Teaching Observations
This section covers information about the practice teaching observation: teaching strategies used by teachers, materials used, sources of learning, and assessments used.
.png)
Teaching methods of teachers observed
Previously, I have mentioned that KB&TK Lab have five (5) formal sections. Among these five, we have observed four; the two Kindergarten 1: Meteor and Sun and the two Kindergarten 2: Moon and Rainbow. After the initial observation to four sections, I have concluded that teachers at KB&TK Laboratorium UM use different methods and strategies in teaching learners. Methods and strategies include differentiated instruction, lecture-type, group and individual learning, and kinesthetic learning. Among the methods observed, Differentiated Instruction (DI) is the one that teachers use and maximize the most. This is aligned with Curriculum 2013 that emphasizes the importance of learning process with a scientific approach.
The teacher used real triangle block
The teacher used real triangle block
Teachers at KB&TK Laboratorium tailor their education plans based on learners’ different learning needs. They provide varied learning materials that can be found around nature like stones and pine cones and those that are bought from stores. Teachers at KB&TK Laboratorium also make sure that atypical learners are supported and included by providing similar activities for all children with additional assistance to atypical learners from both the main teacher and shadow teacher. Furthermore, learners with additional needs were allowed to roam around the classroom, play, and write on a whiteboard when they needed to spend their attention on other things. Teachers also provide tangible and real objects to explain concepts that help learners learn concepts first-hand. To measure learners’ progress, teachers at KB&TK Laboratorium use different ways such as making arts and crafts, answering worksheets and book works, performance, and one-on-one reading sessions.
KB&TK Lab teachers also incorporate a teacher-based lecture in which teachers explain information while students listen. The discussion is brief and concise yet teachers never fail to include questions to initiate conversation with students and to help students recite. They also incorporate digital technology when teaching (e.g. using instructional videos, augmented reality (AR), printed instructional materials). Although it is evident that teachers do not solely rely on using technology when teaching (they do not use digital technology 85% of the time). During discussion, teachers also allow children to ask questions and to share with other classmates their opinion and observation. Children were also encouraged to summarize what they have learned.
​
Other methods and strategies include group and individual learning and kinesthetic learning. Children were given opportunity to work with their classmates and as well as to play with them while worksheets and book works were usually completed individually. Students at TK Lab were also allowed to draw, build blocks and Lego pieces, and play sports. Additionally, they were encourage to tidy up their spaces by themselves, to water plants, and experience other activities essential for real-life situations.
Learning materials and innovations of teachers observed
KB&TK Lab UM teachers encourage the maximum use of materials that are already available inside the classroom and/or materials that can be found around nature. These materials serve varied purpose to help develop basic skills in early childhood such as fine and gross motor skills, early-grade cognitive, emotional, mental, and social skills. Toys and other play materials not only give entertainment to children but help them practice creativity, communication, and collaboration, as well. On the other hand, worksheets and book activities encourage learners become critical thinker and creative thinker. Online sources are also used such as online videos, online-created flashcards and printed visual aids and worksheets. A teacher at KB&TK Lab UM also encourage the use of Augmented Reality (AR) in teaching the students.
Sources of learning and technology used by teachers
As the number of free online references, educational sites, and child-friendly applications rise, opportunities to know and access wide-ranged information became easier. This rise of digital technology has been significantly helpful to teachers at KB&TK Lab as they are able to search pieces of information related to topic and sub-topic to be discussed easily using Google Search (for content) and Pinterest (for activities idea). Furthermore, they also use reference books provided by the school to know what content will be included in the discussion and what written/art activity will be added, as well. In teaching, they usually use TV to show children online videos and mobile phones to be used for AR viewing.
​
Teachers also conduct weekly meetings with Miss Ayu, the current principal, at least once a week or as many as needed to discuss activities that may be used. Attending seminars and trainings are also helpful for teachers to learn new teaching strategies.
Authentic assessments used by teachers
A B-Moon student practicing cutting through the activity provided by the teacher
Different ways to evaluate and assess were effectively used by teachers. They primarily use formative assessments that are not graded and graded. Some assessments used include Kindergarten 1 letter worksheets, Kindergarten 2 writing activities on paper an on whiteboard, and Kindergarten 2 Mathematics book work and worksheets. Kindergarten 2 are also being taught of early reading. Thus, teachers conduct one-on-one reading session with learners.