Writing Progress for Elementary

Progress, Grade by Grade

It helps to gain perspective on the progress children make in writing by generalizing on how children write at the various grade levels, bearing in mind the wide range of individual differences. Lucy McCormick Calkins, with her wealth of experience in teaching children to write, provides the following descriptions in her book, The Art of Teaching Writing.

“During first and second grade, most children seem to move in these directions:

·    From writing for oneself toward writing also for an internalized audience

·    From writing for the sake of the activity itself (all process) toward writing also to create a final product

·    From less to more fluency

·   From writing episodes that do not begin before or last beyond the actual penning of a text, toward broader writing episodes that encompass looking ahead and looking back, anticipating and critiquing” (pp. 67-68).

Third graders become more deliberate in their writing and use concrete processes.

Calkins describes eight year olds as follows: “They did everything in a concrete, systematic way and wrote out everything in full. The children rarely considered sentences in their mind’s eye. Instead, they wrote out every option. When they deliberated over topic choice, they usually listed their options, and often they even went through the list, starring the three best, then crossing out two, and then circling the chosen topic” (p. 91).

Calkins says new flexibility characterizes fourth, fifth, and sixth graders.

“In the upper elementary grades, the children I know best seem to become a little more capable of thinking through their options. Strategies that are first concrete, physical operations begin to be internalized as abstract mental operations” (p. 94). Whereas third graders tend to see things in absolutes, with only one right way to do things, these older children begin to realize that there are different ways to express themselves.

Establishing Right Conditions

As you prepare to teach your children to write, think of what tools they will need. Nothing fancy, mind you, but the basics: paper of various sizes and shapes, a variety of pens and pencils, markers, correction fluid, scissors, tape, paper clips, staples and perhaps some cardboard or construction paper for a cover.

Space in your house may be limited, but find a corner, inside or out, where children can have relatively quiet and comfortable writing stations. Trying to write a creative piece on the dining room table stacked with dishes, other kids’ books, and Dad’s papers all over the place is difficult even for an adult. The dining room table may be fine if distractions can be limited and conditions controlled, but look for alternatives. I know some children who do their best writing in a tree house.

Setting the Stage

“Students become more interested in writing and the quality of their writing improves when there are significant learning goals for writing assignments and a clear sense of purpose for writing” (What Works: Research about Teaching and Learning, second edition. U.S. Dept. of Education, p. 43). Children are motivated when they realize they are writing for an audience, that they are producing something other people will want to read.

The atmosphere you establish for writing should encourage a desire to share what is written, both during the writing process and when the writing is complete. The letter from Brian at the beginning of this article was written for a particular purpose and to a particular audience, and he even anticipated a response (in this case, a toy tractor or set of Legos).

The stage can be set by talking about a topic, looking at pictures, reading from a book, or taking a walk to observe types of buildings or the beauty of a sunrise. Picture books are good models for writing because they contain all the elements of a story in a small space and help children visualize what they will write.

Tell stories about yourself. Your kids will pick up on some of the themes you establish in this way. Help them talk through a topic, discussing the meaning of words they might want to use and helping them verbalize their thoughts. The Harcourt Brace Jovanovich Imagination language arts series recommended by CHED-FS Curriculum Services has a strong component for teaching writing to elementary school students, and this resource can assist parents in planning and structuring the teaching of writing.

The Process

It is a generally accepted practice to teach writing as a process of brainstorming (rehearsal), followed by composing (drafting), revising, and editing. In “Setting the Stage,” you have already begun the process.

It is important to help your children sort through their ideas before actually beginning to write. Composing or drafting is often hard work and takes time, but it need not be drudgery. Our goal should be to help children gain fulfillment from this process. One of the nice things about teaching your own children in the home is that you can give immediate feedback and encouragement.

Revision

Revision is a time for the writer to get feedback from you, and if at all possible, from other children as well. Have your children read aloud what they have written to various family members or to friends and neighbors. Ask for clarification, using your comments to encourage creative expression and to work toward more mature forms of written expression, but always accepting genuine efforts on the part of the author. Discuss alternatives when improvements are needed.

Editing

Editing is the time to check the final version for correct spelling, punctuation, grammar, legibility, excess words, and other conventions. As you work with your children on this phase of the process, be sensitive to their level of maturity and ability. How a parent teacher approaches editing can be either a positive growth experience, or can stifle future attempts at writing. Your goal should be for the individual to become his own best editor and not have to rely on you to make corrections.

By the end of the sixth grade, most children are capable of writing with increased sophistication, aware of the steps involved from rehearsal to editing. They are able to control a sequence of events, use dialogue, and construct good endings. By this time they should have discovered how to integrate writing as a meaningful aspect of their lives. Writing should not be just something that is accomplished as a school assignment. Rather, it should be an essential and fulfilling daily experience

How To Do Classroom Action Research

Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. There are many ways to improve knowledge about teaching. Many teachers practice personal reflection on teaching, others conduct formal empirical studies on teaching and learning. Classroom Action Research is more systematic than personal reflection but it is more informal and personal than formal educational research.

The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school. While there is no requirement that the findings be generalized to other situations the results can add to knowledge base. Classroom Action Research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis. Validity is achieved through the triangulation of data. The focus is on the practical significance of findings, rather than statistical or theoretical significance.

Findings are usually disseminated through brief reports or presentations to local colleagues or administrators.

 Steps to conduct Classroom Action Research

  ·      Identify a question or problem:

o  What is the effect of X on student learning?

o  The question or problem should look at something under the teaching control.

o  The problem should also be an area which you are willing to change.

o  It should also be feasible.

·      Review Literature

o  You need to gather two types of information: background and data.

o  It may be much less extensive than traditional research.

o  The use of secondary sources is usually sufficient.

·      Plan a research strategy

o  It may take many forms: pretest, posttest, a comparison of similar classes to a descriptive case study of a single class or student.

o  Both qualitative and quantitative methods are appropriate.

o  It relies on triangulation of data to provide validity.

o  To triangulate collect at least three types of data, e.g., student test scores, teacher evaluations, and observation of student behavior). If all data point to the same direction, you have some assurance of validity.

·      Gather data

·      Make sense of the data

o  Analyze your data, looking for findings with practical significance.

·      Take action

o  Use your findings to make decisions about your teaching strategies.

·      Share your findings

o  There are many ways to share findings with your peers: journals, conferences, workshops, teaching tips, websites, newsletters, etc.

Adapted by Julian Hermida from Gwyn Mettetal, “The What, Why and How of Classroom Action Research”, JoSoTL Vol. 2, Number 1 (2001).

Reality and ideals of National Education in Indonesia

Multidimensional crisis that hit Indonesia since 1997 have an impact on the quality of human resources (HR) Indonesia and also on the quality of education in Indonesia. It is seen from the macro indicators, namely the achievement of Human Development Index (HDI) and micro indicators, such as the capability in reading and writing.

In 2005, Indonesia's HDI ranks 110 out of 177 countries in the world. In fact, the ratings are declining from previous years. Indonesia's HDI in 1997 was 99, then in 2002 to 102, then in 2004 dropped back to 111 (Human Development Report 2005, UNDP). According to World Bank Report (Greaney, 1992) and studies of the IEA (International Association for the Evaluation of Educational Achievement), in East Asia shows that the reading skills of fourth grade students in Indonesia is ranked lowest. The average score reading tests for elementary students: 75.5 (Hong Kong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and 51.7 (Indonesia). Condition of Indonesia's children can only control 30 percent of the material and they are very difficult to answer the questions shape description that requires reasoning. This is because they are so used in memorizing and working on multiple choice questions.

Meanwhile, the quality of education in Indonesia was ranked 12th of 12 countries in Asia (based survey Political and Economic Risk Consultant). In terms of competitiveness, Indonesia has a low competitiveness, which is only ranked 37th of 57 countries in the world (The World Economic Forum in Sweden, 2000). This means: Indonesia predicated only as a follower, not as a leader.

Privatization of education 
Government plans to privatize education is reflected in the National Education System Law, Legal Education Bill, Draft Government Regulation (RPP) of the Elementary and Secondary Education, and RPP on Compulsory Education. Article 53 (1) Law no. 20/2003 on National Education System (System) explains that the organizers of formal education unit established by governments or public legal entity of education.

Privatization of education in Indonesia indicate the weakening of the state's role in implementing the public service sector. Privatization of education in Indonesia is not free from the pressures of debt and debt repayment policies. Indonesia's foreign debt reaches 35-40 percent of the state budget every year. In the end, make education funding cut to a mere 8 percent (Kompas, 10/5/2005). For comparison, the Government of India bears 89 percent of education funding in 1992, while Indonesia only provides 62.8 percent. Even lower when compared with the more backward countries like Sri Lanka (UNESCO and World Bank in "The World Bank," 2004).

At the time of the reform era of cycling, the allocation of the national education budget to 20 percent of the total state budget, and this set the 1945 amendments. But in the draft 2006 State Budget which was passed into law the 2006 State Budget in late October 2005, the national education budget allocated only 10 percent or Rp 40.1 trillion, of which Rp 34.5 trillion for the Education Ministry and the remaining Rp 5.6 trillion for education in Ministry of Religious Affairs.

Build education in Indonesia 
Everyday reality is often heard about quality education is always synonymous with expensive or not cost free. For example, the cost of a child to enter kindergarten and elementary school today will cost $ 500 thousand to Rp 1 million. Some even picked the above Rp 1 million. As for incoming junior or senior high school could reach USD 1 million to Rp 5 million. Then the question: who should pay for public education? The answer is the duty of government to guarantee every citizen to obtain a quality education and access. But in fact, the government argued precisely from its responsibilities. In fact, the reason for lack of funding can not be used as an excuse for the government to "wash their hands."

Government efforts to improve the condition of education in Indonesia has actually done with the birth of Law no. 22 Year 1999 on Regional Autonomy. The law stated that the greatest authority in the field of education in the hands of local governments, both concerning the budget and strategic policy in the areas of curriculum. But the reality of implementation is another, apparently in some areas have constraints due to lack of availability of the education budget. Meanwhile, based on article 31 paragraph 4 of the 1945 Constitution and Article 49 National Education Law, the education budget at least 20 percent of the budget.

There are several things to be done to improve the quality of national education. First, improvement of education management system. National education system, which has been refined and ratified in 2003, its implementation should be done with a management system or proportional and professional management, at both the macro and the micro level. Education budget must also be adequate. Furthermore, it should be pursued in earnest so that the cost of education to at least reach 20 percent of the APBN / APBD, as outlined in the 1945 Constitution.

Secondly, there is need for the integration process into the education system in every aspect of human life, openess and flexibility in learning, learning strategies, teacher-student roles in learning, ICT (information and communication technology) in learning process, as well as learning content and learning by doing. Moreover, in the process of education itself there is a process (to educate and be educated), the formation of a more human man or pemanusiaan process. This means that education has a fundamental nature of the so-called intellectual humanism. The process of educating and the educated can not be denied a fundamental act. The question is: What kind of a fundamental nature? Fundamental nature is an act that changed human life and determines both the educators and students. An educator means the person who determines an attitude. While students are the person who receives education to further grow into a human. In addition, education also occurred due process of scientific communication (scientific community) that form a pattern of critical and creative thinking.

The development of education in Indonesia also can not be separated from the influence of global developments, in which science and technology is developing very rapidly. The era of free markets is a challenge for the education in Indonesia because it does not rule out the existence of opportunities to make educational institutions and educators from overseas into Indonesia. To deal with the global market, at least the national education policy should be put forward in improving the quality of education, both academically and nonakademik.

Wika Yunita Ilham, Faculty of Biology

Resources based on. Wika Yunita articles at

http://scientiarum.uksw.edu/2007/12/10/potret-pendidikan-nasional-realita-dan-idealisme/  

Portrait of Education in Indonesia

Once the contents of the latest status of Education University of Indonesia on facebook today. Enough to make a moment it occurred, what it has done for education today.

Just yesterday published on in the media, the expression of students of Indonesia to face the National Final Examination. Dominant in the highlight, of course those who still can not get a diploma. Crying, screaming, angry. Is this the reason why UAN should be abolished? So that no one should be depressed to face failure? Why should replace the assessment system? What about the teaching system?

In terms of quality of education, the UNESCO data (2000), Indonesia ranks 102 (1996), 99th (1997), 105th (1998), and all 109 (1999) from 174 countries. Ironically, on campus, I often hear students' achievement Indonesia at the International Science Olympics are regularly held every year. The results are quite encouraging and soothing in the midst of the nation's slump. Evidently there is still hope of our education to rise.

Unfortunately, such governments are less sensitive to the glorious achievements of this nation shoots. Works by country boy underestimated, resulting in a convoluted bureaucracy in the application for permission to get a patent. No wonder many child domestic work is found in the land. Well if only his work, unfortunately the person was found there. Developing the skills of their thoughts on the country side. The reason? Do not ask again, assurances from the country they live in certainly more enticing and makes the heart peace so they can focus more on his researches.

The problem of education is not a problem that can be solved one day, by changing the policy only, atupun just change the terms and acronyms only. Obviously it takes a short time not to proceed to fix it. But is not no change when not started from a step?

resources base on.

http://edukasi.kompasiana.com/2010/05/02/potret-pendidikan-indonesia/

Free Schooling In Indonesia

There is always a way for each of a strong will. In the context of education quality in Indonesia, a glimmer of hope that emerged from the implementation of the regional economy (regional autonomy), the role of community institutions are also concerned with improving the quality of education in Indonesia for the whole Indonesia children.
Along with the implementation of Law No.22 of 1999 on regional autonomy, counties and municipalities as the subject has greater authority in managing their own households. With such authority, the area could have a broad space to be creative in print formidable human resources, tailored to regional interests. Regions also know best the needs of human resources in the region. With regional autonomy, local government district or municipality can directly translate into the need for human resources policy area. Among others through free education programs and incentives for teachers. 

 
Government Gowa regency, South Sulawesi Province is one of the pioneers in the implementation of free education in Indonesia. Gowa bold initiative, to innovate in developing the potential of daeranya according to eliminate the cost of education up to high school level since 2007, long before the government's campaign for free education. Local government with authority to give adequate support. Starting from the rule of law on the budget allocations for education sector to the rules prohibiting types of charges related to school operations [i]. A number of other instruments were also issued to accompany the policy is that with the establishment of the compulsory education law No.10/2009. In it is set on the obligation for school-age children, to attend school. Otherwise, as in Japan, concerned parents should bear the risk six months in jail or a fine of 50 million. Various program innovations in pendidikanpun prepared as the development of audio visual media, or the learning of mathematics through the medium of gaming, and so on. To provide education free up to the high school level, the government Gowa allocate budget to $ 11 billion or about 21.26 percent of the total budget (Kompas, 21/1/2009). This means that autonomously allocate Gowa daring exceeds the central government budget. Gowa Education Department also issued a policy to allow poor students to school without uniforms. So in Gowa no longer project the procurement of materials that in fact be an excellent clothing for profit.

Jembrana District, Bali Province is also not left behind. In order to improve the quality of education, Jembrana regional governments eliminate school fees from primary school through high school for public schools and provide support in the form of scholarships for students who can not afford the private schools. Jembrana regional governments also provide incentives for teachers in the amount of Rp 5000/hour. Almost the same as in Jembrana District, Local Government and Kutai Kertanagara Halmahera also eliminate the cost of education. If in Halmahera exemption costs through high school, in the Kutai Kartanagara been to college. Pemda Kutai also give incentives to teachers, which cost Rp 1.5 million. A number of other areas also started doing the same policies.

Another glimmer of hope to the realization of free quality education and also supported by the community. Among the amil zakat institution that is growing very rapidly in Indonesia in recent years. For example, Rumah Zakat Indonesia (RZI), Purse Dhuafa Republika (DDR), Al-Falah Foundation for Social Fund (YDSF). Amil zakat institutions are getting the trust of the community to manage zakat, infak and a nominal sodaqoh considerable and increasing from year to year. Distributed, one of which is for education. A number of institutions / companies / foundations also had its share and more and more popping up in order to advance the quality of education in Indonesia.