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MALANG: PAKEM Spreads to the University
Active, Creative, Joyful and Effective Learning (PAKEM) is not a monopoly of the primary and junior secondary school, but is already spreading to the universities. The mathematic faculty at the State University of Malang (UM) is one institution that trains mathematics teachers.
The courses at the university of are now delivered using PAKEM. This is so that the students experience for themselves the kind of teaching which they are going to be using in schools. They don't just get the theory of how to teach but also practice directly in schools. Using PAKEM the students become more creative and develop teaching ideas which can facilitate the students' learning.
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Above: Discussion is a core student activity during their course. They are discussing various learning theories, scanning the curriculum and developing teaching ideas.
Below: Students doing teaching practice using PAKEM
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PROBOLINGGO: Models of the Teachers Working Group
Improving the quality of education is closely correlated with the ability and professionalism of the teacher. One organisation which enables teachers to communicate with each other is the teachers working group (KKG and MGMP). Effective and enjoyable activities in the KKG and MGMP will create interest among teachers. They will be interested in coming to the meetings, if they feel that the problems they face in school are being addressed by the KKG or MGMP.
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Above: Teachers conducting a variety of experiments and discussing their effectiveness
Below: Modeling a lesson is a good way to start off a discussion about teaching and learning
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In Probolinggo the activities of the working groups of are varied but all follow the same pattern:
Identifying the problems faced by teachers in class
Reaching an agreement on the focus of the meetings of the KKG and MGMP
Reaching an agreement on the pattern of activities to be used to address the problems that have been identified, for example: modeling lessons, developing strategies for teaching a topic, etc.
By using this variety of methods and basing the activities on the real needs of teachers KKG and MGMP meetings in Probolinggo are dynamic and efficient.
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ACEH: Training Early Grades Teaches in the 3Rs
To address the problems of children who have difficulty with reading in the primary school in Aceh, training in teaching reading, writing and number was organized for teachers of the early grades classes (classes 1 and 2) in the 40 MBE partner schools in Banda Aceh and Aceh Besar.
There were 85 participants, consisting of 2 - 3 people per school. Besides the MBE schools, the education office from Banda Aceh invited five participants from the SD 20 school cluster, which is being assisted by World Vision, to join in the training. In addition to the AUSAID program, ERA (Education Rehabilitation in Aceh Program) also sent fourteen university lecturers to the training.
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District facilitators helping participants make Big Books
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This training took place from 5 - 7 March 2007 at SDN 54 Banda Aceh and was run by the early grades district facilitators, supported by national trainers and MBE consultants.
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BLITAR: PAKEM Keeps Moving On
Dissemination training in PAKEM has already taken place in 22 subdistricts, covering the whole of Blitar district. On 17 February 2007 the PAKEM training for Udanawu and Wonodadi subdistricts finished, marking the end of a PAKEM training safari for the MBE Blitar district facilitators, supported by second level facilitators trained by the district itself.
The cost of training was shared. The implementation of the training was mainly paid for by the schools themselves, while transport for the facilitators was paid for by MBE. Just the first few rounds of PAKEM training were paid for from the district budget, but only for a limited number of schools.
The participants were chosen from those teachers in the various subdistricts in Blitar considered to have good potential. They introduced the PAKEM virus to the schools and were then able to convince key people in the subdistrict about the value of the training.
As a result, the subdistrict education offices ended up clamoring to hold PAKEM training at their own expense.
It was a challenge for the facilitators to satisfy the requests from 22 subdistrict offices, as it meant leaving their teaching duties for a long time. Added to which Blitar district covers a large area.
To support them a second level of facilitators were chosen. The original and second level facilitators were integrated and then divided into two teams to train the teachers in all the subdistricts.
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