initiator. The units on food, cloth

initiator. The units on food, clothing, shelter, and transportation designed by Alleman and Brophy (2001, 2002, 2003; Brophy 81 Alleman, 2005b; Brophy, Alleman, & O’Mahony, 2003) are examples of such units.
As opposed to a preplanned unit, project work stems from childrens interests and follows children's questions and needs. Children actively investigate, bring in resources, and represent their ideas. Projects may last for several days, weeks, months, or even the entire year. An example of a year-long project is the Web-based learning site Journey North [www.jo1mreyn0rtlr.0rg]. Journey North is a free online educational service supported by the Annenberg/CPB. The project uses media and communications to improve math, science, and social studies education for the nations 44 million school children. Journey North tracks migratory species each spring. Children share their own field observations with classrooms across the hemisphere. ln addition, students are linked with scientists who provide expertise directly to the classroom. You can choose the species you want to follow, and migration is tracked by satellite telemetry, providing live coverage of individual animals as they migrate. As spring sweeps across the hemisphere, students note changes in daylight, temperatures, and all living things as the food chain comes back to life. Thematic learning is somewhere in between units and projects. Thematic learning tends to be more teacher directed than project learning does, but the word theme implies a more planned or crafted progression than the word project does. Regardless, both project and thematic learning, although well planned and thought out by the teacher, leave more room for children to initiate than do some unit plans. The teacher takes more cues from the children, so timelines may be flexible or unspecified.
Units, projects, and thematic leaming accomplish a number of goals (see Figure 2.4)
1. They offer opportunities for a group of children to build a sense of community by working together around a common interest, theme, or project. Working together on a project facilitates fruitful conflicts and investigations, permitting children to clarify and rethink their initial ideas (Helm & Beneke, 2003; New, 1999a).
2. When children work together on a common theme or project, they have the chance to relate to one another They check one anothen spontaneously offering criticism and information as they exchange ideas and priorknowledge in a cooperative effort. Vygotsky (1986) saw this type of social activity as the generator of thought. He believed that individual consciousness is built from outside through relations with others. "The mechanism of social behavior and of consciousness is the same" (p. ii).
3. They give relevance to the curriculum. When content is a part of an organized whole, children see it as useful and relevant to their daily lives. Conceptual organizers such as themes, units, and projects give children something meaningful and substantive on which to engage their minds. They foster memory, understanding, and real-world connections. It is difficult for children to make sense of or remember abstract concepts such as colors, mathematical symbols, or letter sounds or the importance of facts-such as George Washington was the first president-when they are presented at random or devoid of any meaningful context.

• They equip students with knowledge, skills, and attitudes they will find useful both in and outside of school.
• They are based on goals selected to develop students’ expertise, conceptual knowl-edge, and self-regulated application of skills.
• They balance breadth with depth by addressing limited content but develop this content sutliciently to loster conceptual understanding.
• They allow children to actively make sense and construct meaning. They build on children’s prior knowledge.
• They foster childrens higher-order thinking skills by relating what they are learning to their lives outside of school, thinking critically and creatively about it, or using it to solve problems and make decisions.
• They take place within a classroom designed as a learning community.
Figure 2.4 Why use projects, units, or themes.
Source: Based on J. Brophy and J. Alleman (2002), Learning and Teaching About Cultural Universals
in Primary Grade Social Studies.

Hasil (Bahasa Indonesia) 1:

inisiator. Unit pada makanan, pakaian, tempat penampungan dan transportasi yang dirancang oleh Alleman dan Brophy (2001, 2002, 2003; Alleman Brophy 81, 2005b; Brophy, Alleman, & O'Mahony, 2003) adalah contoh dari unit tersebut.As opposed to a preplanned unit, project work stems from childrens interests and follows children's questions and needs. Children actively investigate, bring in resources, and represent their ideas. Projects may last for several days, weeks, months, or even the entire year. An example of a year-long project is the Web-based learning site Journey North [www.jo1mreyn0rtlr.0rg]. Journey North is a free online educational service supported by the Annenberg/CPB. The project uses media and communications to improve math, science, and social studies education for the nations 44 million school children. Journey North tracks migratory species each spring. Children share their own field observations with classrooms across the hemisphere. ln addition, students are linked with scientists who provide expertise directly to the classroom. You can choose the species you want to follow, and migration is tracked by satellite telemetry, providing live coverage of individual animals as they migrate. As spring sweeps across the hemisphere, students note changes in daylight, temperatures, and all living things as the food chain comes back to life. Thematic learning is somewhere in between units and projects. Thematic learning tends to be more teacher directed than project learning does, but the word theme implies a more planned or crafted progression than the word project does. Regardless, both project and thematic learning, although well planned and thought out by the teacher, leave more room for children to initiate than do some unit plans. The teacher takes more cues from the children, so timelines may be flexible or unspecified.Unit, proyek, dan tematik leaming mencapai sejumlah tujuan (Lihat gambar 2.4)1. mereka menawarkan peluang untuk sekelompok anak-anak untuk membangun rasa komunitas dengan bekerja bersama-sama di sekitar kepentingan umum, tema, atau proyek. Bekerja bersama-sama pada sebuah proyek memfasilitasi berbuah konflik dan penyelidikan, mengizinkan anak-anak untuk menjelaskan dan memikirkan ide-ide awal mereka (Helm & Beneke, 2003; Baru, 1999a).2. ketika anak-anak bekerja sama pada tema umum atau proyek, mereka memiliki kesempatan untuk berhubungan dengan satu sama lain mereka memeriksa satu anothen secara spontan menawarkan kritik dan informasi seperti mereka bertukar ide-ide dan priorknowledge dalam upaya koperasi. Vygotsky (1986) melihat jenis kegiatan sosial sebagai generator pemikiran. Dia percaya bahwa kesadaran individu dibangun dari luar melalui hubungan dengan orang lain. "Mekanisme perilaku sosial dan kesadaran adalah sama" (p. ii).3. mereka memberikan relevansi dengan kurikulum. Ketika konten merupakan bagian dari terorganisir keseluruhan, anak melihatnya sebagai berguna dan relevan dengan kehidupan sehari-hari. Konseptual penyelenggara tema, unit dan proyek memberikan anak-anak sesuatu yang bermakna dan substantif untuk melibatkan pikiran mereka. Mereka menumbuhkan memori, pemahaman dan koneksi dunia nyata. Sulit untuk anak-anak untuk memahami atau ingat konsep-konsep abstrak seperti warna, simbol matematika, atau surat suara atau pentingnya fakta itu seperti George Washington adalah Presiden pertama-ketika mereka disajikan secara acak atau tanpa konteks apapun bermakna.• Mereka membekali siswa dengan pengetahuan, keterampilan dan sikap mereka akan menemukan berguna di dalam maupun di luar sekolah.• Mereka didasarkan pada tujuan yang dipilih untuk mengembangkan keahlian mahasiswa, konseptual knowl-tepi dan diri diatur aplikasi keterampilan.• Mereka menyeimbangkan luasnya dengan kedalaman oleh menangani konten terbatas tetapi mengembangkan sutliciently ini konten loster pemahaman konseptual.• Mereka membiarkan anak-anak untuk secara aktif masuk akal dan membangun makna. Mereka membangun pada pengetahuan anak-anak.• Mereka menumbuhkan keterampilan berpikir tingkat tinggi anak-anak dengan mengenai apa yang mereka pelajari untuk kehidupan di luar sekolah, berpikir secara kritis dan kreatif tentang hal itu, atau menggunakannya untuk memecahkan masalah dan membuat keputusan.• Mereka mengambil tempat dalam kelas dirancang sebagai komunitas belajar.Gambar 2.4 Mengapa menggunakan proyek, unit atau tema.Sumber: Berdasarkan J. Brophy dan J. Alleman (2002), belajar dan mengajar tentang budaya Universalsdalam ilmu sosial kelas utama.