Jakarta , 20-21 June 2007
General Rapporteur: Mohammad Reiza
Minutes of Meeting
DAY 1
Wednesday, 20 June 2007
09.00 – 10.00
Registration and Coffee Break
10.00 – 10.30
Opening Ceremony
1. Welcome Speech by Prof. Dr. Arief Rachman, M.Pd, Executive Chairman of Indonesian National Commission for UNESCO,
(Represented by Ms. Hasnah Gasim)
ASP-net so far covers 300 junior and senior high schools. Nowadays 40 million people living with HIV/AIDS and 50% are youth (18-24). In Indonesia majority is youth and has become national issue. This can be handled by various approaches: religious, cultural and educational. Hopefully this programme can be applied in some schools and can give fruitful results.
2. Speech by Mr. Inang Winarso, Indonesian National AIDS Commission
(Assistant Deputy Secretary of KPAN Programme Coordination Unit)
The current situation of HIV/AIDS in Indonesia in relations to drug abuse is drastically increasing. Estimated drug users in Indonesia ranged 190,000-247,000. All provinces already reported drug users in their provinces. The case increases since 1999. Estimation of population of Infected Drug User (IDU) in Indonesia spreads almost in every big city, especially in Java. The Department of Health emphasizes on 12 provinces to handle HIV/AIDS cases. Is there any correlation between economic and political crises and the increase of Injected Drug Users and the epidemics of HIV/AIDS in Indonesia? The legislatives are enforced to formulate regulations to control life style in Indonesia in regards of the increase of HIV/AIDS in Indonesia for the sake of the society. The largest numbers of the cases is in DKI Jakarta.
People have to change their paradigm that AIDS is not easily infecting people compared to Avian Influenza or other diseases like chicken pox. HIV will only infect people when getting involved in intercourse with people living with HIV/AIDS. But why the percentage of infected people is high? It is because there is an increase in drug using. Conducting anti-drugs campaign in the right way; it is not to withdraw the drugs but we have to arrest the drug dealers. This is also because of the weakness of the monitoring system on the spread of drugs in Indonesia. Point to consider is that people living with AIDS have the same right as other people.
The Department of Health is responsible for giving services on harm reduction of drug users in four effective ways:
- Service of sterile needle (LJASS)
- Service of methadone therapy recovery
- Service of drug users rehabilitation
- Service of medical treatment for drug users infected with HIV
3. Keynote Speech by dr. Fasli Jalal, P.hd, Director-General of Improvement of Teacher’s Quality and Educational Personnel
Since early 1990s I get involved in HIV/AIDS programme. At that time I was posted in the team to encounter AIDS in Indonesia. He urged that this is the disease for those who like to get involved in free sex activities. It was predicted that there would be around 250,000 people living with AIDS in 1991. There are some drastic increase of infected people in Jakarta, Bali and Batam. Indonesian government considered the post for this problem either in the Department of Health, People Welfare or Social.
HIV/AIDS estimated to increase time after time. In here, educational institutions have integral part to socialize this HIV/AIDS phenomenon in the society. Schools are included in learning process – formal learning. Teachers should be more knowledgeable to explain wide range of social and national issues. This is the end of the information flow because this should be sustainable to eventually formulate action plan – what can we do. This will come up with new issues that we have to anticipate and handle in cooperation with other relevant parties, especially NGOs working on HIV/AIDS issues. I personally hope that this kind of workshops can be regularly organized to monitor the plans as to whether these plans can be applied. We have to also share our knowledge and information to prevent further spread of these endemics in Indonesia. He officially opened the workshop.
10.30 – 11.00
Introduction to UNESCO/UNICEF Programmes on HIV/AIDS
by Mr. Simon Baker, Representative of UNESCO Bangkok
(Chief, HIV/AIDS Coordination and School Health Unit)
(Moderator: Ms. Mira Fajar)
This programme is coordination between UNESCO and UNICEF. Life skills based education works for HIV/AIDS prevention. We can make difference in school situation. Education makes large and beneficial results on HIV/AIDS and difference education can even make changes even more beneficial are two reasons we have to pay attention to this issue.
In this respect, HIV/AIDS is similar to poverty, other health problem. To make education more effective, we have to response to HIV/AIDS as a whole school community. The fact is HIV/AIDS is a part of our life. Schools’ curriculum should be adjusted to make difference. Life skills based education programmes were far more likely to have a positive impact on behavior rather than the negative impact. There are 17 characteristics of effective programmes.
There are three stages: process of developing the curriculum, content of the curriculum and the implementation of the curriculum. When we start the programme, we need supports from others – from the school principles, Minister of Education and community. Life skills based education also works for drugs. Furthermore, life skills based education also works for our children. It will positively affect our children’s academic achievements.
What is ‘Life Skills Based Education?’ It refers to an interactive process of teaching and learning which enables learners to acquire knowledge and to develop attitudes and skills which support the adoption of healthy… Basic, functional, livelihood and life skills are important for children and/or young people.
The life skills clusters are Communication (negotiation/refusal, empathy, cooperation/teamwork and advocacy); Decision Making/Problem Solving skills (critical thinking skills) and Self Awareness (coping with emotions and stress management). The most effective teaching and learning occurs when students are involved in planning and take responsibility for their learning – to mention one of the most important. What to look for in the curriculum are structure and content, delivery and teaching strategies and generalization.
Question & Answer I
1. Agus Supriyo – Ngawi
Commenting on the socialization of HIV/AIDS and drugs. What kind of students’ activities is good for students? We are doing campaign by writing brochures and flyers. How to develop our school activities programmes.
Answer
One of the hardest jobs is school teacher. But what I want to stress is same idea on healthy lifestyle. In many countries there are similar sport activities. So, what do the have to do with drugs or HIV? It does. This will build young people minds in teamwork, cooperation. Young people are occupied in more constructive way to prevent the spread of HIV/AIDS through sport or other competition activities.
2. Romlan Syukur – Jakarta
How to involve teachers in activities because some teachers said that HIV/AIDS is none of their business. Asking for suggestion for teachers that HIV is not the main problem. How to involve more school teachers so that they can be more aware of how to prevent the spread of HIV/AIDS.
Answer
Teaching is hard profession and when the day is over, teachers are exhausted. How to bring teachers into the next step – can you get involved in these activities. My reaction will be to involve teacher in the beginning of the activities – to have involved teachers in day 1. Teachers work with you so that they know what the activity is all about and can help and get involved further – after school hours.
Speech
By Prof. Dr. Arief Rachman, M.Pd, Executive Chairman of Indonesian National Commission for UNESCO Office Jakarta
Sometimes there are a lot of problems in the society and put into schools and when the problems cannot be solved, the society will blame the schools for not being able to solve those problems. What is the main problem of HIV/AIDS? What is it there?
The Indonesian National Commission for UNESCO is the bridge between intellectuals and religious people to solve some problems occur in the society. For example, corruption happens because of the system, greed and need.
11.00 – 11.45
Panel I: Policy on HIV/AIDS Programme in Indonesia
(Moderator: Ms. Hasnah Gasim)
1. Head of Center of Development for Physical Quality, MONE
by Ms. Widarninggar W., M.Ed.
‘Policy and Strategy of HIV/AIDS Prevention through Education’
Why HIV/AIDS should get attention? HIV/AIDS epidemics spread very quickly. The disease that was unknown 20 years ago, now has infected of around 60 millions people in the world and more than 21 millions died. Everyday, people infected with HIV/AIDS increases 14,000, and a half of that number is young people aged 15-24. More than 95% people with HIV/AIDS live in developing countries.
AIDS has become the fourth mortality cause on adults in the whole world and in some countries. Because of HIV/AIDS life span decreases more than 10 years. The rapid increase of mortality numbers on adults causes big increase of orphans – 13.2 millions children throughout the world, where 12.1 millions live in Africa alone. If it is not handled, HIV/AIDS will quickly eliminate the progress of development achieved in the last 50 years.
The epidemics situation in Indonesia: 169 new infections and 90 mortalities of AIDS (including children) everyday. HIV and AIDS cases by occupation in Indonesia as of 30 September 2002 shows that student and un-skill workers are high following high risk and unknown workers.
Why education needs to develop HIV/AIDS prevention education? Groups of learning participants in formal and/or informal education are protected human resources from the hazard of HIV/AIDS infection. In here, takes the process of peer education among students that can be organized effectively and easily inexpensive, fast and simple.
One of the purposes of HIV/AIDS prevention education is to improve the knowledge and develop the ability of information delivery on prevention education of HIV/AIDS and its hazards, while the targets of the education are students of formal and informal education, teachers and/or relevant parties.
The policies of this education are ensuring strategic planning, providing practical funds, including HIV/AIDS issue into health education approach, giving training to teachers – educators, developing resourceful education and lesson materials, giving supports to education participants and continuing the efforts for coordination and cooperation inter-department.
There are about ten strategies that can be taken to succeed the prevention education for HIV/AIDS. Among those to mention are organizing HIV/AIDS prevention in preliminary education through curricular and extra curricular activities, while in high schools also done through peer education, life skill education and guide and counseling service.
The efforts of National Education in HIV/AIDS prevention is organized since 1996 with peer education approach besides being done through socialization and training. Life skills and HIV/AIDS prevention is developed since 2002 and it has close relations to behavioral problems as well as healthy lifestyle habit. It was first supported by UNICEF then we did it financially independent.
World Health Organization defines life skills as ability to bravely face life that enables people to handle any kind of pressures and challenges in their daily life effectively; then proactively and creatively search for and find solution to handle those problems.
Experts explained that some life skills are crucial basic skills in improving health and prosperity of children and young people; among those basic skills are decision making, critical and creative thinking, effective communication, stress and emotion management. These life skills are one set of central skill that is well known as emotional intelligence. Life skills are effective means to encourage young people to act positively, have initiative and control self.
2. Head of Center Curriculum, MONE
by Ms. Sumiati
‘Study about AIDS in KTSP (Kurikulum Tingkat Satuan Pendidikan)’
Everything is made for the prevention of HIV/AIDS. I want to remind the purpose of national education. The context is to achieve national education to develop abilities and to shape attitudes as well as the civilization of the nation in order to improve nation’s life.
One of the way is to give early education in school to support one of the purpose of national education is to improve education curriculum. There are different ways to socialize HIV/AIDS awareness through education. Each level of education will be using different ways of socialization. The school committee should not only be involved in the formulation of school syllabus, but more likely to support and to assist the education to increase the students’ awareness of HIV/AIDS.
There are some alternatives of the study about HIV/AIDS, one to mention is the curriculum structures in each education level will vary from one to another. This is to show some possible alternatives that can be done in Sport and Health Education subjects. Students Health Unit has been going for the last 20 years to support student’s awareness of self-health.
Another way is done through counseling and guidance programme as well as self-development, which is one compulsory subject for students to take. For junior and high school students, the message will be conveyed differently through regular and extracurricular programmes. Besides that, integration with other school subjects like science and religion can be properly done to communicate the message to students.
Question & Answer 2
1. Sara – SMP Islam Al-Azhar
To be able to prevent this epidemic, all parties should work together. We can not forget the role of media. How the Ministry of National Education woks together with other parties especially with media to prevent free sex and drug users – negative impacts in media.
Answer
Interdepartmental cooperation prevents pornography. Media sometimes create negative impacts in the society. Let us prepare our children with strong defensive ability. We focus on our jobs, for example why government let students to smoke on the other hand, teachers forbid students not to smoke, but it affects the human labors. This is our challenge, to work together with our students to prevent negative impact of media in regards of HIV/AIDS awareness.
2. Tampubolon
School-Based Curriculum. Please formulate models to include HIV/AIDS in school curriculum, so that it will be more internalized.
Answer
There are two things that I would like to highlight. First, we develop competency-based curriculum, this is to prevent negative content in media. This is not necessarily solving the problem. This is also related to content development. As time goes by even faster, critical and creative thinking will make children aware more of what is right what is not. This is very principle. Students are encouraged to have healthy lifestyle. The categories to consider are the study, curriculum management and class-based education.
3. Lab School Jakarta
Life skill Education in School. This is the model that we need. Actually the subjects in schools are already overloading for student. How to prevent the problem if students know more but do not master all? Students are already burdened with too many school subjects, what are the solutions.
Answer
We are now formulating some models that can be used as pilot project – examples – not a guide that can be modified or directly adopted or adjusted if necessary.
11.45 – 12.30
Panel II: Information and Training on HIV/AIDS
(Moderator: KPAI / Ms. Mira Fajar)
1. Yayasan Pelita Ilmu
by Ms. Sari
(Reproduction Health Programme and HIV/AIDS Prevention in Schools)
The purposes of this programme are to increase the standard of education and health, to afford HIV/AIDS infection prevention and also to improve independence and participation of children as well as youth also adults in preventing those problems related to HIV/AIDS.
There are some activities that they are organizing like training for teachers, youth councilors training, peer education training, peer education meeting, interschool meeting, students counseling, AIDS Information Service (LIA) and Health Clinic for Youth.
Principles of DAKU! are based on the concepts of behavioral change which uses right approach and training for obtaining the right information, gathering opinion and build independence besides working with peers and societies.
In their programme, YAI uses computer as their learning equipments and they offer safe location for sensitive issue. Privacy for students, independence and interactive learning process, good combination between text, pictures, simulation and interaction, minimum preparation for teachers and major process will be organized by Endang. There are some chapters in their programme to include ‘Everything is started from me.’
The strength of DAKU! Is to involved young people in the formulation process and using participative approach for students? To execute the programmes there are some steps for the implementation to begin with the audiency with the school headmaster. The programmes are implemented in Jakarta, Bali, Jambi, Lampung and Medan with e support of WPF Indonesia.
For the implementation in schools, there are students, facilitators, case study analysis and exhibition. Furtermore, there are also some challenges faced by DAKU! Among those to mention is the school willingness to accept reproduction health programme that is suitable for the needs of young people.
2. Yayasan AIDS Indonesia
by Ms. Robiana
Program Implementation in Communication, Information and Education
Yayasan AIDS Indonesia since 1998
The spread of HIV/AIDS is very fast especially in productive age, while they are the next generation in consolidating national development of Indonesia. There should be active role of the society in socializing HIV/AIDS programme to young people. The socialization will focus on the information delivery and to eliminate stigma and discrimination.
Programmes of YAI are divided into three parts: regular programme that includes KIE (Communication, Information and Education), counseling and recruitment; specialized programme such as continuing KIE (Edutainment) as well as multimedia programme through its website at www.yaids.com
The programme of Communication, Information and Education (training) is organized since 1998 that focuses on productive age people, which is young people in or outside junior and senior high schools. This is organized regularly to optimize the prevention activities that aim for information delivery activity to the society about HIV/AIDS. Currently, there are approximately 121,238 people were involved in the training and around 272 schools.
The implementation of KIE is to produce information addition to school students for them to forward to their peers. This activity is done by trained young volunteers. The methodology used in the training is peer education so that the information delivery process can go more effectively. Furthermore, two-way communication pattern is used to make the situation livelier and dynamics. The language used is daily language adjusted to the participants’ condition. One magic word they are using is ‘Stay Safe, be Abstinence’
There also some problems and weaknesses in organizing these activities. There is still high discrimination and stigma in the society. Some schools assume that HIV/AIDS information is not that important for their schools with incorrect assumption that their schools are just fine. The tight schedule of school hours and time is given is to short, so sometimes it is simply as a spare time activity if their teachers are absent. Hit and Run become expected out-put but it not maximum.
Question & Answer 3
1. Romlan Syukur
There is a mosque near my house and there are many people but they don’t use it. I open opportunity for both organizations to enter my society and give HIV/AIDS training or education for the people.
Answer
Thank you for your offer. But we need to design suitable activities that can be conducted in your society.
12.30 – 13.30
Lunch and ‘dhuhur’ prayer
13.30 – 15.00
Panel III: Innovative Teaching Approaches
(Moderator: Fatur Rohim)
1. Guidance and Counseling by Lab School
- Mr. Romlan Syukur
Concept and Strategy: Potential Students in Developing Positif School Environment
Understanding and strongly holding the 5 priorities: 2. Purpose of life, 2. Guide of life, 3. Way of life, 4. Principles of life and 5. Skills of life.
First is knowing the purpose of life that is to pray. Second is to have guide of life: personal best (a person will dome something with the best efforts they can do), trustworthiness (students have behaviors – attitudes – to be trustworthy in their words and actions by people surrounds him), active listening (students have personality of being able to listen with their eyes, ears and heart), no put-downs (students have personality of never underestimating people with words, actions and body language) and truthfulness (students have personality of being able to act and say honesty based on morale responsibility).
Third is to know the way of life by being patient (students live to do something with mental endurance and ability to control their selves to be in the right path even in difficult situation), right (students always live right based on Hakikah, Syariah and adequate benefits), obedient (students put efforts to do all his activities based on the procedures, rules and regulation), helpful (students always be helpful to ensure positive and peaceful condition) and religious (students always ask for protection from God in doing al their activities).
The application strategies are: introduction, training, maintaining, getting used to, sampling and rewarding. The presentation was closed by singing together – energizer that contains life skills.
- Ms. Dwi Okta Dinata: Labschool Junior High School, Kebayoran
Guide & Counseling Programme
Schools are conducting guide and counseling programme related to HIV/AIDS awareness. This can be done through personal – social counseling and study counseling as well as carrier counseling. The materials that we are using are concerned about motivation, teamwork, peer relationship, young people and puberty, bullying, sexual harassment, healthy life pattern and HIV/AIDS.
Information exchange and/or delivery are done through wall magazine (Mading), Sociodrama, group discussion and training. For the socialization some communication media is being used such as poster that fosters bullying, global warming, HIV/AIDS and Gender issue. Besides that, the poster also promotes or gives tips and tricks about those issues.
- Ms. Ita Noviani, S.Pd.: Labschool High School Jakarta
Information on HIV/AIDs in Labschool High School Jakarta
The backgrounds of those activities are for preventive actions for the spread and the use of drugs, the increasing numbers of free sex among young people and the escalating statistics of people with HIV/AIDS in Indonesia.
The information exchange on HIV/AIDS is done through sport and health education, biology subject, counseling and guide programme and other related institutions. Furthermore, the information sources of the activities are UNICEF, PKBI (Persatuan Keluarga Berencana Indonesia) – Indonesia Family Planning Association, YAI (Yayasan AIDS Indonesia) – Indonesia AIDS Foundation, Yayasan Pelita Ilmu, Coca Cola Foundation and experts.
The teaching methodologies being used are by organizing speeches, discussions, games, film presentations and trainings. Furthermore students will assess their study progress of previous semesters, they will also learn to know their selves, and they will also do sociometry, teenage-hood introductory, psychological test, information on drugs and universities for their continuing education.
School creates syllabus for the counseling programme with its development assignments: achieving maturity in faith to God, achieving maturity in interaction among male and female peers as well as in their roles as male or female, achieving maturity in emotional control, achieving maturity in the growth of healthy physical condition and achieving maturity in portraying and attitude toward family lives. The media of the information exchange that are used including charts and VCD on HIV/AIDS.
2. Mr. Ngadiyono: Islamic Village Senior High School
Religious Approach – Back to Religion
There are. First, religion education in the school includes the teaching of Al-Quran, Hadist, Fiqih, Tarikh and Islamic cultures. Second, Applicable religious rituals are also taught that includes Toharah, Shalat (pray), corpse, zakat, Shaum (fasting), Hajj and Umrah as well as donations for orphan. Third, Arabic language teaching in school, which includes linguistic, tafsir – interpretation, Al-Quran language, communication language and the grammar. Fourth subject is the teaching of interpersonal communication that includes the relations and/or communication between human and God, among human beings, marriage, clothing and food and beverage. Furthermore, the school also sets behavioral programme that includes reading Al-Quran, group pray, sunnah fasting, dhuha pray, smile, and friendly interaction and greetings.
The school also sets points for their students. Every student who breaks the school regulation will begiven punishments in form of points, according to the actions committed. If a student has reached 200 points, that student will be sent back to his parents (expelled from school). The 200 points is applicable through their academic years in Islamic Village high school Tangerang and valid on 300 m radius from the school environment.
3. Mr. Ruslan: Taruna Bangsa Senior High School
SMK Taruna Bangsa Module in Preventing the Dangers of HIV/AIDS/Drugs/Smoking through Healthy Life approach (Free Smoke School)
The programmes that are developed and/or taught are Audio Video (Electronic) Engineering, Electricity Energy Use Engineering and Mechanic Automotive Engineering. The purpose of vocational education is as higher education that prepares students especially to work in particular fields. Schools are samples in the society about the concept or life style without smoking.
From that perspective we can conclude that schools are the producers, students are the products and industry/society are the customers. Products have to have good physical endurance, are exciting and satisfying, are “solution created” not “problem created”, should have integrity (honesty, discipline, politeness, religiousness, etc) and are professional (working based on their skill competency, satisfying results, etc.)
The implementation of the danger prevention on HIV/AIDS/ Drugs/Smoking through healthy life approach is by making school regulation on restriction to carry or to distribute or smoke in school environments and its surroundings. Socialization on the dangers of cigarette, HIV/AIDS (By Indonesia ADIS Foundation), drugs (by BNK/BNN) every year in student orientation programme and the inclusion of study materials about drugs, HIV/AIDS as theoretical study of physics, sport and health education.
The implementation result is satisfying; “Brain image” as a good school increases (public’s compliance to send their children to SMK Taruna Bangsa is quite high); high supports from business and industries; wining YAI Award for Free-Smoke School (trophy and Rp 35millions).
4. Drs. Martono: Angkasa 2 Halim Senior High School
“DAKU” Prevention Programme for HIV/AIDS
New students orientation programme is given training materials on smoking, drugs HIV/AIDS and reproduction health and facilitated by information sources from NGOs to around 380-400 new students. In year 2002, the school joined reproduction health programme for youth that was organized by Yayasan Pelita Ilmu: training peer education for students and training for teachers.
The activities of peer education are sharing information to peer groups in or outside schools; one student won a speech contest about Prevention of HIV/AIDS infection among young people; one student was sent to be peer educator participating in 2nd APCRSH in Thailand; some students became information sources in youth seminar organized by Yayasan Pelita Ilmu; peer educators meeting with students of other schools that are in YPI programme.
In year 2005, Programme of “Dunia Remajaku Seru!” (DAKU) supported by Yayasan Pelita Ilmu, the school acted as working group; facilitator of DAKU module; organizing a series of training for DAKU! facilitators; school as the module experiments of DAKU! (2005), DAKU! implementation (2006) and integrated guide and counseling programme (2007).
The process of DAKU! implementation: agreement between the school and YPI, teachers selection as future facilitators, training for facilitators, choosing the implementation time (1x every week), students selection as the participants of DAKU! programme, notification/permission letter from the students’ parents and the implementation in the school.
The benefits of the programme are improving knowledge and skills of the teachers and the students, as the challenge of teachers to teach with computers, increasing teachers’ concerns on youth life, teachers’ approach methodology to students and facilitating the need of students for information on HIv/AIDS, drugs and reproduction health.
The barriers of the programme are time limitation, lack of awareness of the programme benefits by many parties, punctuality of the students, not maximum supports, opposition of personal values that affect professional values. This programme also offers challenges: changing the old paradigm that teachers as the center of education, including HIV/AIDS programme into compulsory subject and changing negative image about students’ health from the teachers’ point of view.
We expect that more school will educate subject on reproduction health for youth, the national education ministry through the curriculum can urge schools to include DAKU! programme in the schools’ curriculum, DAKU! programme becomes favorite programme in schools, referring to the risk of HIV/AIDS spread sharply increases and full supports from the schools.
5. iEARN
§ Ms. Ira Damayanti Fasa: Labschool high school
HIV/AIDS Education through Project-Based Learning (PBL)
Project-based learning is an education strategy, in which students are faced directly with complex and real problems, where they are forces to develop and apply their skills and knowledge. Students can find out various techniques and education intelligence as well as ability to combine experiential learning and cooperative learning strategies.
PBL is important because there are varieties of skills that have to be mastered by students as individuals. PBL can enforce them to develop those skills with more realistic contexts. PBL is able to combine inquiry-based learning, hands-on experience, cooperative learning, authentic assessment and embedding learning in real contexts in a process of education.
The differences between conventional and 21-century education are that in traditional education teachers are the center of education, one-way communication, mass-based. Meanwhile, 21-century education emphasizes students as the centre of education, two-way communication, and personal based. Successful PBL starts from strong relationship between teachers and students and wide opportunities for students to talk and choose.
The keys to success of a standard-based project are methodology (or set of design principles), content or particular science, skills/habits of mind and adequate scoring. Creating PBL Unit: set of design principles starting from final purpose; creating driving questions, planning the grading, mapping the process and managing the process.
A driving question should be provocative, open-ended, specific into particular science and challenging, taken from day-to-day problem and consistent with the curriculum standard and education planning. The problem that usually appears when creating driving question is that the topic is too wide and difficult to answer, as it needs many sources and time.
‘Curriculum Wheel’ focuses on Science, Literature, Social studies, Economics and Art. Furthermore, the sources for information are the Internet, museums, radios/TVs, community leaders and the library. Meanwhile, scoring has scoring method alternatives: scoring guide (rubrics), content specific rubric, process rubric, presentation portfolio rubric, products, and portfolios.
§ Mr. Amani Nawawi
Learning Circle in iEARN Indonesia
Learning Circles are about sharing information by writing a meaningful project through online collaboration. The sharing time will be done phase-by-phase following the instruction from the facilitator through weekly assignment.
iEARN Indonesia Learning Circle emphasizes on health, culture, environment and peace. Schools are divided into the themes. Health theme group is including SMAN 6 Makassar, SMA 8 Pekanbaru, SMAN 13 Jakarta, SMAN 2 Padang and SMAN 8 Jogjakarta. These schools are doing projects on their own called “HIV/AIDS Beyond My Own Backyard”, “Malnutrition in Our Region”, “Dengue Fever”, “Drug Abuse” and “Avian Inflluenza”
The Learning Circles Teacher’s Guide: 1. Getting ready, 2. Opening the circle, 3. Planning circle project, 4. Exchanging student work, 5. Organizing circle publication, and 6. Closing the circle.
First phase, ‘getting ready’ organizes the link of the classroom computer to the world. Second phase, ‘team formation’ activities include ‘Classroom online survey’: about the students, the school and the community; and ‘Welcome Packs’ (postal mail): sending whatever fits in a large envelope (pictures, brochures, drawings, symbols, etc) that will tell others about who you are, what you look like, what you like to do and where you live.
Third phase, ‘planning circle projects’ that determines the responsibility and commitment: each class as a team organizes or ‘sponsors’ a project for the group, every class is responsible to send at least one response to the projects in their Learning Circle and project ideas (driving questions). Fourth phase, ‘students work exchange’. Within a team work: students working in groups send work on all of the Learning Circle projects, students receiving work from other students and storing the information for later use and each class team monitors the work received on their sponsored projects and encouraging their partners to complete work on schedule.
Phase five, ‘publishing projects’ that encourages students to become publishers: students reflect on their projects and make decisions about how to present their projects collectively and students evaluate, edit and format the information that they select to create a chapter, section or report for the Circle Publication. In this phase, students also learn to work with information, analyze, compare and edit to create a final presentation, to use technical tools to create a final presentation and to accept responsibility for the work as well as to make sure that all tasks are completed within a group timeline.
Phase six, ‘closing the leaning circle’ will send a goodbye message to your Learning Circle, make sure that all students have the opportunity to read the published stories on the Internet, thank your Circle Facilitator and give out Learning Circle Certificates to students.
15.00 – 15.30
Coffee Break
15.30 – 17.00
Group Discussion (participants are divided into 5 groups)
Explained briefly by Ms. Hasnah Gasim about the methodology of the discussion, due to the limitation of the time, the group discussion today was cancelled and will be continued tomorrow morning.
