TEACHING PLAN

Compared to the Philippines, the Indonesian education system is not as rigid—at least considering that of which is practised in UPI. Majority of education programmes in the Philippines considers the trinity of education as being lesson plan (LP), instructional materials (IM’s), and authentic assessments (AA). At the SD Lab School of UPI, teachers do not follow a standard LP format, they do not produce over-the-top IM’s (mostly writing notes on whiteboards), and they do not implement innovative assessment materials or tasks. SD Lab School teachers, whilst execute their own individual approaches to teaching in the bilingual classes, mainly adhere to the idea of monitoring learner pace and ensuring that all learners are able to catch up at the same time as one another.

 

Due to evident culture shock from the education system implemented at SD Lab School, the teaching techniques of said school’s teachers have been adapted and integrated with pre-existing knowledge and experience in pedagogy. In the Philippines education system, emphasis is really put on the completion of the holy trinity of LP, IM’s, and AA for a single class session, whereas in the SD Lab School, focus is more on the assurance of learner understanding and pace. Thereby, lesson planning was done in a way that would allow for the delivery of the lesson within the hour allotted per subject. Lesson planning was adapted from the format and style of the appointed cooperating teacher (CT), and lesson delivery and assessment were adapted from the teachers observed.