Good practice involves trust in students. Giving him the opportunity to use what he likes to become one of his new talents.
Archipelago Educators Meeting XIII
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Find the talent of students with special needs
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
As a teacher in inclusive education who works with special students, My main task is of course to teach life skills, academic competence and emotional management to them. However, the question often arises in my mind about how to find the talents of special students and hone them. Moreover, the students I worked with at that time were teenagers. Finding and honing talents certainly needs to be done to prepare for life skills when you grow up.
The student I accompanied was named Rasyid and aged 15 year. He is a student who really likes dinosaur and babybus cartoon videos. Rasyid sudah melek teknologi dan selalu membawa gawai setiap hari sehingga jika ada waktu istirahat maka dia akan menonton video-video kartun kesukaannya di laptop miliknya. Kami para guru tentu sudah mencoba mengarahkan Rasyid untuk menonton video lain karena kartun dinilai sudah tidak sesuai dengan usianya. Namun tentu saja hal ini tidak mudah karena Rasyid tidak bisa semudah itu meninggalkan kartun yang sangat disukainya, apalagi konten kartun memang lebih mudah dicerna oleh anak berkebutuhan khusus. Sehingga muncul sebuah dilema terkait hal ini. Haruskan kami minta Rasyid berhenti menonton kartun? Jika iya maka apa tontonan alternatifnya? Jika tidak maka pendampingan seperti apa yang harus dilakukan?
Saat itu saya mengampu program Social Studies Functional And Relationship untuk Rasyid. Rasyid's learning goals happen to be about hobbies and talents, so I have planned talent show as a summative project for him. Rasyid is known for his hobby and talent in drawing, especially about dinosaurs, and he has held exhibitions related to that. I thought it might be a good idea if I could discover his other talents. On several occasions I tried to observe Rasyid while he was engrossed in watching cartoon videos and he often imitated the dialogue of cartoon characters with different intonations.. I came up with the idea to introduce him with a voiceover or dubbing.
I started to introduce what dubbing is, dubbing profession and dubbing process. I explained that in a cartoon video the characters could talk, The voice is filled by a dubber or voice actor. Dubbers range in age from small children, adolescence to adulthood. I tried to give a challenge that Rasyid could watch cartoons as long as he not only watched them but could also try being a voice actor. Rasyid also agreed and was willing to accept my challenge. At that time learning was still carried out online so all this process was carried out via zoom. First, I asked Rasyid to find a cartoon video he liked and change the name of the character according to his wishes. Then I was tasked with editing some complicated dialogue to suit Rasyid's abilities. Recording was done per dialogue with several repetitions. I really appreciate Rasyid who is so focused in this process, Even if he coughed because he needed to talk a lot, it didn't dampen his enthusiasm to give his best. Study session 80 Our minutes ended exactly with the completion of recording all the dialogue. Then I edited the video and asked for feedback from fellow teachers. The final step before uploading the video to YouTube was to ask for approval from Rasyid's parents and it turned out that this dubbing project was warmly welcomed by both parents.. I uploaded the video and several people left positive impressions in the comments column. I also involved Rasyid to read the comments and reply to them. Overall, I am grateful that with this project I was able to discover Rasyid's other talents and of course develop a stronger understanding regarding hobbies and talents.. I believe that observing and trying to understand students will lead to learning that is on the side of students. Of course, this leads students to meaningful learning and allows me to continue learning to understand the needs of different students.
Curator Note
[custom_field field="Note_kurator"]
Find the talent of students with special needs
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice involves trust in students. Giving him the opportunity to use what he likes to become one of his new talents.
Good practice elaboration
As a teacher in inclusive education who works with special students, My main task is of course to teach life skills, academic competence and emotional management to them. However, the question often arises in my mind about how to find the talents of special students and hone them. Moreover, the students I worked with at that time were teenagers. Finding and honing talents certainly needs to be done to prepare for life skills when you grow up.
The student I accompanied was named Rasyid and aged 15 year. He is a student who really likes dinosaur and babybus cartoon videos. Rasyid sudah melek teknologi dan selalu membawa gawai setiap hari sehingga jika ada waktu istirahat maka dia akan menonton video-video kartun kesukaannya di laptop miliknya. Kami para guru tentu sudah mencoba mengarahkan Rasyid untuk menonton video lain karena kartun dinilai sudah tidak sesuai dengan usianya. Namun tentu saja hal ini tidak mudah karena Rasyid tidak bisa semudah itu meninggalkan kartun yang sangat disukainya, apalagi konten kartun memang lebih mudah dicerna oleh anak berkebutuhan khusus. Sehingga muncul sebuah dilema terkait hal ini. Haruskan kami minta Rasyid berhenti menonton kartun? Jika iya maka apa tontonan alternatifnya? Jika tidak maka pendampingan seperti apa yang harus dilakukan?
Saat itu saya mengampu program Social Studies Functional And Relationship untuk Rasyid. Rasyid's learning goals happen to be about hobbies and talents, so I have planned talent show as a summative project for him. Rasyid is known for his hobby and talent in drawing, especially about dinosaurs, and he has held exhibitions related to that. I thought it might be a good idea if I could discover his other talents. On several occasions I tried to observe Rasyid while he was engrossed in watching cartoon videos and he often imitated the dialogue of cartoon characters with different intonations.. I came up with the idea to introduce him with a voiceover or dubbing.
I started to introduce what dubbing is, dubbing profession and dubbing process. I explained that in a cartoon video the characters could talk, The voice is filled by a dubber or voice actor. Dubbers range in age from small children, adolescence to adulthood. I tried to give a challenge that Rasyid could watch cartoons as long as he not only watched them but could also try being a voice actor. Rasyid also agreed and was willing to accept my challenge. At that time learning was still carried out online so all this process was carried out via zoom. First, I asked Rasyid to find a cartoon video he liked and change the name of the character according to his wishes. Then I was tasked with editing some complicated dialogue to suit Rasyid's abilities. Recording was done per dialogue with several repetitions. I really appreciate Rasyid who is so focused in this process, Even if he coughed because he needed to talk a lot, it didn't dampen his enthusiasm to give his best. Study session 80 Our minutes ended exactly with the completion of recording all the dialogue. Then I edited the video and asked for feedback from fellow teachers. The final step before uploading the video to YouTube was to ask for approval from Rasyid's parents and it turned out that this dubbing project was warmly welcomed by both parents.. I uploaded the video and several people left positive impressions in the comments column. I also involved Rasyid to read the comments and reply to them. Overall, I am grateful that with this project I was able to discover Rasyid's other talents and of course develop a stronger understanding regarding hobbies and talents.. I believe that observing and trying to understand students will lead to learning that is on the side of students. Of course, this leads students to meaningful learning and allows me to continue learning to understand the needs of different students.
Curator Note
[custom_field field="Note_kurator"]
Find the talent of students with special needs
Good practice before revised
[Revision_teru]
Good practice elaboration
As a teacher in inclusive education who works with special students, My main task is of course to teach life skills, academic competence and emotional management to them. However, the question often arises in my mind about how to find the talents of special students and hone them. Moreover, the students I worked with at that time were teenagers. Finding and honing talents certainly needs to be done to prepare for life skills when you grow up.
The student I accompanied was named Rasyid and aged 15 year. He is a student who really likes dinosaur and babybus cartoon videos. Rasyid sudah melek teknologi dan selalu membawa gawai setiap hari sehingga jika ada waktu istirahat maka dia akan menonton video-video kartun kesukaannya di laptop miliknya. Kami para guru tentu sudah mencoba mengarahkan Rasyid untuk menonton video lain karena kartun dinilai sudah tidak sesuai dengan usianya. Namun tentu saja hal ini tidak mudah karena Rasyid tidak bisa semudah itu meninggalkan kartun yang sangat disukainya, apalagi konten kartun memang lebih mudah dicerna oleh anak berkebutuhan khusus. Sehingga muncul sebuah dilema terkait hal ini. Haruskan kami minta Rasyid berhenti menonton kartun? Jika iya maka apa tontonan alternatifnya? Jika tidak maka pendampingan seperti apa yang harus dilakukan?
Saat itu saya mengampu program Social Studies Functional And Relationship untuk Rasyid. Rasyid's learning goals happen to be about hobbies and talents, so I have planned talent show as a summative project for him. Rasyid is known for his hobby and talent in drawing, especially about dinosaurs, and he has held exhibitions related to that. I thought it might be a good idea if I could discover his other talents. On several occasions I tried to observe Rasyid while he was engrossed in watching cartoon videos and he often imitated the dialogue of cartoon characters with different intonations.. I came up with the idea to introduce him with a voiceover or dubbing.
I started to introduce what dubbing is, dubbing profession and dubbing process. I explained that in a cartoon video the characters could talk, The voice is filled by a dubber or voice actor. Dubbers range in age from small children, adolescence to adulthood. I tried to give a challenge that Rasyid could watch cartoons as long as he not only watched them but could also try being a voice actor. Rasyid also agreed and was willing to accept my challenge. At that time learning was still carried out online so all this process was carried out via zoom. First, I asked Rasyid to find a cartoon video he liked and change the name of the character according to his wishes. Then I was tasked with editing some complicated dialogue to suit Rasyid's abilities. Recording was done per dialogue with several repetitions. I really appreciate Rasyid who is so focused in this process, Even if he coughed because he needed to talk a lot, it didn't dampen his enthusiasm to give his best. Study session 80 Our minutes ended exactly with the completion of recording all the dialogue. Then I edited the video and asked for feedback from fellow teachers. The final step before uploading the video to YouTube was to ask for approval from Rasyid's parents and it turned out that this dubbing project was warmly welcomed by both parents.. I uploaded the video and several people left positive impressions in the comments column. I also involved Rasyid to read the comments and reply to them. Overall, I am grateful that with this project I was able to discover Rasyid's other talents and of course develop a stronger understanding regarding hobbies and talents.. I believe that observing and trying to understand students will lead to learning that is on the side of students. Of course, this leads students to meaningful learning and allows me to continue learning to understand the needs of different students.