Reviewed by Naafi Awwalunita
Teaching Learning Innovation to Improve Student Passion in Learning
Managing the learning is not easy because we find that students sometimes have difficulty in learning (Jaworski,1994: 83). Therefore, he stated that there is no right way to teach. On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we are required, as educators, to always adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Judging from the focus, there are at least 4 (four) different views of how learning should be implemented (Kuhs and Ball, 1986 in Grouws, 1992):
1. Groups who argue that learning should emphasize on understanding the material (content focused - conceptual understanding);
2. Groups who argue that learning needs to give priority to learning outcomes (content focus - performance);
3. Groups who argue that learning should be learner centered on the subject, so that they can develop and build knowledge (learner focus - construction);
4. Groups who argue that learning should start from the planning of classroom management that is conducive to learning (classroom focus - effective classroom) Judging from the style of teaching lecturers / teachers, there are 2 (two) polar view: --- traditional progressive; authoritarian --- democratic --- classical individual; transfer of knowledge --- cognitive development; structured --- less structured; --- teacher centered student centered; teacher directed student --- initiative; dependent --- independent; and result oriented vs. process-oriented. In menpromosokan learning innovation Cocroft Report (1982: 132) recommends that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods tailored to the level students' abilities as follows: method exposition by the teacher; method of discussion, between teachers and pupils and between pupils and students; method of problem solving (problem solving); method of discovery (investigation); basic skills training methods and principles; method of application. If teachers are required to innovate learning then he must be part of a system that promotes innovation as well. Given the teacher in learning myelenggarakan most often used as a reference text book, then so too can become an obstacle for its innovation efforts (Schifter, 1993): later he claimed that even if the teacher is mean to do innovation, so it may not be realized when policymakers did not give a chance for it. Some of the views above show how potential disagreement will mejemuknya concept starting point (starting point) for the commencement of educational innovation.
1. Groups who argue that learning should emphasize on understanding the material (content focused - conceptual understanding);
2. Groups who argue that learning needs to give priority to learning outcomes (content focus - performance);
3. Groups who argue that learning should be learner centered on the subject, so that they can develop and build knowledge (learner focus - construction);
4. Groups who argue that learning should start from the planning of classroom management that is conducive to learning (classroom focus - effective classroom) Judging from the style of teaching lecturers / teachers, there are 2 (two) polar view: --- traditional progressive; authoritarian --- democratic --- classical individual; transfer of knowledge --- cognitive development; structured --- less structured; --- teacher centered student centered; teacher directed student --- initiative; dependent --- independent; and result oriented vs. process-oriented. In menpromosokan learning innovation Cocroft Report (1982: 132) recommends that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods tailored to the level students' abilities as follows: method exposition by the teacher; method of discussion, between teachers and pupils and between pupils and students; method of problem solving (problem solving); method of discovery (investigation); basic skills training methods and principles; method of application. If teachers are required to innovate learning then he must be part of a system that promotes innovation as well. Given the teacher in learning myelenggarakan most often used as a reference text book, then so too can become an obstacle for its innovation efforts (Schifter, 1993): later he claimed that even if the teacher is mean to do innovation, so it may not be realized when policymakers did not give a chance for it. Some of the views above show how potential disagreement will mejemuknya concept starting point (starting point) for the commencement of educational innovation.
Teaching Learning Innovation Through Curriculum Development
Education approachment "conforming" tend to retain the old values; pendeketan "transforming" is more about an order or oriented to the market, and approach to "reforming" education developed based on human values according to context (Archer, 1989). "Instrumental Curriculum" more emphasis on academic and technical approach; "Interactive Curriculum" approach emphasizes the social and "individualistic Curriculum" more emphasis on cognitive development of the subject individual tuition (Becher and Maclure,1978).
The Nature of Educated Subjects
1. Development of Cognitive Aspects
Ebbutt and Straker (1995: 60-75), gives his view that in order for potential students can be developed optimally, subject to assumptions about the characteristics of learners and the implications for learning are given as follows:
The implications of this view for business teachers are:
Ebbutt and Straker (1995: 60-75), gives his view that in order for potential students can be developed optimally, subject to assumptions about the characteristics of learners and the implications for learning are given as follows:
The implications of this view for business teachers are:
(1) provide a fun activity,
(2) pay attention to students' desires,
(3) build understanding through what is known by students,
(4) create a classroom atmosphere that support learning activities,
(5) provide activities that correspond with learning objectives,
(6) provide a challenging activity,
(7)provide activities that give hope of success,
(8) value each student achievement. Students learn in their own way.
The implication of this view are:
(1) students learn in different ways and at different speeds,
(2) each student requires experience connected with its own experiences in the past,
(3) each students to have socio-economic backgrounds, different cultures.
Therefore, teachers need to:
(1) know the advantages and disadvantages of their students,
(2) planning activities appropriate to student ability level,
(3) build the knowledge and skills that he acquired a good student at school and at home,
(4) using records of student progress (assessment).
Students learn both independently and in collaboration with his friend The implications of this view for business teachers are:
(1) provides an opportunity to learn in a group to train co-operation,
(2) provide learning opportunities in the classical style to give an opportunity to exchange ideas, (3) provide an opportunity for students to perform activities independently,
(4) involve students in decision-making on activities to be done, and
(5) teach how to learn.
The implications of this view for business teachers are:
(1) provide and use various props,
(2) provide an opportunity to learn in various places and circumstances,
(3) provides the opportunity to use for various purposes,
(4) develop an attitude to use as a tool to solve problems both at school and at home,
(5) appreciate the contribution of tradition, culture and art in the development, and
(6) help students assess its own activities.
Tidak ada komentar:
Posting Komentar