Giving interactive lectures involves delivering effective lectures, organizing the class period and selecting student activities, managing the class, and collecting feedback on what the students have learned. Making lectures interactive involves giving students, all of them, something to do during the lecture - answering a question, interpreting a graph, or solving a problem - and continuing such activities regularly throughout the term. For example, you might begin a unit on faults by showing the image linked to the thumbnail to the left. Rather than telling the students that the image is an example of a fault, you could first ask the students to make observations and discuss their interpretation with a neighbor. Then, call on a few students to present their interpretation and discuss the responses with the class.
CONTENT
As with many active-learning techniques, interactive lectures may take
longer to cover any given topic than non-interactive ones. Mazur (1997)
recommends that the lecturer save time by only going over more
difficult and important material rather than duplicating the coverage
of the textbook. Given that it is important in his classes that
students actually do the reading, he gives frequent reading quizzes.
THE MAJOR PART OF INTERACTIVE LECTURE
An interactive lecture will include segments of lecture combined with
segments where students are interacting with each other and the
instructor. All of the activities used to make lectures interactive
involve a learning curve for both instructors and students. For
example, think-pair-share requires students to marshal their thoughts,
present them clearly and succinctly, and synthesize their ideas with
their partners. Instructors must learn how to develop good questions,
analyze the student responses, and incorporate that information into
the following lecture or lecture segment.
MANAGING THE CLASS
* Accept that your class will be noisy when students
are discussing their work. * Visit a few groups and make sure that they are on track. * Find
an effective way to bring the class back together. Some instructors
flick the lights on and off. Some raise their hand, after explaining
that when students see a raised hand, they should raise their hand,
finish their sentence, and stop talking. * Pick groups to report at
random or have all groups report, depending on class size. The latter
is helpful when each group has something different to say (for example,
if each group is looking at a different aspect of a problem). It may be
useful to have each group designate a spokesperson to speak for the
group. * Have each student write their response on a handout of the
activity or a blank sheet of paper, have them write a short paper on an
index card summarizing their group's findings and turn it in for a
grade. * For discussion or other group activities, it's often a good
idea to ask open-ended questions with no single correct answer, because
these are likely to provoke thought and encourage student
participation.
RESPOND TO THE RESPONSES
One of the challenges of interactive lecturing is dealing with
incorrect answers. Either the students don't understand, or you haven't
explained it properly, or it's a very difficult topic. At least with an
interactive lecture, you can address the situation before an exam.
Deal carefully with wrong answers. When many students have a
misunderstanding it is important to address it in class and to consider
how you might present material differently the next time you teach the
course.
RESEARCH ON LEARNING
Hake, 1998 compared pre- and post-course test results for 6000 students
from high school and university physics courses, and found
significantly more improvement in students in courses that used
interactive-engagement methods (including classes over 100 students)
than in those that did not.
Classes that don't use interactive-engagement methods still allow
students to ask questions and still involve asking individual students
questions. Why isn't that enough? The problem is that they involve only
one student at a time (often a small set of students over and over
again) and that students rarely ask questions in class (Graesser and
Person, 1994 ). Passive students will not check to see if they do
understand the material. GBR RESEARCH
Wenzel, 1999 reviewed research on college lectures and reported that
the longer the lecture, the less of the material ended up in the
students' notes (see figure linked to the thumbnail at the left).
Interactive classes commonly involve breaking up the lecture,
effectively giving multiple short lectures, presumably with a higher
percentage of material being retained from each. He also reported that
a class that used a think-pair-share technique for two-three minutes
for every 12-18 minutes of lecture remembered more of the lecture
material directly after the class and twelve days later than the
control class that heard the same lecture without the think-pair-share
breaks.
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Saturday, April 25, 2009
HOW TO GIVE INTERACTIVE LECTURE
INTERAKTIF LECTURE
It can be difficult to engage students with the material in a large
lecture class. This module on Interactive Lectures has strategies and
specific examples of activities to involve students in large and small
lecture-based classes.
WHAT IS INTERAKTIF LECTURE?
An easy way for faculty to involve students as active participants in a
lecture-based class of any size.
Interactive lectures are classes in which the instructor breaks the
lecture at least once per class to have all of the students participate
in an activity that lets them work directly with the material. These
activities allow students to apply what they have learned earlier or
give them a context for upcoming lecture material.
For example: One way to transform a traditional lecture into an
interactive lecture would be have students discuss their observations
of the picture linked to the thumbnail to the left rather than telling
the students what you see. Then call on some groups for their responses
and discuss as a class.
Making lectures interactive draws students into the lecture by engaging
them in working with the material. In an interactive lecture, the
lecture is interspersed with short individual, pair, or small-group
activities. These activities also provide feedback to the instructor on
student understanding. For example, rather than asking a question and
calling on the first student who raises a hand, asking all students to
reflect on the question and then discuss with a neighbor before calling
for student responses gives everyone a chance to participate
(think-pair-share). Other strategies for engaging students include
ConcepTests, the Question of the Day, and in-class small-group
activities. Interactive lectures can be used in classes of any size,
including large classes.
WHY USE INTERACTIVE LECTURE?
Interactive lectures combine information-rich lectures with activities
that engage students, make students think about and apply lecture
material in class, and give the instructor feedback in class on student
understanding of the material.
Interactive lectures are an important way to enhance student learning,
particularly in large classes. They help to keep students' attention
focused on the class, give students repeated opportunities to practice,
and increase student retention of lecture material. They also provide
an easy way to experiment with different teaching techniques.
Lecturing is a time-honored teaching technique that is an efficient
method to present information but may result in students who listen
passively. Making lectures interactive by including short activities
can foster active engagement and enhance the value of the lecture
segments by: * Engaging students in the material during class. * Giving
everyone in the class time to answer a question, solve a problem, or
interpret a diagram. * Allowing more than one person to be successful.
* Enabling students to practice thinking and talking in geoscience
terms. * Giving you an opportunity to see if students have learned a
concept before presenting a different concept or giving them an exam or
a quiz.
Using activities that allow all of the students to participate, instead
of having individual students answer questions when called on, will
promote student retention of more of the material presented during
lecture, give students practice in developing critical-thinking skills,
and enable you to assess how well the class is learning that day.
TYPES OF INTERACTIVE ACTIVITIES
Lecturers can use a variety of interactive activities to engage their
students. Such activities include having students * observe and
interpret features of images * interpret graphs * make calculation and
estimates * brainstorm
These are examples of the types of activities described in more detail
in Interactive Segments. Many of these activities not only involve the
students in the material, they can also promote critical thinking,
develop quantitative skills, and allow for informal assessment of
student understanding.
Some general structures of interactive activities are given below. *
Think-pair-share: Ask the students a question and have each of them
turn to a neighbor and discuss it before resolving on a final answer. o
This is a great way to motivate students and promote higher-level
thinking. Open-ended questions promote discussion. o Include time to
discuss as a class as well as time for student pairs to address the
question. A think-pair-share can take as little as three minutes or can
be longer, depending on the question or task and the class size. *
ConcepTest questions are conceptual multiple choice questions that are
used to assess student understanding. Students work on the questions
individually. o These questions can be used to promote some kinds of
higher-level thinking, but as they tend to be quick (often about 60
seconds), this is limited. As these questions take little time, you can
ask several in a class period. o They provide a quick objective
assessment of students' prior knowledge or of how much of the class
understood your lecture. * The Question of the Day is a short project
dealing with the lecture material that requires the student to think
actively about it. It takes a few minutes at the start of class and
requires a written response that the student turns in for a
participation grade. o These are not multiple-choice but require short
explanations, annotations, calculations, or drawings that develop
communication skills as well as higher-level thinking. o Students come
to class expecting to do one of these every day, and start the class as
active rather
than passive learners. * Longer activities that might take 15 minutes
to an entire class period are useful in engaging students in a
lecture-based course. o Such activities typically require time for the
instructor to develop the materials and plan the activity. o These
activities are useful for getting students to tackle more complex
problems.
Sunday, April 19, 2009
MICROSOFT PROJECT BASE LEARNING
APA ITU PROJECT BASE LEARNING
Merupakan metode pendidikan yang mendorong siswa untuk mengenal cara belajar dan bekerjasama dalam kelompok untuk mencari penyeleseaian masalah-masalah di dunia nyata. Simulasi masalah digunakan untuk mengaktifkan keingintahuan siswa sebelum mulai mempelajari suatu subyek. Project Base Learning menyiapkan siswa untuk berpikir secara kritis dan analitis, serta mampu untuk memdapatkan dan menggunakan secara tepat sumber-sumber belajar
PRINSIP DAN TUJUAN PROJECT BASE LEARNING
* Siswa dituntut bertanggung jawab atas pendidikan yang mereka jalani, serta diarahkan untuk tidak terlalu tergantung pada guru
* Membentuk siswa mandiri yang dapat melanjutkan proses belajar pada kehidupan dan karir yang akan mereka jalani
* guru lebih berperan sebagai fasilitator atau tutor yang memandu siswa menjalani proses pendidikan
* Memberi tantangan pada siswa untuk lebih mengembangkan ketrampilan berpikir kritis dan mampu meyelesaikan masalah secara efektif
*proses belajar dibentuk dari ketidakteraturan dan kompleksnya masalah, hal tersebut digunakan sebagai pendorong bagi siswa untuk belajar mengintegrasikan dan mengorganisasi informasi yang didapat sehingga nantinya dapat selalu diingat dan diaplikasikan untuk menyelesaikan masalah yang akan dihadapi.
PROSES PROJECT BASE LEARNING
*Siswa dihadapkan pada masalah dan mencoba untuk menyelesaikan dengan bekal pengetauan yang mereka miliki
* mengidentifikasi apa yang harus dipelajari untuk memahami lebih baik permasalahan dan bagaimana cara memecahkannya
*mencari informasi dari berbagai sumber seperti buku, jurnal, laporan, informasi online atau bertanya pada pakar yang sesuai dengan bidangnya. melalui cara ini, belajar dipersonalisasi sesuai dengan kebutuhan dan gaya hidup tiap individu
* setelah mendapatkan informasi, mereka kembali pada masalah dan mengaplikasikan apa yang telah mereka pelajari untuk memahami dan menyelesaikannya
*di akhir proses, siswa melakukan penilaian terhadap dirinya dan memberi kritik bagi teman-temannya
Friday, April 3, 2009
LONG LIVE EDUCATION
Belajar adalah proses yang berlangsung sepanjang hayat, mulai dari manusia membuka mata sampi akhirnya menutup mata kembali. Entah kita sadari atau tidak dalam setiap detik yang kita lewati dan dalam setiap langkah yang kita lalui pasti ada unsur belajar didalamnya. Kalo kita melirik kebelakang 5 tahun, 50 tahun, 500 tahun, 5000 tahun atau bahkan ke zaman prasejarah dulu kita akan mengetahui bahwa orang2 primitif yang hidup pada zaman batu itu juga mempunyai naluri untuk belajar dan mengembangkan diri dengan memanfaatkan alam sekitarnya untuk membantu mempermudah dalam kehidupan mereka dizamannya. Diawali dari sebuah batang kayu (tongkat) dan juga batu-batuan yang mereka temukan dengan tanpa sengaja disekitar tempat hidup mereka, mereka menggunakan kayu dan batu-batuan tersebut untuk kegiatan berburu dan meramu (food gathering and food producing). Lama kelamaan mereka menyadari bahwa alat pemberian alam ini kurang efektif. dari sini sudah mulai ada yang namanya Learning by Experience,
sehingga kemudian orang2 primitif ini mencoba-coba memodifikas kayu dan batu-batuan tersebut sehingga bisa menjadi alat yang lebih efektif dan efisien untuk berburu dan meramu. Alat2 sederhana yang mereka ciptakan itu kemudian mereka ajarkan ke anak2 mereka dan mewariskan secara turun temurun yang pastinya juga dengan proses belajar mengajar dengan metode yang mereka ketahui pada saat itu, sehingga warisan nenek moyang tersebut masih ada dan banyak kita jumpai saat ini serta masih dimanfaatkan dalam kehidupan sehari hari peralatan yang terbuat dari batu dan kayu tersebut namun dengan bentuk yang lebih bagus, lebih unik dan halus serta lebih efisien.
Long live education....
Dengan berlalunya waktu manusia semakin banyak belajar dan terus belajar, dan hasil dari kegiatan belajar tersebut mereka menemukan hal2 baru yang sangat berguna sekali dalam kehidupan mereka seperti buku, radio, televisi, computer, internet dan lain2. Penemuan2 tersebut mereka manfaatkan di dalam dunia pendidikan untuk membantu anak2 dalam proses belajar mengajar. Harapannya adalah mereka (anak2 generasi baru) akan meneruskan dan mengembangkan penemuan2 baru lagi yang tentunya diharapkan akan dapat membantu dan memudahkan aktifitas manusia dalam kehidupan. Kira2 penemuan baru apakah yang akan dihasilkan oleh anak2 didik kita ya........!!!!! :)
