen the competence, compassion, conscience, and prepare students for their social live. This can be true if an education process in school is really managed by a capable leader and supported by all of teachers that have high commitment and great motivation. In addition, the student assistance must be well planned, directed and in a continuing process (see attachment 5).
c. St. Ignatius Prep School and Loyola Academy (Jesuit School)
The visits to Jesuits School (SIPS and LA), certainly opened my mind how to make a Jesuit school Jesuit. I know how to translate the school mission to become spirit the school in daily life, respecting diverse religions, economic, geographic, racial and ethnic backgrounds, balance among programs for encouraging the spiritual formation, discipline, and academic pursuit; Ignatian pedagogy paradigm; concern in social justice; preferential option for the poor, man and women for others as a motto, students assistant with “cura personalis” not new terms in Indonesia Jesuit schools. The schools are professionally managed, have established systems that make them able to develop conducive learning atmosphere. The interesting ones are the strategies that the schools use to organize and manage parents’ involvement, and to invite alumni’s involvement for fundraising activities. Two Jesuit schools that I visited are already established, but they have good strategies to build the relationship with the alumni and parents. Those qualities are not easily found in Indonesian Jesuit schools (see attachment 6).
C. How I Tell My Colleagues?
I acknowledge that sharing experiences is not easy. Why? There are three reasons why it is so. First, the gap between the veteran teachers and younger generation of teachers is too big. Paternalistic culture, where the veteran teachers own more authority to determine what to do, is very strong.
Second, the nature of people is to stay in their comfort zones. In my observation, teachers enjoy their comfort zones to much, i.e. already satisfied with being in status quo. For example, the change of curricular policy did not mean the change of learning paradigm or delivery methods.
Third, the existing national final exam that determines students’ graduation makes teachers unable to develop themselves. They do not have courage to make their class meaningful for the students. They are forced to follow the prescribed materials set by the government.
However, it does not mean that there is no way to solve the problems. In my school level, I think I will do the following. First, I will invite pioneers to engage them with new paradigm. I will facilitate them to improve their skills and giving the feedback on their try-out of the new paradigm.
Second, I will certainly communicate our group progress in our bimonthly teacher meetings. In these meetings, we can share our success, troubles, joy, obstacles that we have in implementing our new approach and share the ways to solve the problems.
Third, I also support the systemic change. The government requires teachers to be certified. Teachers must continue their study. This is a good opportunity for them to change their paradigm. In addition, the new curriculum introduced by the government supports the constructivist perspective for learning. Schools have ample room to develop their own curriculum. My role will be to help set up the new curriculum and learning designs for my colleagues. I will certainly help translate the high-yield instructional strategies into the subjects taught in my school.
Here is my reflection of retreat; not alienated retreat in a cloistered and silent place, but in life all day long retreat. This is real retreat. With limited English, I tried to enjoy learning any kind of things. I believe I will still have the opportunity to “sharpen my saw” in the next summer program.***
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