AKTIVITAS
LITERASI DAN
PEMBELAJARAN
PLC GURU SKC
8 SEPTEMBER 2023
TUJUAN
Dengan menerapkan
pemahaman tentang task dan
literasi disipliner, guru dapat
mengintegrasikan literasi
disipliner ke dalam aktivitas
kelas.
01 PERTANYAAN
Menjawab pertanyaan-pertanyaan dari
pertemuan sebelumnya. ALUR
02 PERAN GURU
Memahami peran guru dan metode
pembelajaran.
03 EPISODE AKTIVITAS
Memahami jenis-jenis episode aktivitas
05
yang mungkin dilakukan di kelas.
LIMA PRINSIP LITERASI
04
DISIPLINER
TUGAS KELAS (TASK)
Memahami tugas kelas. Mengintegrasikan pemahaman-
pemahaman sebelumnya dengan
lima prinsip literasi disipliner.
KELUASAN
PERTANYAAN Apakah kita berharap siswa
menjadi pakar di setiap bidang?
PENJURUSAN KEDALAMAN
Bagaimana jika siswa lebih Sedalam apa?
berbakat di bidang vokasi? Dengan standar minimum apa?
Apakah anak siap?
LIMA PRINSIP GURU ADALAH MENTOR
LITERASI DISIPLINER Teachers as mentors of apprentices.
PENUTUP (PLENARY)
Merangkum, memperluas, merefleksikan
pelajaran hari ini dan mengarahkan ke
pelajaran selanjutnya. Singkat.
Task – “the actual work that students are asked to do in the process
of instruction – not what teachers think they are asking students to
do, or what the official curriculum says that students are asked to do,
but what they are actually asked to do”
Semua tugas kelas adalah tetapi tidak semua aktivitas adalah tugas
aktivitas, kelas.
Tugas kelas dapat Jika tidak ada tuntutan tugas kelas yang
memprediksikan kinerja. diselesaikan oleh setiap individu siswa,
belum ada jaminan telah ada proses berpikir
dan belajar.
Kekuatan tugas = Keketatan
dalam berdisiplin ilmu
Siswa akan paling tertarik untuk melibatkan diri
dalam pembelajaran jika aktivitasnya ...
https://www.youtube.com/watch?v
=qIVBLWeQ-
zU&pp=ygUNdGhlIGFlcm9uYXV0cw
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Principle 1: Knowledge and thinking must go hand in hand. Students
learn core concepts and habits of thinking within each discipline as
defined by standards and content requirements. All students are
enabled and expected to inquire, investigate, read, write, reason,
represent, and talk as mathematicians, scientists, historians, and
literary thinkers about the critical questions, problems, and concepts
defined by each discipline’s standards and content requirements.
Students experience curricula characterized by depth and consistency
that are articulated across classes and grades. Students do the
intellectual work involved in understanding core content and learning
to identify big ideas and driving questions in a discipline.
body text
Principle 2: Learning is apprenticeship. Learning activities, curricula,
tasks, text,and talk apprentice students within the discipline. Students
l earn b y doi n g t h e d i s c i p l i n e — e n g a g i n g i n r i g o r o u s , o n g o i n g
investigation that mirrors the work of the discipline. All lessons,
assignments, materials, and discussion serve as scaffolding for
students’ emerging mastery of discipline-specific knowledge and
habits of thinking. Students can articulate how and why the activities
they are engaged in will help them deepen their understanding of a
disciplinary concept or in what ways they are working like members of
a disciplinary community.
Principle 3: Teachers as mentors of apprentices. Teachers apprentice
students by giving them opportunities to engage in rigorous
disciplinary activity and providing scaffolding through inquiry, direct
instruction, models, and coaching. Teachers create opportunities
within and beyond the classroom that help students acquire the
knowledge and habits of thinking of their discipline through active
engagement in appropriate tasks. They use a variety of instructional
approaches—including inquiry, direct instruction, modeling and
observation, discussion, differentiated coaching, and guided
reflection—to assist students’ learning. They also orchestrate
opportunities for students to learn from each other and from
members of the discipline. Scaffolds are put in place to assist
performance of tasks and are then gradually withdrawn as students
become independent.
Principle 4: Classroom culture socializes intelligence. Intelligence is
socialized through community, class learning culture, and instructional
routines. Students are encouraged to take risks, seek and offer help
when appropriate, ask questions and insist on understanding the
answers, analyze and solve problems, reflect on their learning, and
learn from one another. Class routines build a learning culture that
invites effort by treating students as smart, capable, responsible
learners. Teachers arrange environments, use tools, and establish
norms and routines that communicate to all how to become smarter in
their discipline.
Unsur-
Unsur
Literasi
Contoh:
Menerapkan
Prinsip LD ke dalam
MP Sejarah
Stephanie M. McConachie & Anthony R. Petrosky, 2009, 33 dst.
Buatlah episode-episode
pembelajaran yang berisi
tugas kelas yang kuat
yang memenuhi setiap prinsip
pengajaran literasi disipliner.
PLC KELOMPOK
• Rancanglah sebuah RPP untuk satu pertemuan yang
memuat inti kegiatan pembelajaran yang sesuai
dengan prinsip literasi disipliner.
• Atau, perbaikilah sebuah RPP agar lebih sesuai
dengan prinsip literasi disipliner.