High quality teaching skills are a must when it comes to improving educational quality in the classroom. In addition, it is essential that teachers can identify and address student learning needs. At INOVASI, teachers are often asked to reflect on what makes a good educator. Is it enough to just deliver a lesson? What else is needed to ensure that students are learning? In Dompu, one of INOVASI’s six partner districts in NTB, teachers and principals have been engaged in a pilot that aims to develop their capacity and quality of teaching and learning. Using a ‘local solutions to local problems’ approach, the Guru BAIK pilot (BAIK meaning Learning, Aspirational, Inclusive, and Contextual) is now underway, supporting teachers to develop and test solutions to learning problems they face in the classroom.
Following earlier Guru BAIK workshops, where participants worked to identify and explore local learning and teaching challenges in their classrooms and schools, a further workshop held last month looked specifically at the development of learning solutions and ideas. The 32 pilot participants, including teachers, principals and education supervisors from across Dompu, convened at Pajo 2 primary school to discuss and learn more. The event was opened by Hikmah, SPd, Head of the Pajo District Technical Implementation Unit Office.
During the training, run by INOVASI local facilitators, participants were invited to reflect on the pilot process so far. What had they learnt? Was it of benefit? After working through the reflections, discussion then turned to learning scenarios and learning resources.
Interestingly, a variety of simple and creative materials emerged as ideas for learning media. Teachers from 2 Pajo primary school, Kartini and Halifah, shared their experiences in using grains as a counting tool. The grains were formed into numbers, to better engage students when learning to count properly. In addition, pictures of letters made from used paper and pictures of sports activities were useful tools when it came to improving student literacy skills and knowledge.
It was important that the educators could also understand the different components of a learning scenario, including active learning in class, student learning difficulties and their main causes, learning goals and resources, and planned learning activities. In becoming familiar with these approaches, it is easier for teachers to plan and carry out literacy and numeracy learning and teaching processes in the classroom. Local INOVASI facilitators helped participants think more strategically about using local materials for learning – including soil, seashells, white sand, seeds, leaves, twigs and sticks, gravel, drinking water straws, marbles, toy money, and ice cream sticks.
The attendees spoke positively about the knowledge and skills they gained from the workshop. One participant, Asmah, said that this activity was especially useful especially in developing learning media and methods that students will engage with.
“Activities like this make us, the teachers, aware of the importance of re-evaluating learning media and learning methods that have been used to further develop ourselves.”
Two more workshops are due to be held, for the fourth and fifth pilot components. This includes learning assessment development, and analysis and reflection of pilot processes and results.