Pedagogical Contents

The teachers employed various teaching methods to efficiently and effectively deliver the lesson. The use of technology at all levels (Kindergarten, Primary, Junior & Senior High School) was evident to aid students in mastering the subject matter. For instance, in Kindergarten, the use of audio and visual presentation helped students to visualize topics such as the different brigades serving the palace and the whole of Yogyakarta in the past. Videos from YouTube were integrated so that students could feel as if they were living in that era. Students then reenacted how these soldiers marched as they walked around the school. 

In Primary, the practical application of concepts was emphasized to ensure that students could relate what they have learned to the outside world. For example, when discussing the barter trade system, Ms. Sisca asked them to bring foods and other materials, which they used to trade with each other. This activity demonstrated how goods can be traded with other materials that have equivalent value.

 In Junior High School, an inquiry-based, problem-based, and student-centered approach were employed in teaching Grade 8 Physics. The topic was about Archimedes' Principle and Pascal's Law, and it required not just theoretical understanding but pragmatic application in daily life. Students were allowed to analyze and solve word problems regarding the different principles or laws in Physics.

 In Senior High School, I was not able to observe a class related to my major because they have a flexible schedule of subjects as it changes every week. However, I was able to witness a Business Study class, which was quite fascinating because students were learning how to start a business while considering some risk factors such as capital, competition, and interests of the consumers. 

Books (pupil's book and activity book), YouTube videos, audio files, and creative PowerPoint presentations are among the learning materials being utilized by my cooperating teachers at Kinderstation. Illustrations such as maps and diagrams were also provided for the students to easily understand the lessons. Access to the internet also helped teachers to browse and research information that can be used to improve the content of the instruction and how it can be delivered proficiently. 

The primary source of learning at Kinderstation is the teachers with great knowledge on the subject area, coupled with traditional and modern learning materials. Traditional instructional materials include the textbooks, activity booklet, maps, diagrams and posters. Meanwhile, technology such as overhead projector, white screen, AC, and access to fast and reliable internet connection are integrated to aid the learning and teaching process. 

Authentic assessment focuses on students using and applying knowledge and skills in real-life settings. In my observation, teachers employed various assessments to evaluate the learning of the students. For instance, students in junior high school were tasked to have an exit point exhibition where they had to interview an artist or someone who has made a significant contribution in their life or career. In addition, in Kindergarten, students are allowed to explore the surroundings where they gathered materials for their hotel city. The activity allowed the students to apply their learnings about ant colonies. In junior high school, students were given activities that demonstrate the concepts of pressure, in which they can apply it in their daily lives. In senior high school, students apply their understanding of research by conducting a study where I served as their respondent. The study was about whether there is a difference in the memorization skills between men and women.