Hasbi SJAMSIR and The Team in PGCE Program University of London UK

A.
INTRODUCTION/BACKGROUND The success of one nations development is defined by the quality of its human resources, and education sector is the primary factor that can elevate the quality of human resources. Realizing the importance of the human resources quality and based on the mandate of basic laws (UUD) 1945, article 31 paragraph 4, Indonesian government has make education become priority, as a prime sector, in nation development and has allocated a larger budget compare to other sectors. Moreover, in laws number 20 year 2003 (UU Nomor 20 Tahun 2003) about national education system, it is stated that education has a vision as a strong and authoritative social institution (pranata sosial) to empower all the people of Indonesia to be more qualified, therefore capable and proactive with global perspective in responding the challenges of time that often changing. All of this can be achieved through a good quality of education One of the ways to achieve a good quality education is through improving the quality of the educators, as stated in laws no.14 year 2005 (UU Nomor 14 tahun 2005) about teachers and lecturers. Teachers has very strategic role in improving the quality of national education. The role is more directed and
technical in which teachers are responsible in educating, teaching, guiding, directing, training, assessing, and evaluating their students on early childhood education. Meanwhile, lecturer role is more indirect and conceptual, in which lecturers have a primary duty to transform, develop, and spread the knowledge and also technology. Specifically, lecturers in LPTK (Educational Institution for Educators) have a primary role in producing prospective teachers that are capable to educate and teach their students in international quality (World Class Quality /WCQ) so that they can compete in globalization era. Lack of education is the root of various problems faced by our country. Therefore, improvement need to be done every aspects, such as human resources (teacherr/lecturers), curriculum, learning method, and facilities. This improvement is a crucial think to do to achieve our dream on having a good quality education. The WCQ concept is a concept that characterized various development and improvement either in qualification aspect or international experience. Therefore,
Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011
improving qualification and training abroad is one of the approach to achieve WCQ Examine the real condition nowadays, improving qualification and international experience for human resources in LPTK is still inadequate as only small numbers of educator pursue their study to the higher level and/or attending training abroad. The plan in having a world class quality education cannot be achieved if the anticipation action is not taken . Yet, the effort of government in anticipating this condition should be appreciated. One of the government programs organized by the Directorate General of Higher Education (KEMENDIKNAS RI) is BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading) aiming to accommodate educators to participate in short course program in foreign country. This
program is considered to have targeting the government vision in achieving the WCQ accurately. The program is for lecturers in LPTK who teach in study program of PGSD (Primary School Teachers Education), PGSM (Secondary School Teachers Education), and PLB (Special Education). Through this program, the lecturers in LPTK are expected to create highly qualified teachers and teacher candidates. Based on its aim, this program is very representative to be undertaken and improved.
B. PURPOSES AND OBJECTIVES This report is intended to provide an overview of the process and the result achieved by the participants during short course activities, such as:: 1. General and class lectures 2. School visitation ( visiting Primary and Secondary Schools) 3. Observer of PGCE (Post Graduate Certificate in Education) lectures. This report is objectives: 1. To give inputs to the Directorate General of Higher Education in the development of higher education, generally and the development of PGSD, PGSM, and PLB, specifically.
2. To give inputs to related institutions (universities) in improving the quality of learning and the quality of PGSD, PGSM, and PLB graduations. 3. To improve the knowledge and experience of lecturers in PGSD, PGSM, PLB based on their qualification.
C. EXPECTED RESULT This training is expected to: 1. Give inputs/reference material to The Directorate General of Higher Education in developing/improving the higher education in PGSM, and PLB. 2. Give inputs to related institutions (universities) in improving the quality of learning and the quality of the graduations of PGSD, PGSM, and PLB, in the form of action plan. 3. Implemented the knowledge and experiences in learning process in class of PGSD, PGSM, PLB. PGSD,
D. IMPLEMENTATION 1. Title of Training: Programme for the Advanced Course for Teacher Educators. 2. Time and Avenue: September 12 to December 3, 2011 and in IOE 2011 dan bertempat di IOE (Institute of Education) University of London, UK. 3. Training Organier: IOE (Institute of Education) University of London, UK/ Directorate of Higher Education, Ministry of Education and Culture, Republic of Indonesia. 4. Training Participant: Lecturers of PGSD, PGSM, dan SLB Indonesia (15 participant). LPTK
E. TRAINING MATERIALS 1. Substance and Lesson Learned (1) Substance 1: Teaching in London School This lecture firstly discussed about London Challenge, a program
launched by the central government to encourage schools achieve the national standard (as stated in OFSTED). Facing against this challenge, the school was also exposed with other challenges such as the multicultural community, the diversity of students characters, and the students expectation on their ideal teacher. Thus, the lecturer suggested that schools should address some key strategies to overcome those challenges such as creating Supportive Learning Environment , taking school communitys Aspiration dan providing students with Enrichment programs in sport and art. Lesson Learned 1: Lesson learned from this lecture is the need to accommodate the roles of key elements involving in school succes such as optimising the roles of school committee in Indonesia. School committee which consists of governing body and parent club should not only pay attention on the funding support of school facilties but also taking part within schools development such as supporting students activities in art and sport, providing healthy meals and giving feedback on schools report. The school also needs to address the diversity of students character, because of which students may have distinctive learning process. The school schould also expose students with a variety of carier choices such as inviting a doctor or a lawyer to give a session, through which students will be enthusiastic and be motivated to learn for their future. (2) Substance 2: The Big Idea of Teacher Education This course material describes the important points to be a professional educator in their field in the framework of globalization. Differences in the character which was owned by each educator, causing differences in the process of transferring all information to the participant students
Lesson Learned 2: In addition to having their fields of competence (personal, pedagogical, professional and social), a teacher must always develop their knowledge, including by continuing to update their knowledge; exchange information with counterparts in one institution or from different regions, formed a partnership with universities and schools, conduct research and develop educational career ladder. One thing that could take its message, that is a teacher/educator should have a high commitment and consistency in the lead role. (3) Substance 3: Teachers Legal Responsibilities This course material describes the responsibilities of a teacher to his students. Teachers are required to be responsible for the health, safety, and welfare of students. It is based on three sources of regulation that is the general rule about taking care of students, the law on caring for students, teachers and obligations arising from employment contracts. Lesson Learned 3: A teacher charged with the responsibility of students, in terms of achievement, health, safety, and welfare of students. In the process of learning in the classroom, teachers are prohibited from doing violence/physical contact toward their students, to minimize the discrimination that exist in the classroom, striving for intensive coaching to students with special needs. (4) Substance 4: ASSESSMENT FOR LEARNING Assessment for learning conducted by teachers to understand students, placment students according to ability in learning, and students' progress feedback. Assessment for learning carried out in the long-term (4 weeks to one year), medium-term (1 to 4 weeks) , and short-term (after learning). Long-term assessment carried out after completion of all units of study for monitoring the success of student learning and curriculum considerations. Medium-term assessment carried out in one unit to improve student learning, assess student learning outcomes, and teacher feedback. Short-term assessment carried out during the learning process and at the end of each learning process as one of the techniques of learning to enable students to learn. Assessment carried out openly
Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011 5
by teachers, peers, and self assessment (students assessing their own/peers work). In this case, there are five basic strategy that can be applied for formative assessment, namely (a) the clarification and understanding, (b) discussion (interactive learning) and productive tasks, (c) reflection, (d) activating students as learning resources (collaborative learning, reciprocal teaching, peer-assessment), and (e) the activation of students as independent learners (metacognition, motivation, interests, attribution, self-assessment). Lesson Learned 4: There are several things to get attention and can be adopted or adapted in Indonesia. First, the benefits of assessment for learning, not only to judgment the student, but its benefits as a means of placing students in learning, monitoring progress and results of student learning, curriculum development consideration, feedback learning, and as one of learning techniques to enable and makes a student independent in learning. Second, the assessment carried out openly by teachers, peers, and students are essential to apply at schools in Indonesia so that it can also enable students and make students as learning resources. Third, assessment strategies also need to get their attention and allow it to be adapted or adopted in Indonesia in the hope of learning more enjoyable because of the implementation of varied and the impression of students to the assessment is no longer scary. (5) Substance 5: CLASSROOM MANAGEMENT Professional teachers have to be able manage the pupils, teaching materials, sources and media (learning aids) in their classroom as effective as possible. To encourage the pupils participate actively in the teaching learning process. They might be motivated and challenged with the lesson discussed with their peers and teacher. Their responsibilities, therefore, are not only as teacher but also observer, diagnostician, educator, facilitator, counselor, and leader. As observer, teacher should monitor the pupils needs, interests and abilities when they learn and make the learning progress. As diagnostician, teachers help the pupils discover what their difficulties in learning activities are. As educator, teachers have to train the pupils about either the good level of knowledge
(Science, Language and Math) or life values (expressing ideas, respecting others, being discipline etc). As facilitator, teacher could stimulate step by step to invite the pupils response about a particular topic. As counselor, teachers assist the pupils in exploring their aptitudes, curiosities and desires. The teachers could offers advices about their difficulties in learning process. As leader, teachers show the way to control a group of pupil especially in discussing sessions. The teachers should guide the pupils attentions and knowledge to be talked about. Lesson Learned 5: The prospective both Primary and Secondary teachers who took PGCE at IOE of London University were encouraged to be able as cooperative learning in the class room. By having the role, they could observe their pupils learning progress and overcome the pupils learning difficulties. The prospective teachers learn how they should facilitate, observe, guide and diagnose teaching learning process in the classroom professionally, balanced and fair. The pupils, confidently, would like to express their ideas appropriately. (6) Substance 6: TEACHING ENGLISH AS AN ADDITIONAL LANGUAGE Pupils who are learners of English as an Additional Language (EAL) may also be referred to as beingbilingual. The term bilingual refers to pupils who have regular access to more than one language. This group includes a wide range of experiences, from newly arrived pupils in the early stages of English language acquisition (also termed beginner bilinguals) to more advanced learners of English. The data for 2010 showed that in England 16.0% (518,020) of all Local Authority maintained primary school children 11.6% (378,200) of all state-funded secondary school children have a first language known to or believed to be a language other than English. Beginner bilingual pupils will come from a school or country where little or no English is used; others may speak, read or write some English. Children, although born inthe United Kingdom, may have had limited exposure to English before starting school.
Lesson Learned 6: EAL pedagogy is, therefore, about using strategies to meet both the language and the learning needs of EAL pupils in a wide range of teaching contexts. Student teachers and teachers should be encouraged to make the maximum use of the human resources at their disposal, starting with the EAL learners themselves. The other children in the class are the next source of support. If they are aware of the issues and determined to be good hosts then they will provide the sort of role models that will help the child not only fit in but stake out an appropriate place for themselves and all they have to offer. The childs parents are also key in this; in helping them to help their child and the student teacher will undoubtedly be helping them too. (7) Substance 7: SPECIAL EDUCATION NEEDS This lecture talked about the provision of special needs and disability in London Schools as stated in the National Curriculum and some other regulations and laws of United Kingdom. The term of special education is not only referred to pupils with physical disability or mental retardation, but it should also address the special needs of children with difficulties in learning such as children with dyslexia and dyspraxia, as well as children with interaction-communication disorder such as children with autism and ADHD. There are three levels of intervention in those cases: 1) school roles, 2) school plus intervention, in which the schools require support help from external experts for example psychologist or speech therapist and 3) SEN statement, in which those children would be the responsibility of the local government to provide them with special education services. At this point, local government would organise a special team consisting of school, government education and children agent and external experts to provide help for them in the learning process at school. This lecture was closed with a discussion about inclusive school, starting from the definition, curriculum, elements, provision and ending with evaluation and assessment. Lesson learned 7: Indonesian government should give more attention towards special need education, not only referring to the disability and mental retarded children but also
providing children who have learning disabilities and who have interactioncommunication disorders such as autism with learning support to help them with their learning process at school. As an initial step, there should be a national database of children with SEND, an early detection which would be conducted nationally in cooperation with doctors, therapist and psychologists. The SEND program should be run by Indonesian government, which would provide support training for the teachers and practitioners, support and facilitate the development of inclusive school, and design the working scheme of SEND provision from schools to the upper level. Children with SEND should get more attention because they also have potency and skill especially in sport and art. (8) Substance 8: PRIMARY PGCE Primary PGCE is a program of professional education and training that provide with the knowledge and skills necessary to become a qualified teacher of primary school. Since October 2011, all PGCE students will carry 60 masters level (M level) credits. All programs are presented in the form of modules. Material modules are grouped into two main categories with reference to the national curriculum of basic education in the UK, which is a module that refers to the core curriculum (English, Mathematics, and Science) and complementary modules that support the main module (art and design, English, French, Geography, History, ICT, Mathematics, Music, Science and/or Spanish). In addition, students must master ICT (E-learning, IWB, word processing, 2Simple, Flowol, Photoshop and video editing, etc.) and their utilization in learning. Learning held on campus and at school. Learning on the campus implemented in the form of modules and discussion (introduction, activity / discusion, conclution), public lectures, and instructional practices (micro teaching). All the implemented ICTbased learning. To that end, in every classroom is provided in the form of ICT devices LCD, computer, Interactive whiteboard, TV, DVD Player, Internet Connection, and Speaker. Learning in schools conducted in the form of observation, shadowing, and ICTbased instructional practices. PGCE (in IOE) formed a partnership with 350 primary schools to training PGCE students. The task of teachers in schools is as tutors, mentors, and assessors of students at the school. While in school, students must obtain a learning experience for all subjects in primary school curriculum. In addition, they must focused one subject specialist.
PGCE student are assess based on school-based learning and teaching practices. Assessment of school-based learning include: the development of mastery of course material (subject knowledge and pedagogical development and prefossional development), observational learning, the structural asignment, and independent learning. To that end, an assessment carried out by the technique: (1) write essay 5000 words, (2) a portfolio of 500 words which is based on short assignments during the conduct of lectures, and presentations. The assessment is based on standard evaluation set by the Professional Standards for Qualified Teacher Status and Ofsted. Determination of primary PGCE student graduation is made on three levels, namely 'Outstanding Student', 'Good Student, and' Satisfactory Student. Students whose value is below the criteria for 'satisfactory' is not allowed to follow the Qualified Teacher Status (QTS). Upon successful completion of studies in the PGCE, they may use some or all of the credits they earn to take a master's degree at the IOE. Students who successfully complete the PGCE teacher training program, but did not reach 60 M. level credits can earn a certificate PGCE. Lesson Learned 8: Primary PGCE is one of education and teacher training programs that aim to produce a professional elementary school teacher. By implementing a curriculum that refers directly to the UK National Curriculum for Elementary School, students can better master the elementary school curriculum and its application in learning. Integrating theory and practice of mastery in proportion as well as a comprehensive system of evaluation and standardized PGCE graduates make truly professional. (9) Substance 9: SECONDARY PGCE IOE offers the one-year full-time Secondary PGCE in 14 subjects : Art and Design, Business and Economic Education, Citizenship, English, English with Drama, Geography, History, Information and Communication Technology, Mathematics, Modern Languages, Music, Religious Education, Sciences and Social Sciences, as well as a part-time PGCE programme in Art and Design and Music. To be awarded PGCE, student teachers will need to complete four modules, involving both academic study and placements of practical teaching
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experience in IOE partnership schools (24 weeks), usually of at least 120 days.Three of these are core modules: 1) Subject studies 1, explore and learn about issues connected with thecurriculum, 2) Subject studies 2, complements and enhances the first subject studies module, 3) Professional Practice, the main focus of this element of the program is on school-based learning and practical teaching, using the Professional Standard for Qualified Teacher Status and OFSTED grade descriptor. The fourth module could be chosen in a range of options: Professional learning portfolio (PLP), subject studies extension and Modules from master programs. Students are given a professional academic tutor in IOE during their learning and professional mentor in the school where they are placed. Teaching methods commonly used are general lecture, classical lecture, interactive workshop and group discussion, and tutorials. The facilities provided for their learning are interactive whiteboard in every classroom, library, practical laboratory in science, computer room, media and resources, cafeteria and toilet (including toilets for disabled people), and praying room. They are also given trainings in ICT, end note bibliography, and statistics analysis. Students can also access virtual learning environment (e-learning) through black board and collaborative access with other libraries in University of London. In their spare time, they join any extracurricular activities such as movie-making, sport, yoga and dancing, and they usually communicate through social networking such as goggle groups and facebook. Secondary PGCE programmes currently carry 120 credits; up to 90 at masters level (M level) and the honours level (H level). On successful completion of the PGCE program, students-teacher may gain up to 90 credits at Masters level which can count towards a Masters degree, giving them a head start on their further professional development at the Institute. Lesson Learned 9: From the above it can be concluded, that the programs implemented by the IOE PGCE London, has a privilege of the learning and teaching practice in schools (120 credits and 24 weeks in school), the assessment of quality (from a tutor and mentor school), has facilities complete (interactive whiteboard in every
classroom, library, practical laboratory in science, computer room, media and resources, cafeteria and toilet ;including toilets for disabled people, and praying room. They are also given trainings in ICT, end note bibliography, and statistics analysis. Students can also access virtual learning environment;e-learning, through black board and collaborative access with other libraries in University of London).
2.
SCHOOL VISIT AND LESSON LEARNED School visits were conducted on the 3rd up to 8th week namely primary
schools, secondary schools and residential schools. Generally, there are some important aspects that could be observed from the school visits such as subject distributions and teachers teaching load, school environment, classroom atmosphere and its teaching learning process, pupils activities (extra curricular activities), teachers and parents coordination in developing the schools, and communities involvement in improving the schools quality. Every school, commonly, has its own authority and policy to manage the subjects and the teachers time teaching. The teachers, approximately, have 50hours/week of their workload, and 18 hours (a third) is used to teach in the classroom. The two-third (2/3) is used for other academic activities i.e. planning, assessment, consultation for both pupils and parents, monitoring the extra curricular activities, etc. UK National Curriculum is divided into two parts namely core subjects and foundation subjects. Core subjects consist of English, Math, and Science while Art, History, Geography, Music, Personal Health Social Emotional, Citizenship, Religious Education, ICT, Design and Technology are included into Foundation Subjects. The core subjects have much more time allocation than the foundation ones (60% and 40%). The schools in London mostly begin the learning activities at 09.00 a.m. up to 15.00 p.m. and each subject has various of weekly time distribution. Every meeting has 35 minutes until 45 minutes of each subject. The following points explain the short report of school visit which were conducted:
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(1) School Visit 1: ALL SAINTS CATHOLIC SCHOOL All Saints is a catholic secondary school which is located in Dagenham (eastern London). This school is ruled by a headmaster with the help from 3 deputy headmasters. As a catholic school, it receives 10% fund from the Catolic Church although it also receives from government. Consequently, it must also alocate 10% of its timetable to Religious Education subject. The excellence from this school is the pastoral care program which consists from students voice, counseling, Learning Enhancement Centre (LEC), mentoring, dan chaplaincy. Timetable was arranged per fortnight. The school has utilised ICT and IWB in their teaching-learning process which is conducted in a form (groups of students). Moreover, it has also established a virtual learning resources which can be accessed students from anywhere. As a leading technology school, it provides a good example of design and technology projects in graphic desaign, textiles, mechanics, resistance materials, electronics and carpentry. Despite their complete materials and facilities in technology laboratory, they also set a good process of making a product which is shown in the students portofolios. Lesson Learned 1: We can learn from this school that the students get adequate support in their learning process. It also provides a variety of technology skills. The learning support is not only targetting students with learning disability but also students with challenged behaviour. Because every child matters, the intervention is personal and thus, the school respects the students trust and privacy. The technology skills project is beneficial in developing students skills for their career in the future. (2) School Visit 2: BANCROFT SCHOOL The school is one of the oldest independent schools with outstanding reputation in the UK. It was founded since 1737. The Bancrofts offers many courses range from primary (7 years) to secondary (18 years). The school also offers various numbers of intra and extra curriculum activities in order to increase the students intellectual and other potential profession. It provides high-quality facilities and infrastructure, which become a first choice by local students who
wish to study further at prestigious universities in the UK especially Oxford University and Cambridge University. Lesson Learned 2: With the schools strong tradition and full experience which make these main aspects contribute to excellent teaching learning process in the school. The school fund is managed autonomously by not only relying on donation from parents but also received money from companies owned by the foundation and by the alumni organization. This support play a role in providing world class teaching learning facilities and infrastructure. Another aspect that makes this school outstanding is the supporting by the school to the creativity of the teachers in updating methods, curricula, and learning aid that is ahead the teaching standard quality in the UK. The learning process is also supplemented by information technology, latest library collections, most modern equipment and sport arena in both indoor and outdoor. The school also is provided with special room to support drama, art lesson, and music. (3) School Visit 3: CHEDDINGTON PRIMARY SCHOOL Cheddington Primary School is a good school with outstanding features. The school is smaller than most primary schools and serves the local village community. Most pupils are White British and currently, no pupils have free school meals. Pupils really enjoy coming to school and this is evident in their excellent behavior and willingness to learn. The spiritual, moral, social and cultural development of pupils is excellent and they demonstrate an excellent understanding of how to lead healthy lives and how to keep themselves safe. The number of pupils with learning difficulties or disabilities is well below the national average, but the number of pupils with a statement of special needs is average. The percentage of pupils from ethnic minority groups is well below the national average. The school works well in partnership with parents and governors, as well as the local community. Cheddington school had been particularly effective in raising standards in information and communication technology (ICT). It is now one of the school's many strengths and it is used well across the curriculum. The overall quality of teaching and learning in the school is good. The school has a good curriculum in place with English a significant
strength. The school provides pupils with a good level of care, guidance and support and also the pastoral aspect is very good supporting. Lesson Learned 3: The curriculum is imaginatively planned and is supported by a wide range of visits to places of interest such as the Natural History Museum and Botanic Gardens in Oxford, Whipsnade Zoo and Ironbridge. Pupils in Year 4 and 6 have the opportunity to take part in a residential visit to places further afield such as Woodrow and the River Dart. Teachers have implemented new systems (Synthetic Phonics System) to teach pupils letters and sounds and this has raised attainment in reading. Pupils' spiritual, moral, social and cultural development is satisfactory. The award of Healthy Schools status recognises the school's promotion of healthy lifestyles. The school council has actively promoted healthy eating by taking the decision to permit only healthy snacks at break times, except on Fridays, when this rule is relaxed. Pupils who have special educational needs and/ or disabilities make good progress because they receive targeted support from skilled teaching assistants. (4) School Visit 4: INTERNATIONAL COMMUNITY SCHOOL (ICS) ICS is an independent International Baccalaureate World School located in London providing a dynamic learning community for 3 to 18 years old learner. ICS are an international school where teaching and learning is driven by best practice utilising the International Baccalaureate Primary Years Programme (PYP) for our primary aged students (ages 3 11) and the Middle Years Programme (MYP) for our secondary aged students (ages 11 16). The
headteacher is assisted by director of student affair and director of English language. The ICS aims to enable students to built upon their spirit of discovery; acquire knowledge, understanding and and skills; recognize the extent to which is interrelated; learn to communicate effectively; develop a sense of personal and cultural identity and a respect for themselves and for others; acquire insights into local and global concern with 8 subject groups: Language, Humanities, Science Mathematics, Performing and Visual Arts, Physical Education, and Technology. Eventhough learning facilility at ICS Secondary is not so sophisticated compares
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with other secondary schools in London; however teahers conduct teaching and learning dynamicaly and creatively so the students achievement are excellent (based on IBO evaluation). Lesson Learned 4: ICS has built an education system that develops an attitude of tolerance; open minded and recpectful to other students. Teachers at ICS also teach student to be creative and full of convidence although the school has only simple learning tools. Teachers have been able to utilize and to develop the use of learning tools maximally so the student can attain a very high achievement. Study tour programme to several countries of the world has also experience the students on preserving and maintaining togetherness among them. (5) School Visit 5: TORRIANI JUNIOR SCHOOL Torriani Junior School implements Value Base Curriculum which uses a cross curricular approach in the learning process. It refers to UK National Curriculum. The teachers have their independence to develop the curriculum in the learning which is based on the pupils needs and conditions including the special educational ones could be able to access the curriculum in the classroom. There are four step which are applied in the learning process namely introductionActivity-conclusion and reflection. Literacy lesson applies process approach which is consisted of prewriting step (mind mapping), drafting and editing. In Art lesson, the pupils have their own rights to create some fashion designs and Non Governmental Office (NGO) staff guides them enthusiastically. Each classroom is managed by a class teacher and one or two teachers assistance. The assessment is sustainably conducted not only by teachers, pupils but also their peer using such kinds of techniques and tool. The school has good and cooperative relationship either with the pupils parents and community by having such Healty Living, Parent Evening, and sex education. Lesson Learned 5: There are some highlights which could be adopted, is (1) values based curriculum development model which refers to Cross Curriculum, (2) approach is relevant to be applied in Indonesia primary schools, (3) use of ICT and
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contextual learning, (4) sustained assessment and monitored the pupils learning process in the classroom, (5) lesson learned is sex education, (6) Parents Evening program to construct well cooperation between the parents and the teachers. (6) School Visit 6: GRAFTON PRIMARY SCHOOL Grafton Primary School is a primary school which located in the northeast of London. Structurally, the Centre is headed by a headteacher who is assisted by two deputies. Sources of funding for schools comes from contributions of parents and the Government. The school is included in school based on the 2011 ofstead index. The learning process in the classroom implemented in the classical style combined with cooperative learning approach in which seating positions of adjustment of semicircular arranged in small groups, each group with 6 students. Multicultural environment is visible from Grafton primary's population student of the school in which many students of the coloured circles attended this school, apart from the whites. Lesson Learned 6: Grafton elementary school public school, which emphasizes aspects of tolerance to any disputes that arise, especially in the religious and social backgrounds. This is reflected in the willingness of Grafton elementary school, which takes children from all walks of life to participate in this school. Another thing that could be used as an inspiration to us is application of the phonic system in teaching early reading on students who sit in early years and in early childhood education. This system directs children in phoneme recognition and fonik before knowing the letters. That system may be more easily for children if we comparedwith reading first letters provided, as is done in Indonesia because the child directly acquainted with fonik, which represent the spoken language in the writing of the child. He noted that there may be one reason for early literacy danminat why people read in English or other European countries tend to be better than the ability of the interest in reading literacy and developing countries like Indonesia.
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(7) School Visit 7: HORSENDEN PRIMARY SCHOOL Horsenden Primary School is a multicultural school. The school has three kinds of classes including Nursery Class, Reception Class, and Year 1-6. The curriculum follows the national curriculum, with emphasis on reading and math. Subjects taught include: Literacy, Numeracy, Science, History, Geography, Religion Education, Music, Art & Design, ICT, Physical Education, and Personal Social Health Education. ICT-based learning systems to interact using the SMARTboard. Each teacher made Short Term Planning, Foundation Subject Planning, Weekly Lesson Plan and the Plan are discussed in every meeting of teachers. The school also serves children with special needs who is accompanied by two or more assistant teachers in each class. Many exciting activities are followed by students outside of class as a contextual learning methods, including (1) participate in the Junior Street-Watcher, (2) interviews with police officers on security on the highway, (3) visited Ealing Fire Station to learn about fire safety , etc. Awards held by this school in the event International Assembly is The Golden Shoe, the award-class achievers who assessed from various aspects, such as achievement, cleanliness, neatness, order, discipline, etc.. School management conducted by staff at the school and the government to ensure that management is administered properly. School has a good relationship with the LEA, an institution of educational psychology and social workers, to support the career development of staff and provide the best facilities for the implementation of learning. Lesson Learned 7: Many activities undertaken outside lesson at Horsenden Primary School that we can apply in primary schools in Indonesia to link the knowledge acquired in school with the realities faced around the students. There are assistant teachers who assist teachers in teaching. Children with special needs to get along at school with normal children. In case this is not just children with special needs children with disabilities. Children who are less in a lesson, a hyperactive child, the child who has a great talent also referred to as a child with special needs. So that should be considered again for all the schools in Indonesia to implement inclusive education. Personal Social Health Education lessons can be applied in Indonesia because it teaches students emotionally as individuals and social beings.
(8) School Visit 8: ST ANGELAS URSULINE SCHOOL St Angelas Ursuline school is a catholic girl school which is located in East London. It provides secondary education from year 11 to 16, and for the sixth form (A level) from year 17 to 18. This school is lead by a headmaster, with two deputy headmasters and five headmaster assistances. The funding comes from government and the Church of England. The curriculum implemented in this school is translated from National Curriculum of England, and complemented with the schools local curriculum (20%). The schools curriculum focuses on religious education and life skills. This school is also recognised as one of leading technology school which has developed curriculum for design and technology skills such as food technology (cooking), mechanics, textiles and graphic design. The teaching and learning process in the classroom has utilised learning facilities, especially, the ICT equipments. There has been developed school website and intranet-internet access, even, some classes are connected with CCTV to record the teaching process in those classrooms. This recording is so important for teacher development, as it will be used to evaluate the teachers quality and performance. The school also builds partnerships with universities and colleges in London, local and central government, the church of England and parents. They appreciate these partnerships to keep improving their quality and outstanding OFSTED (accreditation) status. Lesson Learned 8: Since St Angelas Ursuline school is a catholic school, it gives more attention on moral and character education such as discipline, friendship, respect and politeness. Teachers always show the students good examples of transparency in teaching, evaluation and assessment as well as in teacher-student interaction. The lesson observation program, the recording, is very useful in giving teachers feedback and evaluation about their teaching quality and performance. In teaching-learning process, all materials are provided in the school website; thus, it eases the schools leaders to evaluate the students progresses.
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(9) School Visit 9: ST MARYS UNIVERSITY COLLEGE St Marys University College is the second largest teacher training provider in South West London. Regarding to their Initial Teacher Education (ITE), their programs of Primary Teacher Education (B. Ed) and PGCE (Primary and Secondary) was accredited by OFSTED as outstanding. Generally, the
curriculum implented in the ITE programs consists of three areas which are 1) professional aspect such as how children learn, lesson planning, review and assessment, teaching management; 2) core subject knowledge in English, Maths and Science, also 3) non compulsory subject knowledge such as Religion Education (RE), Physical Education (PE) and Citizenship. The programs can be undertaken full time or part time in 3 years. The excellences of teacher training programs in this university are the catholics certiificate, pastoral care, such as learning support. St Marrys University College has complete and up to date
ICT learning facilities which consist of hardware and software. It has integrated ICT laboratory that is linked with every classroom. Most of courses, therefore, use ICT media to maintain the teaching learning activities such as Math, Science, languange etc. Both Office Programming (office 2010) and 2Simple Software are learned and used in UK. 2Simple Software is specially used for primary school pupils. This multimedia program could be self-taught by the pupils. By using the software, they could choice not only their own lesson but also online games, tests, curriculum etc. They could imagine to design animation pictures, Mathematic tests, Science, Modern Language, ICT and so on. Lesson Learned 9: The roles of academic tutor in the University should be improved, not only being an advisor before the semester begin and being a chancellor after the exam, but also supporting the students in the whole program of their study. Although the Primary Teacher Education program encompasses a wide area of learning, there should be a subject specialism that is fitted with the students concern and capability. The school experience session should not be put only at the end of their study. The rationale is that they need at least 3 school experience which will cover the observation, lesson planning and teaching, as well as the feedback and evaluation. As a result, the students will graduate with full of self-cnfidence and
be capable of adapting and socializing with any schools community. Then, it is significantly necessary to implement the ICT media to hold up the teaching learning activities which are accessible by the pupils not only in the school but also outside ones. This opinion could be very expensive to be implemented in Indonesian schools but the teachers, hopefully, would like to be creative to facilitate the current condition. To exemplify how it could be held, is the teachers should design the teaching materials which are adapted from internet. Then, the student could get the hard copy of the materials to be used in the classroom. (10) School Visit 10: UNIVERSITAS KINGSTON Kingstone Universitys School of Education offers a variety of postgraduate qualifications in education. The courses are designed in collaboration with local authorities, school, collages and a wide range of educational organizations. This ensures that course content and delivery meets the needs of the ever-changing world of education. Primary Teaching Leading to QTS BA is teacher education programs for three years, full-time course. The curriculum include subject knowledge and subject teaching and learning which together provide a knowledge of the content and pedagogical knowledge required for learning. Subject knowledge includes: English, Mathematics, Science, and ICT. Subject teaching and learning based on knowledge and understanding of pedagogical content knowledge required for implementation of the basic education curriculum, and supplies the application of various methods of teaching students the right. Cross-curricular covering citizenship, diversity and inclusion, spiritual, moral, social and cultural development, as part of teaching performance. In addition, elements of the school is often invited as a keynote at the campus to share experiences, problems, and hope. There are about 2,000 computers plus 45,000 electronic journals and 3,500 e-books that can be accessed by students. All of the computers have network and internet access. All students are provided by personal account, including an e-mail account, on the school system. In every classroom has been provided by ICT learning facilities such as smart board, LCD Projector, PC, DVD Player, and TV.
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Lesson Learned 10: There are some things of interest in the education curriculum for elementary school teachers at the University of Kingston, are (1) the curriculum was developed by referring directly to the National Curriculum, (2) the supply of leisure experiences over the placement of students in the school long enough period of time, and (3) the partnership with several schools. Since the using of internet are common in most of universities in Indonesia, it is recommendable to strengthen the power of the internet such as: provided personal account for every student and university staff, provide access 24 hours to all learning resources through the internet and intranet, develop a virtual learning environment, etc. The students also should be supplied with adequate ICT knowledge and skills in teaching learning process.
(11) School Visit 11: CHILTERN HILLS ACADEMY Chilltern Hill Academy is one of the reputable independent school in London which is maintained with proper facilities to support the development of its students creativity. Supported by The Diocese of Oxford and Buckinghamshire County Council as its major funding bodies, this school has successfully attracted the local youth, those in age 11 - 16 in particular, to have a further education within a combination of well developed and creative academic scheme, qualified educators and the influence of Christianity that aims not only to expand their skills in certain professional scopes but also to strengthening their mentalbehaviours. Its partnership with the local commercial industries has also added a significant value for the reputation of this contemporary academy that provides amount of spaces for students sharpening their professional ability within a real scenario. Lesson Learned 11: This academy appears having a clear vision towards both becoming an inspired school for the local society as well as to prepare the students with sufficient self-esteem and professional skills for their future careers. It can be viewed by their academic curriculum and the way its has being managed into an innovative teaching-learning model. For instances the use of multimedia in the
class learning, focus group experimental and discussion etc.;. have served the valuable benefits for the students to be qualified, creative, capable, responsible, adaptable, confident, independent, and respected citizen in their professional and social community. (12) School Visit 12: KENTISH TOWN PRIMARY SCHOOL Kentish Town CE Primary School offers a high quality, enjoyable learning environment for all, underpinned by Christian beliefs and values. They believe
that everyone is unique and valued by God and therefore the children have a right to be treated as individuals with different learning needs. The School also values each others cultural inheritance, diversity of language and beliefs and they aim to develop the whole person socially, emotionally, creatively, physically, academically and spiritually in an environment that is safe, calm and challenging. They therefore encourage confident and independent learning where everyone is able to nurture a positive self-image and try out new things without fear of failure. They have high expectations for all children and work hard to ensure that they meet their full potential. The school work together with the whole school community to enable the children to take a confident and positive role in life long after they leave the school. Lesson Learned 12: The school is one of the best inclusive school in London. They really well equip with sophisticated technology to help children and young people with special educational needs and disabilities. The school also shows the quality of a truly inclusive school with a strong Christian ethos that celebrates diversity and embraces all religions, faiths, cultures and backgrounds. Unlike school in Indonesia, Kentish Town Church of England Primary School encourages community with a shared vision, where everyone fully participates for the benefit of our children. To the students, the school also encouraged to develop a positive self image and a thirst for life long learning, in order to become confident, responsible global citizens and offer a creative, challenging and broad curriculum resulting in high standards of achievement and ensuring that all children reach their potential.
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(13) School Visit 13: PARKWOOD HALL SCHOOL Parkwood Hall School is located in Swanley, Kent, around 35 minutes from London by national train. Parkwood Hall School is a boarding school which aims to provide a caring and safe enviroment with specialised and holistic approach to education, allowing each individual to reach their maximum potential and to prepare them for life outside school" Their philosophy is founded on the belief that all children and young people should have access to an education and a caring environment which is appropriate to their needs and of the highest possible quality. Within this environment the students will learn to be healthy and safe, how to make a positive contribution and enjoy and achieve in all that they do. When they leave the school as older students or young adults they should be able to demonstrate a suitable degree of economic well-being. All of their students benefit from a very high level of support and commitment from their parents, our staff, our governors and our Local Authority. Lesson Learned 13: Parkwood Hall School considers an individual differences is very
importan. Therefore the scholl uses an IEP to plan stuudents learning. An IEP is a document that helps teaching staff to plan for a child, teach him/her, and review his progress. IEPs are different for each child and should set out what should be taught, how it should be taught and how often. There isn't a standard UK format for IEPs and some local authorities use different names for them, such as a personal learning plan (PLP) or provision mapping. Whatever term is used in your local area, the information on this page is still relevant. The IEP should contain details of short-term targets and strategies for a particular pupil, which are different from or additional to those in place for the rest of the group or class. The document must be accessible and understandable to all concerned. It should be agreed, with your involvement and, wherever possible, your child's. It's important for you to be fully involved at this first stage. In Indonesia IEP is not commonly used. But for future improvement, IEP should be able to use in all school in Indonesia proficiently.
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3. FOCUS OF LEARNING (1) Selly Nurina Suraya; IKIP PGRI Madiun Title: Developing creativity of students primary school in learning The students thinking ability can be enhanced through learning, selfquerying, the motivation to create something new by employing things around to generate something which useful for themselves as well as others. Creativity firstly raised from curiosity. Curiosity makes pupils always ask and observe further. When pupils are very curious about something, then he will continue searching for answers to his curiosity. Early, pupils will imagine to something he is observed. Imagination is the beginning creation. Imagine what you want, at last you create what you want. It is very interesting to see that teachers primary schools in England raised pupils creativity to do something? Teachers should make learning environment more attractive, enjoyable, and stress-free, and teachers must be creative direct explanation of a concept. That is conducted, therefore pupils are motivated and interested in responding to the teachers explanations. For the purpose to make an interactive class discussion, teachers opts the session by asking some questions for the students to be answered based on their understanding. Every opinion is matter, thus teachers respect all the justificitations given by the students. There will be lot of ways to honour each opinion. Instead of cutting the incorrect answer directly, teachers always directing the students to overcome the best expected answer in their most comfortable way. Hence, all students are free from the affraidness and insecurity feelings to come up with their ideas and release their creative thinking in a positive manner. (2) Niko Sudibyo; Universitas Pelita Harapan Title: Educating children with special Education needs/disabilities There are three things that we can learn fom England regarding how they educating children with special education needs/disabilities. They are about students teacher ratio, the need of a SENCO in Indonesian School, and Standard-curriculum. Lets discussed one by one. Unlike Indonesia, which usually has many students in a classroom, In England the number of students in a
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classroom relatively small. The ratio of student teacher is around 20:1. Even though there is no ideal number about the ratio, the research shows that classes with small number students have more benefit rather than the large one. Too many students in a class results a divers field of students, with variation of learning abilities. As a result, the class will spend time for less academic students to assimilate the information. One thing, which is very paramount that Indonesia does not have, is a SENCO. SENCO stands for "Special Educational Needs Co-ordinator". A
SENCO is responsible for the day-to-day operation of the school's special education needs policy. All inclusive schools must appoint a teacher to be their SENCO. The SENCO will co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals who are involved with them. For the better Indonesian children and young people with Special Education Needs and Disabilities study in a school, Education policy maker in Indonesia should propose to all school hiring a SENCO. This is the most crucial element to inclusive school, because the SENCO is the one who assign to coordinate program about SEN/D in a school. In England, we are introduced P-scales and IEP (Individualize Educational Program) to use for standard and creating curriculum for children with special education needs. In England, P-scales are used standard to assess children and young adult with special education needs and disabilities. P-scales are used to assess the progress of children aged 5-14 who have special educational needs and whose abilities do not yet reach Level 1 of the National Curriculum. The Pscales scheme works by setting specific objectives at eight levels within subjects from P (level) 1 to P (level) 8, the former representing the lowest level of attainment and the latter the highest. The first three levels apply across all subjects as they reflect initial progress, while the remaining five are subject specific and allow for more precise measurement when the childs abilities have increased While P-Scales are used as standard and assessment for students with SEN and disabilities, Individualize Educational Program (IEP) is also used to plan and create curriculum. An IEP is a document that helps teaching staff to plan for a student, teach him/her, and review his/her progress. IEPs are different for each
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child and should set out what should be taught, how it should be taught and how often. An Individualize Educational Plan should include: what the agreed targets are, what help should be given, how the help is to be given, who will give the help, how often the help will be given, how it will be decided if the help has been successful, how it will be decided if the help is no longer needed, when the help is to be reviewed, a section for recording what help has actually been given and if progress has been made, which may include suggestions for future action. (3) Lilik Ulfiati; Universitas Jambi Title: Developing english materials using MOODLE web site In response to the globalization caused by the rapid change of information and technology has brought a great impact to many aspects of life especially in education environment, this learning focus discusses on developing English materials using MOODLE web site. This focus explores importance of using MOODLE as online media to support teaching learning process. To develop English materials that are based on the students needs and levels, the teachers have refer to the pedagogical theories of MOODLE development. Dougiamas reveals that there are four major principles which back the use of MOODLE up i.e. Constructivism, Constructionism, Social Constructivism, Connected and Separate behaviours (MOODLE Homepage, 2006). As part of this review, related literature further talks about how to select authentic English materials for foreign language learners. After visiting and observing some PGCE Colleges, and Primary-Secondary Schools in London which are supported by many online reading resources, it inspires the writer to help the students of English Study Program of Faculty of Teacher Training and Education Jambi University in developing English materials. Learning materials have significant role to help the pupils to be more encouraged to learn and improve their English skills and abilities. Due to unavailable more English
references, the writer as the one who is responsible for teaching English would like to propose the developing English materials using MOODLE.
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(4) Ribut Wahyu Eriyanti; Universitas Muhammadiyah Malang Title: Multimodal approach to stimulate development of ideas
in writing
Writing activities are not easy to do. Writing is a very complex activity because many processes it occur at the same time, that convey information, construct meaning, develop language, edit product and process monitoring (Rijlaarsdam, 2005; Riley, 2006:128). Write a demanding intellectual and physical abilities, especially the ability to develop ideas. Reality in schools, especially in Indonesia, students generally have difficulty develop ideas in writing. This was partly due to the implementation of learning that tend to give priority to products (product approach) rather than the writing process. In addition, many of them think that writing is only dealing with the problem of the use and preparation of a written language. These conditions differ from those in primary schools in England. From the site visit primary schools in England is known that the practice of teaching writing carried on with a process approach and utilize various sources of information to stimulate students' ideas. Students are also trained to organize ideas before and during learning. This was in accordance with the policies listed in the National Curriculum in England (DfES 2006), that in the year 5 and 6, students are expected to have the confidence, control and fluency in writing fiction and non-fiction. Lirey (2006) showed that the strategy can be applied to stimulate students' ideas in writing include: Reading and Discussing Stories, Retelling a Story, Story Maps and Story Boxes, Retelling a Story in Writing, and Pictures in the Mind. By adopting the results of development research conducted by Bearne and Wolstencroft (2007), the procedure of learning to write with a multimodality approach, including Familiarity With the Text Type, Note Capture Ideas and Develop Initial Ideas, Plan, draft, revise, and Proof Reading. These seven stages can be grouped into three main stages, namely: (a) conditioned the students familiar with different types of writing, capturing the ideas and planning, (b) drafting, revising, and proof reading, dan (c) presentation.
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(5) Yuli Rochmijati Wuliandri; Universitas Muhammadiyah Purwokerto Title: Inquery method in science learning The quality of science teaching and learning in Indonesian schools need to be improved to develop scientificliteracy of students to cope with the demands of science and technology growth. Based on experience and lessons learned benefit as a coursemember of the advanced training for teacher educators from Indonesia at the Institute of Education (IOE), I tasted a little bit flavour of how PGCE Secondary Science in this institutionprepares student teachers to become effective teachers; not only a science teachers but also a form tutor and a member of a staff team with wider responsibility; and to be a good communicator and develop strong professional standards for all their work. As a student visitor at PGCE Secondary science, I sat in some sessions of subject scaffolding in scienceand related pedagogy. This session comprises linked sessions for each of physics, chemistry, earth science andbiology. Subject Scaffolding sessions on specific topics inphysics, chemistry, earthscience and biology to help students map the field and to develop their understanding of teachingapproaches, explanations and links between schoolactivities and everyday applications. There were practical activities, group projects and field trips included in this session to allow students todevelop their practical know-how, and to learn how to make the necessary riskassessments. During the sessions, I observed that science mentors gave students inquiry experience through hands-on and minds-on practices based on group tutorials work. Science teacher mentors can enable their student teachers to experience inquiry in a manner that encourages them to consider the activity as much more than just another lab experiment. Additionally, on visits and attachments to schools, I could accessed good science teachers that practiced good quality of science teaching. (6) Hasbi Sjamsir; Universitas Mulawarman Title: Synthetic Phonics System in language learning In some languages, notably Spanish, Finnish, Italian and Indonesian the links between sounds and letters are very consistent what you see is what you say. Those languages are based on a system where each syllable is represented by written symbol. When the symbols are learned, the child can read with relative
ease (Goouch, 2007, Riley, 1999, Strickland, 2011, Lewis, 2007, Snow, Burns, 1998). While in English, one letter can represent several different sounds, depending on its placement in the word. That is why reading in English is particularly difficult. Since, reading in English is further complicated by its orthography (the spelling of word). Spoken English, on the other hand, has approximately 5.000 different possible syllables. It is understandably difficult to figure out the sound symbol relationship when the sound of particular letter changes in words that have the same root but different suffixes. Consequently, the child must learn this complex alphabetic system in order to decipher written words. Based on the explanation above, it seems that students who learn English as foreign language will find the difficulties in reading in English. In this case, we can use the Synthetic Phonics System (SPS) to teach the children alphabet letter names and sounds. In English speaking countries, SPS is a method of teaching children to read and is commonly used in teaching early reading in the mother tongue. Therefore, based on my experiences during short term training in IOE University of London UK, we can use SPS to teach to read English in primary school in Samarinda. (7) Fiskia Rera Baharuddin; Universitas Negeri Makasar Title: Project-based learning method in design and technology in secondary school in UK The learning focus is to study the project based learning in design and technology in secondary school in the UK. Design and Technology is one of many subjects that offered in National Curriculum that should be taught by schools in the UK. Especially in secondary schools, which is for KS 3 to KS 4, this subject is quite different with other subjects. The subject requires not only knowledge but also skills from pupils. In addition teachers who teach in this subject have difficulties to teach a topic in one single lesson, because the teachers need to combine both theoretical and practical lesson at the same time. Sometimes schools have to make some arrangements using a block lesson hour. But sometimes the arrangement is not enough to teach design technology. There are some methods to teach in design and technology.
One of the methods is using project based learning method. Using this method, a teacher can make a project or some projects to combine both theoretical and practical lesson and also a pupil can produce a product that he designed from the beginning based on theory and instruction from his teacher. The outcome that expected is that the method can be applied in practical subjects at university, particularly in engineering subjects that have similar substances with design and technology. (8) Widdy Rorinpandey; Universitas Negeri Manado Tittle: Using ICT in teaching Primary mathematics and science Information and Communication Technology (ICT), or in English known as Information and Communication Technologies (ICT), is a huge umbrella term that covers all the technical equipment to process and convey information. ITC includes two aspects, namely information technology and communication technology. Information technology encompasses all matters relating to process, use as aids, manipulation, and management information. While communication technology is anything that is related to the use of assistive devices for processing and transferring data from one device to another. Therefore, information technology and communication technology are two inseparable concepts. So the Information and Communication Technology contains the broad sense of all activities associated with the processing, manipulation, management, transfer of information between the media. Study Results Comparison of the college and primary school / secondary schools in England, found that the process of learning to teach mathematics supported by the availability of ICT facilities that support the creation of an atmosphere of effective teaching and learning process, krearif and fun in the classroom. Thus in implementing teaching and learning activities, the process of understanding of a subject matter, for example; Algebra, Geometry and Fractions given by teachers and lecturers really understood and in the know in depth and can practice in class learning directly in the life and in everyday life , relates to calculate or analyze mathematical problems. In carrying out the teaching of mathematics, Lecturer and Teacher first determine appropriate teaching materials standard UK national curriculum, then choose the learning software that has been
available. There are some elementary school math learning software that is used in the UK, among others, 2Simple Software, software IXL, Sumsmlath, Tux Math Command, Microsoft Mathematics and others. (9) Andri Zainal; Universitas Negeri Medan Title: School-based social enterpreneurship education. Social entrepreneurship education promotes itself as an alternative way to rethinking the current capitalist-business as well to solve the social problems of people across the globe (Sud et al., 2010; Nicholls, 2011). With its authentic characteristic that touches on the social problems, the initiative of social entrepreneurship encourages the creation of social benefit for the economic benefit through the existence of social enterprises among the communities. Especially in Indonesia where the unique combination of impressive consistent economic growth and fraudulent financial activities found relatively in all aspects on the nations, has been a serious bottleneck in picturing the level of real wealth. It affects the national development and stability. The rising number of social problems needs more real solutions to be dramatically solved and social entrepreneurship can play as an important facilitator to cope with that issue by developing a social entrepreneurship spirit for each individual within the community. The social entrepreneurship education which particularly accommodates the local wisdom formed by the inherited national social values that have been a part of Indonesian daily life also give spaces toward a further intention in investigating the relationship between social entrepreneurship and ethical perspectives on developing the next wave of ethical entrepreneurs. Hence, the future research will enrich the existing literature on social entrepreneurship as the robust solution to solve the existing social problems, regionally and globally. (10) Farid Ahmadi; Universitas Negei Semarang Title: Effect of software education and games education on young children. Game with computer now be a favourite children activity, It is supported with some game software and easier to get it. Research from Kaveri Subrahmanyam, Robert E. Kraut, Patricia M. Greenfield, Elisheva F has been
carried out into non arcade electronic game playing as this was originally perceived as a harmless and enjoyable pastime. However, with the ever increasing interest and participation of young children in this activity, much concern has been expressed about the effects of these games on children. There are many kinds of computer games and software education to support the learning and also there are negative and positive impact that using computer. ICT National curriculum in UK have accommodate the isues of using computer games to support learning. Based on my observe during in UK, there are some impact of using computers as teaching aids in the classroom is not only the students but also teachers can maximize the use of ICT to support their learning. Fortunatelly, there are many softwares that available to teachers and pupils. Teaches must
following developing and furthering innovation of new programs so much and then they must to transfer their students. Role of Parents and teachers to support children that using ICT technology is very helpfuly, So it is can be minimized negative impact. During three months When I was in the UK a lot of things that I learned, especially in the use of ICT for pupils and teachers, enthusiastic of children to use computer is very high. After I come back to my country I would like to talk with my students about that. Based on my experience during study in United of Kingdom, In the future I have planning to Investigate and develop that using computer games to Primary students in Indonesia, make Training to Teacher education students about using computer games to Primary students in Indonesia and Finally, To Implamentate and make children more interest using computer games than before through training and workshop for pupils and teachers. (11) Kartika Ratna Pertiwi; Universitas Negeri Yogyakarta Title: Developing health education curriculum for schools in Indonesia Health and education are natural partners in learning. Firstly, children need to be in good health so that they can be successful learners. Meanwhile, through health education, students obtain knowledge and information on health matters so that they can demonstrate healthy lifestyle. Actually, health education in Indonesia is a part of a national programme known as Sekolah Sehat, under the supervision of Ministry of Health. However, the implementation of health
education has not been well-addressed that it is still deliver as supplementary topics within biology, science or physical education subject. Consequently, there is only a quite few of health knowledge that the students get so that it is inadequate to give them such foundation to practise into healthy lifestyles. In UK, the government has launched the National Healthy Schools Programme, in which health education is delivered through PSHE (Personal Social Health Education). It is designed as the whole school approach, whereby the health topics is designed according t the students age and their need but still the school can tailor the national programme into the schools culture, condition and community. Lesson learned from the success of National Healthy Schools Programme implemented in London Schools such as the planning of development, managing implementation, review and evaluation for improvement and etc are beneficial as recources to develop health education programme for Indonesian school, adjusting with their needs, culture and condition. (12) Dery Abdurrachim Iskandar; Universitas Pasundan Bandung Title: SENs in UK The learning focus of SENs studies in the advance course for teacher educator from Indonesia at IOE is contained in two key factor, the curriculum of learning and assessment of learning. On SENs curriculum in the United Kingdom using individual eduction, whereas the SENs assessment of learning applying the P-Level/Performance-Level. Both of SENs curriculum and SENs assessment allow learners to get learnings treatment and learnings assessment individually. (13) Made Agus Dharmadi; Universitas Pendidikan Ganesha Title: The role physical education to improving the quality of student and their lifestyle in London The purpose of learning is to improve the status of physical education and health fitness, with a good fitness then allows students to be able to learn more focus and concentrate on high and free from various diseases. This is to own a positive potential and the opportunity a good contribution to the health of generations to come. Physical education can also improve morale in sports activities outside school as well as in society, the presence of teaching physical
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education in schools will motivate students to do exercise to improve fitness and health lifestyle and become healthier. Accumulation of excellence learning physical education and sport in schools is having a lot impact for students, gets places in the community, contextual, and knowledge. Then the physical education learning methods and strategies should be planned with a contextual approach and redesigning integrated curriculum and sustainable so that students gain meaningful learning. From explain above, can be explained that in terms of curriculum, what is owned by the school in London to that of Indonesia does have some differences lies in the content of the curriculum in this paper will not discuss in detail the contents of the curriculum, but from some observations and interviews as well as the literature obtained can be concluded several things: (1) London curriculum content in terms of simpler, (2) curriculum which is owned London more flexible (3) measurable, and (4) has a clear vision. (14) Muhamad Yusup; Universitas Sriwijaya Title: Assessment in Teaching and Learning Assessment is at the heart of a successful curriculum and is a fundamental part of good teaching and learning. There are two popular terms in assessment; assessment for learning (AfL) and assessment of Learning (AoL). AfL or formative assessment is any assessment for which the first priority in its design and practice is to serve the purpose of pupils learning. An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils, in assessing themselves and each other, to modify the teaching and learning activities which they are engaged. On the other hand, AoL or summative assessment refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students future programs or placements. AfL is conducted by teacher, while AoL is conducted by teacher and exam boards. Formative assessment is used broader for both PGCE and school. PGCE students are assessed in two ways. Firstly, on their practical teaching and their progress in achieving the standards for Qualified Teacher Status (QTS). Secondly,
on assignments, portfolio tasks and, for some subject, practical projects. At school level, pupils are assessed by their teachers by formative assessment in achieving attainment target which are split into eight levels for each subject. Whilst, national tests are taken by pupils at the end of KS2 (year 6) and at the end of KS4 (year 10/11). At Key Stage 3 the level will be based on the teacher's assessment. (15) Sugeng Sutiarso; Universitas Lampung Title: Maintaining students motivation to learn mathematics Mathematics is a lesson that has to do with everyday life. Everyday, the majority of human activity-related and use mathematical formulas or concepts. But, when a person (student) learning mathematics in schools get difficulties. Many students believe that math is boring, abstract, and outside reality.This fact is almost happened at school many countries. In fact, at the beginning of school students are highly motivated to learn, including mathematics. However, over time the students are tired of learning, especially maths. Teachers, as the main actors of education, is the one who must cope with the fact that, that is by seeking students' motivation to stay awake. One effort that can be done is
to improve the performance of teachers themselves. The observations at several schools in the UK, showed that the teacher performance is very good maths teacher while teaching in the classroom. They showed, among others: prepare materials well, how to teach a varied, maximize instructional media,pay attention to students' ability level differences, are tolerant, open, and aspirations. They also do not overload students with homework is too much, and they also give students the opportunity to ask subjects outside school hours, either directly or via e-mail. This they did this in order to keep students excited and motivated to learn mathematics.
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F. ACTION PLAN
Name/ University 1. Selly Nurina Suraya (Institute of Education PGRI Madiun) Action 1. Seminar about development of creative and productive thinking in science teaching Purpose To promote strategy for developing creative and productive thinking in primary school teacher education and primary school students through the learning of science Outcome Teachers in primary schools and lecturer are able to develop creative and productive thinking for their students Material Report of short course activity in IOE University of London 2011 Time February 2012 Participant Primary school teacher, The lecturer of science in university and the student of primary school teacher education Venue Campus of IKIP PGRI Madiun committee Institution
2. Research about development of creative and productive thinking models in science teaching a. In primary school teacher education b. In primary school.
To develop a model of learning to think creatively and productively in science teaching To inform about my activities that has done at IOE and propose the follow up ctivities Review the existing
Availability of Science learning tools developed by the model of learning to think creatively and productively
Report of short course activity in IOE University of London 2011 and sources of information relevant to their science lessons
March-August 2012
The student of primary school teacher education and The student of primary school
Campus of IKIP PGRI Madiun and Primary School
Institution
Niko Sudibjo, (Universitas Pelita Harapan)
Socialization
Given opportunity to undergo proposed activities
4 January - 10 January 2012
Rector, Den, and Lecturers
UPH
Niko Sudibjo
Curriculum Review
A updated SEN curriculum at Teacher
Existing curriculum and
4 Jan - 30 April 2012
All SEN Lecturers
UPH
Niko Sudibjo
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SEN Module
curriculum and possible add some that is useful from Short Training in England Helping students to have a SEN modules
College UPH
Helping students to learn better by having a main reference.
possible add some that is useful from Short Training in England All resources that are up to date and relevant All relevant resources
Mei - Augusts 2012
UPH -
UPH Centre of SEN
Establish a Centre of SEN at UPH which undergo Research in SEN
To develop standard IEP and P Level in Indonesia. SEN Journal at UPH
2013
UPH and Public
UPH
3. Lilik Ulfiati (Jambi University)
Workshop of ICT and Developing English Materials to Support Contextual & Accessible Teaching Learning Activities of English Study Program of Faculty of Teacher Training and Education of Jambi University
(a) Determining the objectives of the developed English materials using ICT (b) Identifying the contents that should be included in the developed English Materials using ICT (c) Determining
materials for each English course using MOODLE web site
1. MOODLE book 2. English Language Teaching Materials
February March 2012
Lecturers & students of English Study Program of Faculty of Teacher Training and Education of Jambi University.
English Study Program of Faculty of Teacher Training and Education of Jambi University
Program M.Ed UPH and British Council Team of Faculty of Education, Psychology, Medical School and Social Sciences. English Study Program of Faculty of Teacher Training and Education of Jambi University
38
the sequence of the contents of the developed English Materials to meet the objectives using ICT (d) Determining the appropriate methods/techniqu es to be included in the developed English Materials to meet the objectives using ICT (e) Constructing the assessment tools in the developed English Materials using ICT
4. Ribut Wahyu Eriyanti (Muhammadiya h University Malang)
Workshop and Lesson Study Learning of Writing based Multimodal Approach for
- To improve Teachers Ability in Teaching Writing - To improve
1. Structu-red its planning tools of learning to write with multimodal approach for students grade 4-6, which include:
- Guide the preparation of Plan for Implementation Workshop Writing
6 Months
Elementary school teachers in Malang, lecturer of PGSD, Indonesian
1. UMM 2. SD in Malang
Lectures of PGSD and Indonesian Education
39
Stimulating Ideas in Writing for Primary School Teachers
Quality of Teaching Writing in Primary School
- Lesson Plan - Teaching materials - Instruments of assessment and evaluation 2. Increased its capability of teachers in learning to write Lecture colleagues gain deep nderstading (1) UK educa-tion systems (2) Different routes in teaching at UK (3) How Secon-dary PGCE work (4) How schools in London work (5) Good teaching in London schools After the workshop, teachers are expected to increase English reading skills of the elementary school students 1. The lecturers can applied PBL on their practical subjects 2. The creativity of the students can increase
Learning with Multimodal Approach - Guide of Learning Practice - Modules
Education Lecturers
5 . Juli Rochmijati (Muhamadyah University Purwokerto)
Socialization of results and experiences benefit from advanced course for teacher educators from Indonesia at IOE, Univ. of London 2011 Workshop and Training of the Using Synthetic Phonics System (SPS)
To socialize to lecture colleagues at FKIP UniversitasMuha mmadiyahPurwok erto about results and experiences benefit from the course
CD, paper documents, and other material gained during the course
Two session
Lecturer colleagues at FKIP UniversitasMuham madiyah
Court room at atFKIP UniversitasMuh ammadiyah
FKIP UniversitasMuham madiyah
6. Hasbi Sjamsir (Mulawarman University)
To improve the skills of primary English teachers in teaching to read English by using SPS method 1. The lecturers can understand about PBL 2. The lecturers can develop learning material based
Teaching media, DVD player, books
Academic year 2011/2012
The Primary English Teachers
Samarinda
College of Education, DIKBUD and MGMP
(40 hours) Books, Internet, journals 2 weeks
(30 persons) Lecturers who teach practical subjects in engineering faculty of UNM Engineering faculty of UNM Engineering faculty of UNM
7. Fiskia Rera Baharudin (State University of Makasar)
Training of Implementation of PBL on practical subjects in Engineering
40
Faculty UNM
on PBL 3. The lecturers can teach practical subjects using PBL Colleagues and students can get new information about teacher training in the UK
3. The motivation of the students can increase
Socialize the Advance Course for Indonesians Teacher Training, Bermutu Program Batch IV. 8. Widdy Harce Frans Rorimpandey (Manado State University) seminar on the use of ICT (information communication and technology) in teaching primary Science and Mathematics Training on the use of software learning math and science
Colleagues and students can learn about teacher training in the UK
CD, Papers, Internet
1 Day
Lectures and Students
Engineering faculty of UNM
Enhance participants' knowledge about the importance of ICT in the learning process in class.
Lack of knowledge / insights that are new to the participants (student teachers and teachers) related to the use of ICT in school or campus.
Using ICT in teaching primary mathemati and science
Maret 2011
Lecturer, Students and Teacher
FIP Unima
Lecturer Computer Team
Enhancing skills lecturer, and elementary school teacher in implementing the learning process in class To increase the awareness and willingness of
Formation of teachers and lecturers are creative and innovative in teaching math / science SD
2simple and IXL software
Mei 2011
Lecturer and teacher
FIP Unima
Lecture Science and math team
9. Andri Zainal (State
SEMINAR AND WORKSHOP ON SOCIAL
All seminar and work-shop participants are
Presenta-tion from the local and national
Week 2nd of March 2012
Open to public, including local and other universities
Main Hall of Faculty Economy, State
Social Entrepreneur ship School-
41
University of Medan)
ENTREPRENEURSHIP SCHOOLBASED PROGRAM.
educational practitioners including lectures; students-teacher; local government; local commercialised and noncommercialised organizations.
10. Farid Ahmadi (Semarang State University)
ICT Capabilities Workshop for PGSD students Training
Improvement ICT Capabilities of PGSD students
expected to add-up their practical knowledge on the importance of social entrepreneurship school-based program implementation in the early stage of education. To encou-rage the students-teacher to enrich their perspective in mind and innovative thinking to support the success-ful of social entrepreneurship school based program To endorse the motiva-tion of participants to be more active people in the real-course of social entrepreneurship schoolbased program. PGSD Students can operate education software and game educations
experts of general business entrepreneurs hip; social entrepreneurs hip; and school based social entrepreneurs hip areas. Open discussions Work-shop and technical practice/simul ation on the relevant subjects including budgeting, market mechanism, feasibili-ty study etc.
lecturers; local and other universities students-teacher; local government; local and national companies; local and national nongovernment organizations; representatives from local schools.
University of Medan in Medan, the Province of Sumatera Utara
Based Incubator Team of Faculty of Economy, State University of Medan in coordina-tion with the British Council Indonesia, Jakarta.
1. 2.
2Sim-ple Software Flow-ol2 Software
March 2012
50 persons
ICT Laboratorium PGSD
Staff and students
42
11. Kartika Ratna Pertiwi (State University of Yogyakarta)
Report Back
Dissemination of Lesson learned from the training
Follow up program Participate in the review and evaluation Provide recommendation for school partnership Provide recommendation for PGCE and micro teaching program
ICT: CD, DVD, resources given from IOE and London schools
1-2 months post training
a. Rector and Vice Rectors b. Relevant staffs of YSU c.Faculty and Department Senior Leaders d. P3AI and the Committee of PLPG/PPG/PPLe.Microteaching committee
UNY
Team: dr. Kartika Ratna Pertiwi (FMIPA) and Pujaningsih (FIP)
Undertake research
Describe the current healthy school practices in Indonesian, particularly the implementation of health education in the school curriculum
- Obtain the current condition of healthy school practices and the implementation of health education in Indonesia schools - Explore the young people needs of health education in school - Explore the perception of school community (parents, pupils and teachers) about current practice of health education in
Questionnaire, In-depth interview
1 year after training
Lecturers, Headmasters, Teachers, medical officer
Schools in Yogyakarta Province
Participant with team
43
Indonesian schools - Gain recommendations on the development of health education in school such as the planning, management, curriculum, topics, learning and teaching, resources and evaluation. Write Paper and Attend Seminar / Conference - to publish the research result Dissemination of result finding from my research through accredited national and international journal/ conference - draft proposal about health education programme in school - draft about school development plan Paper / Poster where it is relevant Data finding from research 1-2 years post training Participant with team
- workshop to communicate the findings from our research - develop some proposal drafts for developing health education policy
ICT: CD, DVD, resources from London Schools and UK government, research findings Hasil Penelitian
1- 2 years post training
Teachers, Headmasters and Policy makers in school community
UNY
Participant and Team
Funding from DIKTI, UNY, faculty where it is necessary
44
to Indonesian government - continue my passion and interest in developing health education programme for Indonesian schools 12. Dery Abdurrachim Iskandar (Universitas Pasundan Bandung) 1.Workshop for Updating SENs Curriculum
in healthy school area LoA Scholarship 2-3 years post training UK Participant Funding from DIKTI scholarship or BERMUTU programme
Creating SENs Sylabus and SENs learning plan which suitable with the most update SENs studies now. make the assessment in learning penjas by default and integrated so as to measure students' abilities according to the assessment of learning To prevent injury and or accidents
The availability of u p to date SENs syllabus and SENs Learning plan which suitable for student as primary educators candidate
SENs Textbook Individual report about SENs Studies in England which is created by Advance coursesmember PE Assesment
February 2012
SENs lecturer, Chief of PGSD studies
Kampus PGSD Unpas, Jl Wartawan IV No 22 Ban-dung
SENs Lecturer team
13. Made Agus Dharmadi (Education University of Ganesha)
1. Conducting
workshops on teaching methods and assessmen physical education in accordance with the character of learning
2. Workshop on
Physical education products and meaningfull
3 days
Teacher, student teacher
Undiksha
March
Safety PE handbook
Safety in PE
2 days
Teacher and lecturer
Undiksha Bali
June
Safety of physical
45
education learning
that occur in the implementation of physical education learning To mobilize all community members to realize the importance of sports To socialize Short Term Training results Reports and seminars promoting the sports culture Sports lifestyle 1 day Teacher, student, community Undiksha Bali August
3. Seminar on
sport as a lifestyle (sports civilize and among the rest of society) 14. Muhammad Yusuf (Sriwijaya University) Sosialization of Short Term Training results
Implementation of assessment for learning
To implement assessment for learning in my course
Knowing national education system in England Having motivation to study abroad and/or similar programme Lecturer implement assessment for learning to improve students learning
National education system in England Teacher Training/educa tion Including in my course
Dec. 2011
Collegue, and students
Faculty
Depart-ment
On going (whole semester)
Students
classroom
Depart-ment
Workshop on Assessment for Learning
To train collegue Better understanding in assessment for and teacher learning understanding and Having skill to do equipped with assessment for skill in assessment learning To train science teachers in developing enquiry Better understanding in Enquiry approach Having skill to develop enquiry approach in science
Assessment for Learning (need to break down later)
MarchSeptember 2012
Lecturer, Teachers (MGMP)
Unsri
Pusbangdik LPM
Workshop on Enquiry approach science
Enquiry approach science teaching (need to break
June- November 2012
MGMP
Unsri
Department
46
teaching
approachh guru dalam menggunakan pendekatan inkuiri dalam pembelajaran sains To improve participants' knowledge about ideal lecturer/ teacher performance.
teaching
down later)
15.Sugeng Sutiarso (Lampung University)
Seminar on building ideal lecturer/teacher performance.
Appear awareness of participants to achieve ideal lecturer/teacher performance. Built desire of participants to realize ideal lecturer/teacher performance. Formed a creative and innovative teachers in the teaching of mathematics so that students are motivated to learn mathematics.
Forming an ideal lecturer/te acher performan
February 2012
Lecturer, teacher, an d student.
FKIP, University of Lampung
Team of Mathematics Lecturer and Student Association.
Training on how to motivate students to learn mathematics
To improve teachers' skills in teaching to make students enjoy learning maths.
Motivation to learn maths.
April 2011
Mathematics teach ers (elementary, junior, high school)
FKIP, University of Lampung
Team of Mathematics Lecturer and Student Association.
47
G. CONCLUSION Based on the substance of the training materials and field visits(school) then obtained several conclusions, namely: 1. Primary PGCE Programm is one of education and teacher training programs that aim to produce a professional elementary school teacher. By implementing a curriculum that refers directly to the UK National Curriculum for Elementary School, students can better master the elementary school curriculum and its application in learning. Integrating theory and practice of mastery in proportion as well as a comprehensive system of evaluation and standardized PGCE graduates make truly professional. 2. Secondary PGCE Program has a privilege of the learning and teaching practice in schools (120 credits and 24 weeks in school), the assessment of quality (from a tutor and mentor school), has facilities complete (interactive whiteboard in every classroom, library, practical laboratory in science, computer room, media and resources, cafeteria and toilet ;including toilets for disabled people, and praying room. They are also given trainings in ICT, end note bibliography, and statistics analysis. Students can also access virtual learning environment;e-learning, through black board and collaborative access with other libraries in University of London.). 3. The schools have autonomy to develop their own curriculum based on the UK National Curriculum standard. The school teachers, generally, have 50
hours/week of workload, 1/3 out of 50 hours/week is used to teach in the classrooms and 2/3 out of 50 hours/week to do academic activities which support teaching learning process in the classroom. 4. The core subjects have much more time proportion than the foundation ones and have balance of time distribution for each subject (averagely 30-45 minutes for each subject). Each teacher has to master the use of ICT to facilitate teaching learning process in the classrooms, because every classroom in UK has been supported by up to date ICT facilities such as; smartboard, ebooks, internet, DVD player, LCD dan ICT laboratory.
48
5.
Both schools and classrooms in UK have been created as comfortable as possible for the pupils to learn for example by displaying the pupils work surrounding classrooms and the schools corridor which could be used as learning media as well. Learning laboratory in UKs schools is very complete and designed professionally which concern on the first safe when the pupils use the tools. UKs schools provide much more complete extra curricular activities for the students to develop their talents, need, and interest, such as entrepreneurship program, art, or sport activities. The parents and schools have good coordination to monitor the pupils learning development and progress which could be accessed via school homepage. Communities surrounding the schools in UK have significant role to participate maximally in the schools improvement quality and involving in Pastoral care Program.
6.
H. SUGGESTION/RECOMMENDATION (1) For Head of University: a. For Universities in Indonesia, especially Institute of Education, in order to implement a similar program, especially teacher training programs more of emphasis on practice to the school, besides that it is also in order to improve the quality of prospective teachers monitoring and evaluation should be done firmly and objectively. b. Optimized interwoven cooperation (partnership) with a primary school in the form of a chance observation, shadowing, mentoring, and instructional practices in a long time can give students the opportunity to gain practical knowledge and experience need to be adapted in the PGCE. c. Making schools-partner as sustainable Pilot Project. (2) For Director of Directorate General of Higher Education of Republic Indonesia a. Support its programs are relevant in order to improve the quality of prospective teachers, especially in terms of innovation, facilities and funding.
49
b. To provide virtual learning portal accessible to all schools in order to facilitate the implementation of learning and enrich the learning resources. c. To make standardization of Higher Education for assessment (the reference standard ratings) PPG graduates.
I.
CLOSING This advance course for teacher educators in Indonesia under DIKTI-
BERMUTU scheme provides significant benefits for the participants. Our knowledge and skills with regard to primary-secondary-special needs education school management have been enlightened with more recent, innovative and attractive approaches. We have also gained the practical knowledge of the management of PGCE programs under more integrated and comprehensive methods; started from recruitment and selection the teacher-students, learning system, the implementation of in-class teaching training (Praktek Pengalaman Lapangan/PPL), the integrated monitoring and continuous evaluation under school and IOE partnerships. Thus, the relevant similar program is strongly advisable to be continued further with concerning an equal opportunity for teacher-educators from the existing school of education within Indonesia archipelago.
50
APPENDIX
51
Appendix 1. Timetable of Training
Programme for the Advanced Course for Teacher Educators from Indonesia (September 12 to December 2, 2011) The daily programme will consist of a morning and an afternoon session. In general the daily programme will be from 1000 to 1230 and 1400-1600 However this will vary from time to time The rooms for the sessions are stated to the right of each day Week 1 September 12-16 Monday 12 1000-1100 1100-1200 1200-1230 1400-1600 Arrival at the IOE Formal Welcome Orientation to the IOE The course programme materials Registration Tuesday 13 1000-1100 1100-1230 18 Woburn Square Orientation to the area around the IOE Preparation of statements by participants of their interests 1400-1600 Wednesday 14 0930-0945 1000-1100 Meeting PGCE Keynote Lectures Teaching in London Schools Logan Hall Dr Alasdair McDonald 1100-1230 Discussion 790 Preparation of statements by participants of their backgrounds and expectations 790 736
1500-1600
Introduction to the Postgraduate Certificate 790 of Education Course Anne Robertson and Sheila King
52
1430 Thursday 15 1000-1100 1100-1330 1400-1600 Friday 16 0930-1100
Completion of minibios of the group
The English education system and teacher education. 539 Visit to the IOE Library The Big Idea of Teacher Education Elvin Hall 746 PGCE Keynote Lecture Logan Hall Teachers Legal Responsibilities Dr Bob Stapley
1400-1600
Preparation for attending PGCE programmes from Week 2
Week 2 September 19-23 Monday 19 0930-1600 Tuesday 20 0930-1600 Wednesday 21 1100-1230 PGCE Keynote Lecture Logan Hall Assessment for Learning Prof Dylan Wiliam 1400-1500 PGCE Keynote Lecture Logan Hall Classroom Management Dr Terry Haydn 1500-1600 Thursday 22 0930-1600 Friday 23 0930-1600 Attendance at PGCE courses Attendance at PGCE courses Discussion of keynote lectures 539 Attendance at PGCE courses Logan Hall Attendance at PGCE courses
53
Week 3 September 26-30 Monday 26 0930-1600 Tuesday 27 0930-1600 Wednesday 28 0930-1030 1100-1230 Attendance at PGCE courses PGCE Keynote Lecture Logan Hall Teaching English as an Additional Language Dr Dina Mehmedbegovic 1400-1500 PGCE Keynote Lecture Logan Hall Special Education Needs SEN Team 1500-1600 Thursday 29 0930-1600 Friday 30 0930-1600 Attendance at PGCE courses Attendance at PGCE courses Discussion of keynote lectures 746 Attendance at PGCE courses Attendance at PGCE courses
Week 4 October 3-7 Monday 3 0930-1600 Tuesday 4 0930-1600 Wednesday 5 0930-1600 Thursday 6 0930-1600 Attendance at PGCE courses Attendance at PGCE courses Attendance at PGCE courses Attendance at PGCE courses
54
Friday 7 0930-1300 Discussion of lessons learned from attendance at PGCE courses 1400-1600 Agreement of titles of individual reports
539
Week 5 October 10-14 Monday 10 1000-1200 1400-1600 Tuesday 11 0900-1600 Visit to St Marys University College Waldegrave Road, Strawberry Hill, Twickenham TW1 4SX Wednesday 12 1000-1200 1400-1600 Thursday 13 0900-1600 Visit to Kingston University School of Education Report back on visit to St Marys Preparation for visit to Kingston University 746 Mentoring and Partnerships Preparation for visit to St Marys University College 709a
Kingston Hill ,Kingston on Thames Friday 14 1000-1200 1400-1500 1500-1600 Report back on visit to Kingston University Relevance of the two visits for Indonesian teacher education Preparation for shadowing PGCE on TP 539
Submission of outline of individual reports
Week 6 October 17-21 Monday 17 0900-1600 Tuesday 18 0900-1600 Shadowing PGCE on TP Shadowing PGCE on TP
55
Wednesday 19 0900-1600 Thursday 20 0900-1600 Friday 21 1000-1230 1400-1600 Report back on shadowing PGCE on TP Tutorials Shadowing PGCE on TP 539 Shadowing PGCE on TP
Week 7 October 24-28 Monday 24 1000-1300 1400-1600 Tuesday 25 1000-1300 1400-1600 Inclusive Education Follow up discussion 539 Classrooms as Learning Communities Follow up discussion 709a 709a
Wednesday 26 1000-1300 1400-1600 Thursday 27 1000-1300 1400-1600 Friday 28 1000-1230 1400-1600 Planning for school visits Agreeing a format for school visits Curriculum Planning for Teacher Education Curriculum Planning for Teacher Education Assessment in Schools Assessment for Learning
709a
539
Week 8 October 31 November 4 Monday 31 0900-1300 1400-1600 Tuesday 1 0900-1300 Visiting a secondary school
56
826 Visiting a primary school Report back on school visit 539
1400-1600 Wednesday 2 0900-1300 1400-1600 Thursday 3 0900-1300 1400-1600 Friday 4 1000-1230 1400-1600
Report back on visit 539 Visiting a primary school Report back on school visit 709a Visiting a secondary school Report back on school visit 709a Relevance of visits for Indonesian schools Library and tutorials
Week 9 November 7-11 Monday 7 1000-1600 Tuesday 8 1000-1600 Wednesday 9 1000-1600 Thursday 10 1000-1600 Friday 11 1000-1600 Library and Tutorials Report writing and individual programme CR3 Report writing and individual programme 639 until 3pm Report writing and individual programme Report writing and individual programme CR3
Week 10 November 14-18 Monday 14 1000 1000-1300 1400-1600 Tuesday 15 1000-1300 1400-1600 Management and Leadership in schools Workshop on management and leadership in schools
57
915 Submission of draft of individual reports ICT in teacher education ICT workshop with Adrian Mee 539
Wednesday 16 1000-1300 1400-1600 Thursday 17 1000-1300 1400-1600 Friday 18 1000-1600 Library and Tutorials Developing teachers skills continuingly Workshop on developing skills
539
901 Assessment and evaluation of teacher education Comparisons with Indonesia 539
Week 11 November 21-25 Monday 21 1000-1600 Tuesday 22 1000-1600 Wednesday 23 1000-1100 1100-1600 Thursday 24 1000-1300 1400-1600 Friday 25 1000 1000-1230 1400-1600 Submission of individual reports for printing Relevance for Indonesian teacher education Library and tutorials Reviewing the documentation available to teacher education institutions 539 Standards for qualifying teachers Assessing the quality of teacher education 646 CR3 Quality assurance in teacher education in England 539 The role of the Office for Standards in Education(OFSTED) CR3
Week 12 November 28 December 2 Monday 28 1000-1600 Tuesday 29 Completion of group report 541 CR3
58
1000-1600 Wednesday 30 1000-1600 Thursday 1 0900-1600 Friday 2 1000-1130 1200
Presentation on individual reports 709a Presentation of individual reports
Individual programmes Committee Room 2 Written and Oral Evaluation of the Course Formal closure of the Course
59
Appendix 2. List of Participant
Participant of Training: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Selly Nurina Suraya; IKIP PGRI Madiun Niko Sudibyo; Universitas Pelita Harapan Lilik Ulfiati; Universitas Jambi Ribut Wahyu Eriyanti; Universitas Muhammadiyah Malang Yuli Rochmijati W.; Universitas Muhammadiyah Purwokerto Hasbi Sjamsir; Universitas Mulawarman Fiskia Rera Baharuddin; Universitas Negeri Makasar Widdy Rorinpandey; Universitas Negeri Manado Andri Zainal; Universitas Negeri Medan Farid Ahmadi; Universitas Negei Semarang Kartika Ratna Pertiwi; Universitas Negeri Yogyakarta Dery Abdurrachim Iskandar; Universitas Pasundan Bandung Made Agus Dharmadi; Universitas Pendidikan Ganesha Muhamad Yusup; Universitas Sriwijaya Sugeng Sutiarso; Universitas Lampung
60
Appendix 3. Picture/Documentation
Picture 1. Participant is following General Lecture in Logan Hall.
Picture 2. The condition general lecture in Logan Hall. Attendance Prof. Fauzi Sulaiman (Indonesia Attache of Education in UK)
61
Picture 3. Participant (Friskia Rera Baharudin, State University of Makasar) is presentation his paper.
Picture 4. Participant (Kartika Ratna Pertiwi, State University of Yogyakarta) is presentation her paper. In front of Dr. Roy Gardner (Coordinator Training IOE, Universitas London) .
62
Picture 5. Participant (hasbi Sjamsir, University of Mulawarman) is presentation his paper, and Dr. Roy Gardner ask him.
Picture 6. Participant is discussion in training
63
Picture 7. School Visit (Head teacher explain to participant)
Picture 8. Student is studying in class
64

Hasbi SJAMSIR and The Team in PGCE Program University of London UK

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Hasbi SJAMSIR and The Team in PGCE Program University of London UK

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A.

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Campus of IKIP PGRI Madiun and Primary School

Niko Sudibjo, (Universitas Pelita Harapan)

Given opportunity to undergo proposed activities

4 January - 10 January 2012

Rector, Den, and Lecturers

A updated SEN curriculum at Teacher

Existing curriculum and

4 Jan - 30 April 2012

All SEN Lecturers

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Helping students to learn better by having a main reference.

Mei - Augusts 2012

UPH Centre of SEN

Establish a Centre of SEN at UPH which undergo Research in SEN

To develop standard IEP and P Level in Indonesia. SEN Journal at UPH

UPH and Public

3. Lilik Ulfiati (Jambi University)

materials for each English course using MOODLE web site

1. MOODLE book 2. English Language Teaching Materials

February March 2012

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

4. Ribut Wahyu Eriyanti (Muhammadiya h University Malang)

- To improve Teachers Ability in Teaching Writing - To improve

- Guide the preparation of Plan for Implementation Workshop Writing

Elementary school teachers in Malang, lecturer of PGSD, Indonesian

Lectures of PGSD and Indonesian Education

Report of Short Course IOE London, BERMUTU DIKTI Tahun 2011

Stimulating Ideas in Writing for Primary School Teachers

Quality of Teaching Writing in Primary School

Learning with Multimodal Approach - Guide of Learning Practice - Modules

5 . Juli Rochmijati (Muhamadyah University Purwokerto)

Lecturer colleagues at FKIP UniversitasMuham madiyah

Court room at atFKIP UniversitasMuh ammadiyah

FKIP UniversitasMuham madiyah

6. Hasbi Sjamsir (Mulawarman University)

Teaching media, DVD player, books

Academic year 2011/2012

The Primary English Teachers

College of Education, DIKBUD and MGMP