Welcome to the course on Affective Instruction for 21st Century Learning

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Course Modules

Within 16 weeks of the semester, we will be exploring and discussing about affective skills and affective instruction, the research and literature on the topic, as well as media, materials, and/or software to promote affective development. The course coverage is best depicted as follows: By the time you complete this course, it is expected that you will be able to: 1. Develop a knowledge of the history, philosophy, theory and practice of affective and social-emotional education 2. Observe, analyze, and reflect the practice of affective and socio-emotional education in classroom setting 3. Develop skills for promoting affective growth and social-emotional competencies in students 4. Prepare affective lessons concerned with learning and social issues and put them in a form for classroom teacher use and for student development 5. Develop a familiarity with current topics from media, commercial materials, and audiovisual software designed for the teacher's knowledge about promoting affective growth and social-emotional competencies in young people 6. Develop an awareness of current research literature that deals with humanistic and affective issues. Your course instructor: Paulina Pannen (ppanen@gmail.com) During the course, we urge each of you to: 1. read the materials provided as well as surf the net for more resources 2. follow the schedule diligently 3. participate in the face-to-face meetings 4. participate in online discussion forum 5. do the given assignment and submit it at the given time 6. work collaboratively in group as well as work on individual basis 7. remember to always consult an online dictionary when you do not understand any word in the text. Enjoy!

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http://debunkingatheists.blogspot.com/2009/09/self-aware.html SELF AWARENESS Chilon, a spartan philosopher, after visiting the Oracles of Delphi in 556 B.C., wished to leave some of his wisdom as an offering to Apollo. So on a column in the antechamber he carved "Know Yourself" Shakespeare told us " To thine own self be true" Civilization has taken this to heart. Hundreds of books have been written dealing with how to get to know the self, and the oxford dictionary lists more than 100 words that focus on the self; from self-abasement to self-wisdom. A great deal of effort is expanded to increase self-awareness. - Self-awareness is the key to self-knowledge and self-understanding - Self awareness is the process of paying attention to the self:- your thoughts, feelings, attitudes, motivations and actions. - Self-awareness comes from stepping back and taking a good honest look at the self and how that self relates to the world. By studying self awareness, it is expected that you will: 1. understand what is meant by self awareness 2. be familiar with the key developmental milestones in self awareness 3. apply this understanding to your own context and those of the pupils you teach 4. state the benefit and dangers of self awareness 5. develop, design and engage in activities to foster self awareness in self and in students Enjoy!

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http://theselfesteemblog.com/self-esteem/self-esteem/six-pillars-of-self-esteem-accept-your-negative-emotions-and-learn-from-them-2/ SELF ESTEEM AND CONFIDENCE Self Esteem refers to an individual's overall view of himself or herself, to the self-worth or self-image, and to the confidence and respect for the self Confidence is the ability to take appropriate and effective action in any situation, however challenging it appears to you or others. By learning self esteem and confidence, teacher candidates will be able to: 1. understand the importance of self-esteem and self-confidence 2. develop their understanding of the three components of self-esteem in particular how "our sense of the acceptable self" develops and changes 3. be familiar with behavior indicating high or low self esteem and the cycle which these can be sustained. 4. have a range of strategies to develop and sustain students' self awareness and raise their self esteem and self confidence through the environment, and adult modeling and the provision of learning opportunities. Enjoy!

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SELF MANAGEMENT: EMOTION Emotional self management is the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion and regulate emotion in self and others. By learning emotional self management, teacher candidates will be able to: 1. know the key skills involved in the management of feelings 2. be familiar with the key developmental milestoes in managing feelings 3. understand and manage anger 4. have explored some way to support students in resisting impulses by delaying responses. Enjoy!

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http://ozgekaraoglu.edublogs.org/2009/07/23/collaboration-20-do-we-really-educate-better-2gether/ Social Skills and Empathy Social skills include making friendship with one another, while empathy is the ability to 'tune in' to another person's inner world (feelings, thoughts, and motivations) and see the outside world from that person's perspective. By learning social skills and empathy, teacher candidates will be able to: - Explain why having friends is essential social-emotional and academic growth - Define the concept of friendship - Understand how friendship develops - Know how to help children and youth make friends - Fostering empathy and friendship skills in the classroom setting explicitly and implicitly in instruction Enjoy!

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http://writemyessayonline.com/blog/importance-of-effective-writing-skills/ Communication What is communication? Any verbal or nonverbal behavior that is perceived by another person (Johnson, 1973, 1993) Communicating well is one of the most important skills for doing well in school. By learning communication skills, teacher candidates will be able to: 1. state the importance of effective communication 2. identify some principles of good communication 3. define the seven elements of communication 4. list several skills for sending and receiving message effectively 5. highlight the benefits of two-way communication vs one-way communication Enjoy!

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http://4lawang.files.wordpress.com/2010/10/dsc_0188-copy.jpg SCHOOL OBSERVATION: AFFECTIVE SKILLS With the 8 topics of affective skills in your frame of mind, each of you are expected to go to a school. When you are in school, kindly observe one teacher in his/her teaching and learning class in one topic of your subject. Then observe and analyze the teacher in school regarding: 1. What kind of affective skills the teacher is teaching through his/her teaching and learning session? 2. How do the teacher teach the affective skill(s) or integrate the teaching of affective skills in teaching his/her subject? 3. Is it effective? How do you know that? 4. What is to be improved? What kind of improvement will you suggest? After the school visit, each of you are expected to write a reflection. The reflection should be written in good English, typed in single space of Times New Romans 12 for no more than 2 pages, and submitted in soft copy to the Reflection Forum by the 8th week No late submission will be accepted. Plagiarism will be given penalty. The purpose of this assignment is for you to be able to observe, analyze, and reflect the practice of affective and socio-emotional education in classroom setting. Enjoy!

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This week, we are going to do reflection on one half of our study in this course on Affective Instruction for 21st Century. During the reflection, please draw a mind map of what you have gone through from the first session until week 7. You are expected to submit your mind map to the instructor along with your reflection assignment on Logbook. Your assignment is due! - 1st set of Logbook (5 pieces) is due - Reflection from school experience is due. Be ready!

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http://keelvar.com/2014/08/04/sourcing-optimization-part-1/ Working Together and Collaboration in Group A team had four members called Everybody, Somebody, Anybody, and Nobody. There was an important job to be done. Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done. By learning about working together and collaboration in groups, teacher candidates will be able to: 1. state the importance of groups 2. identify some principles of effective group-work 3. define the basic concepts of group dynamics 4. be aware of the range of social, emotional, and behaioral skills needed for effective group participation. Enjoy!

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http://problemfinding.labanca.net/wp-content/uploads/2010/04/guys_problem_big.jpg Unleashing Your Potentials Twenty years from now you will be more disappointed by the things that you didn't do, than by the ones you did do. So throw of the bowlines. Sail away from the safe harbour. Catch the trade winds in your sails. Explore, Dream, Discover! (Mark Twain, 1835-1910) By learning how to unleash your potential, teacher candidates will be able to: - State the importance of enabling unleashing potential for students to be at their best - identify some benefits of unleashing potential - identify the ingredients of 'being at their best' and what students may do to sabotage this - Explore opportunities to develop their potential and design strategies to help their students do so - Be aware of a range of internal and environmental factors that affect motivation - Know a range of strategies for supporting the development of internal motivation, persistence and resilience Enjoy!

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http://www.aleanjourney.com/2012/05/six-step-problem-solving-process.html Problem Solving Definition 1. How we solve problems and makes choices shapes our lives and our ability to handle conflicts in non-violent ways (Aber, et al., 1996; Elias & Tobias, 1996). 2. Flexible problem solving involves engaging in a process of weighing options and consequences and coming to a conclusion that will result in positive and productive results. 3. This competency includes the ability to develop and implement a plan, evaluate successes and barriers and revise the plan to accomplish the objectives effectively. By learning problem solving skills, teacher candidates will be able to: 1. State the importance of abilities to problem-solve effectively 2. Identify some principles of good problem-solving 3. Define the basic concept of problem ownership 4. Understand a variety of models to problem-solving - e.g. DANCE approach 5. Use and facilitate student acquisition of Min Basadur"s Applied Creativity as a problem-solving technique. Enjoy!

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Instructional Models and Strategies for Affective Learning http://www.dynamicflight.com/avcfibook/learning_process/ Instructional strategies refer to strategies taken by teacher to construct environment for students to obtain learning experience - where such environment are intended to foster changes in the learner's knowledge, skills or attitude (Mayer, 2008) Instruction, according to Gagne, is the arrangement of external events to activate and support the internal processes of learning. Thus instructional strategies are ways - methods, techniques - being used by teachers to make such arrangement. In general instruction carries two main components: instruction is something the teacher does, and the goal of instruction is to promote learning in the students. Therefore, the instructional strategies employed by the teachers at the final end aimed at promoting students learning - in cognitive, psychomotor, as well as affective domain. Learning itself refers to lasting changes in the learner's knowledge, skills, and attitude, where such changes are due to experience. Learning is defined as a relatively permanent change in someone's knowledge based on the person's experience. Therefore, learning is long term rather than short term, learning involves change that is reflected in behavioral, cognitive, and also attitudinal changes, and learning depends on the experience - in this case the learning experience strategized by the teacher. There are smorgasboard of instructional models and strategies out there, but those which are specifically developed for affective skills learning are not much. It will need the teacher to select, combine, mix and match the models and strategies to be able to support the affective learning and the integration of affective learning into subject matter learning. Session 11-16 of our course will elaborately discuss the strategy for teachers to teach affective skills as an integrated part of any subject matter instruction. It will elaborate on the design of various learning experience by teachers to promote development of the students' affective skills. A number of experts on affective instruction and affective skills will be joining our course throughout the remainder of the sessions. At the final end, students will be able to: 1. Develop a knowledge of the history, philosophy, theory and practice of affective and social-emotional education 2. Develop the skills for promoting affective growth and social-emotional competencies in students 3. Develop a familiarity with current topics from media, commercial materials and audiovisual software designed for the teacher's knowledge about promoting affective growth and social-emotional competencies in young people 4. Develop an awareness of current research literature that deals with humanistic and affective issues 5. and Prepare affective lessons concerned with learning and social issues and put them in a form for classroom teacher use and for student development. Especially for this session, students will be expected to be able to: 1. Develop a knowledge of the theory and practice of affective and social-emotional education 2. Develop the instructional models and strategies for promoting affective growth and social-emotional competencies in students You are encouraged to start your final project, step by step, starting with this session. Bruce Jenner said "if you dedicate every second to winning your life journey, what are you doing wasting your time in bed? Start early and begin raising the bar throughout the day". http://quotationsbook.com/quote/12087/ Enjoy!

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Ms. Desiree School Development Outreach Putera Sampoerna Foundation Anticorruption Education Ms. Desiree is a professional who has remarkable leadership in teacher education and training for Early Childhood Education and beyond. Her contribution to the education through School Development Outreach is significant as she has developed materials to support national's goal for introducing ways to improve children's quotients, good governance and anti corruption in ECE under the so-called national movement of Gerakan Indonesia Berkibar (bersama kita belajar) of Putera Sampoerna Foundation.. She has written and published books for Early Childhood Development and contributed to the developed education materials for anti corruption body (Corruption Eradication Commission) to be integrated in national's primary curriculum. With her extensive and remarkable competencies, Ms. Desiree is an educational writer for children in early ages and has published books that help parents understand and apply modern methodologies that integrate right-left brains concept for child development. Her 4 books have been written as a continuation of each publication to help Indonesia's parents to be able to open their mind that the importance of education in early age is to make both sides of human brain be exercised equally. As a professional and committed writer for ECE development, Ms. Desiree will continue to write to give parents and teacher readers new and different perspectives in child development with the context of Indonesia's ECE curriculum enriched with global education's principles: learning to know, to do, to be, and to live together. At this session with us, Ms. Desiree will share her expertise and perspective on education for anticorruption in our schools. Enjoy Ms. Desiree's sharing with us!

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Watch the above videos in groups, then do the following: 1. Key Questions : While watching the video, please think and answer the following questions: a. What affective skills are being developed throughout the movies b. What are the strategies taken by the teacher/nanny to develop the affective skills? c. Do you think that such a strategy will work well in Indonesian schools? Why or why not? d. If you are to teach those affective skills in Indonesian schools, how would you do it differently? 2. How to report : - Write a synopsis of the movie - maximum one page. - Develop a power point presentation to answer the key questions with examples taken from the movie (only 8 pages max) to be discussed online (chatting) in week 14. Enjoy!

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Book Discussion and Review This session will be dedicated for our discussion on Character Education: Book Review Bunga Rampai Pendidikan Karakter The books on Bunga Rampai Pendidikan Karakter are made available especially for this course for 10 copies. Please review the book in turn with your group. The book is devided into two parts: Part 1: Pemberdayaan dan Pembudayaan Karakter Melalui Pendidikan Part 2: Menumbuhkan Karakter Siswa Melalui Pendidikan While reviewing the articles in the book, here are some key questions for you: 1. What are the affective skills discussed in the articles? 2. What are the strategies employed for teaching affective skills mentioned in the articles? 3. What are the critics/comments of the authors regarding the affective skills or the teaching strategies for affective skills? 4. What are your arguments to the opinion expressed in the articles? Each group is expected to write a short summary paper of no more than 2 pages answering the above questions.

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Your assignment is due! - 2nd set of Logbook (7 pieces) is due - Your individual affective lesson is due. - and your final reflection is due! You are expected to share your affective lesson through any media format here, and you may expect inputs and comments from your classmates and your lecturers, and also other audience. Happy Discussion

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Course Modules