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INTRODUCING

INTRODUCING . Generation Z (1995 –now) life online social networking rapid communication games and simulations. Generation Y (81-94) Multitasking goal Positive orientation. Latar Belakang. Tantangan Pengembangan Kurikulum 2013. 4. Pengajaran dengan ICT. Blended Learning

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INTRODUCING

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  1. INTRODUCING

  2. Generation Z (1995 –now)life onlinesocial networkingrapid communicationgames and simulations Generation Y (81-94) Multitasking goal Positive orientation

  3. LatarBelakang

  4. Tantangan Pengembangan Kurikulum 2013 4

  5. Pengajarandengan ICT • Blended Learning • On line learning • Flipped classroom • Video tutorials • Chat voice and text • Webinar/second life • Content and Language Integrated Learning (CLIL)

  6. Penggunaan Media dlmPembelajaran • Context: PembelajaranbahasaInggrisdalam CLIL yang membutuhkanberbagaimacaminformasi • Enquiry based learning - membuatsiswaterhubung the ICT untukmencaritahupengtahuanbaru • Flipped classroom - guru dansiswawajibberinteraksisebelumdansesudahpelajarandisekolah

  7. Penggunaan Media dlmPembelajaran(contd’) • Semuapengajaranmelalui ICT tidakbisadibiarkantetapiperluprosespembimbingan • Menjadikanpembelajaranmelalui ICT sebagaibahanpemikiranbaruuntukmengembangkanpotensiberpikirkritisuntuksiswa

  8. KONSEP PENDIDIKAN MEDIA • Guru mengajarkanbagaimanacaramemilahdanmemilih media sebagaisumberinformasi (biasanyabanyakdilihatsiswadalamsegmen pop culture) • Guru harusmengajarkan key concept of media literacy ketikasiswaberhubunganlangsungdengan media dan ICT

  9. Key Concepts • Media = construct Produkdi media (TV, Internet, apps) biasanyadisusunsedemikianrupadenganmaksud-maksudtertentuuntukmempengaruhisedangkan media literacy bisadijadikanalatuntukmembongkar (deconstruct) produk media tsb 2. Audience negotiates meaning siswamemahamidanmempersepsikan media dengancara yang berbedakarenamerekamemiliki background knowledge yang berbeda.

  10. 3. Media have commercial implication Pencipta media selalu profit oriented danpemiliknyamemilikiideologitertentu. Jadisiswawajibmempertanyakandanmengendalikanapa yang merekalihat, bacadandengardari media. 4. Ideological messages underpin all media Ideologidibalik media. Siswaharusbisamelihatsiapa/apa yang ditayangkanataudisembunyikanoleh media

  11. Kelas • KelasBahasa kelasbahasaadalahkelas yang paling banyakkesempatannyauntukbelajar media literasimisal: menganalisaapakahsebuah text itu bias (tdk objective) – 4 resources model (code breaker, meaning maker, text user, text analyst)/ SFL untukmenganalisamultimodal image 2. ICT/TIK siswamencarikeaslianinformasi, foto yang menggunakan adobe, tipuantipuan visual

  12. 3. IPS/PKN media danpolitikbisaberkontribusiuntukkesadaransiswasebagaiwarganegara yang baik, tidakmudahterpengaruholehkampanyepolitisidanjugabisamenilaimasalahsosialdanhakasasimanusia yang masalah2 inibisadidiskusikandenganmasyarakat international. 4. Seni/Music/Rupa seni music merupakanpelajaran yang pas untukmelihatpengaruh media/music terhadapremaja. Music dan visual merupakanbagianpentinguntukmempelajari manipulasi2 visual di media.

  13. Contoh: 4 Roles of a Reader – Video Genre: A Bug’s LifeBy Chris Coleborn and Debbie Coxon • Code Breaker • Look at the: • Colours used • Scenes – indoor/ outdoor • Characters – size, colour, angle, eyes • Activity • 1. Focussed analysis questions

  14. Meaning Maker • What prior knowledge does the viewer need to have about ants ( why are they collecting food)? • What is an abacus and what is it used for? • Shell is used a a horn/ siren and all the ants run – why? • There are mushrooms in the ant’s nest – is this normal? • The change of season is indicated by the falling of a leaf Activity Draw and Label a diagram of an Ant’s nest • Text User • Identify what has happened so far and stop video at selected spot. • Activity • Predict what will happen next – draw a picture of the next scene.

  15. Text Analyst • Look at the ways that the characters are represented- princess, young ant, inventor ant and old ant. • Activities • Compare the characters : • Aggressive v timid • voices • size • Colour • Role play a character and discuss their given traits. • Invent and draw a cartoon character – how will you show what they are like?

  16. Kesimpulan

  17. THANK YOU

  18. Reference • http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-programs-96.html • http://edselect.com/media-literacy-for-students-and-teachers • https://www.learningplace.com.au/deliver/content.asp?pid=28828

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