ACTIVE LEARNING

By. Mr. Teacher

Many school teachers this day will be moved to the past passive learning active learning, it is better to find a way to attract students in the learning process. But many teachers feel it necessary to assist in imagining what to do, in or out of class, which means it is a series of active learning activities.

Under this model offers a way of conceptualizing the process of learning how to help teachers in identifying meaningful forms of active learning.

A Model of Active Learning

Description of Components

This model indicates that all learning activities involve some type of experience or some type of dialogue. The two main types of dialogue is the “Dialogue with Self” and “Dialogue with the other.” Both types are the main “View” and “Doing.”

Enough with the dialogue:

This is what happens when a student to think reflectively about a topic, for example, ask them or what they think should be thinking, what they felt about the topic, and others is “thinking about my own thinking,” but that address a broader question than just an array of cognitive concerns. A teacher can ask students, in small scale, to keep journals only, or, on a larger scale, to develop a learning portfolio. In both cases, students can write about what they learned, how they learn, what role this knowledge or learn to play in the life of their own, it makes them feel, and others.

Dialog with others:

This does not and can come in many forms. In traditional teaching, when students read books or listen to lectures, they “hear” another person (teacher, book author). This may be seen as “some dialogue” but there is no back and forth exchange. A much more dynamic and active form of dialogue occurs when teachers create an intense small group discussion on a topic. Sometimes teachers can also find creative ways to involve students in dialogue with people other than the person (eg, practitioners, experts), either in class or outside class. Anyone with a dialog, may be done live, in writing, or via email.

See:

This occurs when a student watches or listens to other people “do” something related to what they learned. This may see things as one of the teachers to do something (for example, “This is how I critique a novel.”), Listen to other professionals (eg, musicians), or the study of phenomena (natural, social, cultural or ). Can see that the act “immediately” or “you.” A direct observation of students means that the action is real, directly, an observation I see is a simulation of real action. For example, poverty may be direct observation for the students to actually go to where the low-income people who live and work, and spend time observing the life there. A do or direct observation of the same topic may be to watch movies that involve the poor or to read stories written by or about them.

To:

This refers to learning activities where students do not actually exist: dam reservoir design (engineering), making a high school band (music education), design and / or experiment (natural and social sciences), critique the writing or the argument (in literature) , investigating the sources of local history (history), making oral presentations (communications), etc.

Once again, the “do” or you may direct. Case studies, role-play and simulation activities offer a way to attract students vicariously in “doing” process. To take one example mentioned above, if there is to try to learn how to make a high school band, direct “Doing” akan actually went to high school students and directing there. A I “do” to the same destination will simulate this with a student band to consist of a fellow student who acts like that (ie, role play) secondary school students. Or, in the course, doing this case study, in essence, a simulation of the decision making process of many courses that aim to teach.

Apply this model of Active Learning

So, what can be a teacher who would like to use this model to include more active learning in her teaching? I would recommend the following three suggestions, each involving more advanced use of active learning.

1. Extending Kinds of Learning Experiences Make your.

The most traditional teaching consists of little more than students who read text and listen to lectures, which is very limited and limiting form of dialogue with others. Considering the more dynamic form of dialogue with others and three other modes of learning. For example:

#Create a small group of students and they have to make decisions or answer questions focused on a regular basis,

#Find ways for students to engage in dialogue with the community than the original peer classmates who know something about the subject (on the web, email, or live),

#Are students keep journals or build a “portfolio of learning” about their own thoughts, learning, feeling, etc.,

#Discover how to help students observe (directly or vicariously) the subject or action they are trying to learn, and / or

#Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) in which they must learn to do so.

2. Taking advantage of the “Power of Interaction.”

Each study has a four-mode value, and only use more than they need to add variation and thus will be more interesting for students. However, when properly connected, the various learning activities can have impacts that are more than additional or cumulative, they can be interactive and thus multiply the educational impact.

For example, if students write their own thoughts about a topic (Dialogue with Self) before they engage in small group discussions (dialogue with Others), a group discussion should be richer and more interesting. If they can do both and then observe the phenomena or action (Observation), the observation should be richer and more interesting again. Then, if this is followed by the students involved in the action itself (Conducting), they will have a better sense of what they should do and what they need to do during the study. Finally, if, after performing, the students who have experienced this process by writing about this (Dialogue with Self) and / or discuss with others (Dialogue with the other), this will add more insight. Such as sequence learning activities will provide teachers and students with the advantage of the power of Interaction.

Alternatively, advocates of the Problem-Based Learning akan shows that teachers start with the “do” by the real problems for students to work, and then after consultation with each other students (Dialogue with Others) about the best way to find a way to continue to out for problems. The students will use a variety of learning options, including the Dialogue with Self and Viewing.

3. Create a Dialectic Between Experience and Dialogue.

One of the improvements from the Interaction Principle mentioned above is to create a dialectic between the two principle components of this model on Learning: Experience and Dialogue. Experience (whether that conduct or Viewing) the students have the potential to provide a new perspective about what is right (trust) and / or what is good (value) in the world. Dialog (either alone or with the Other) has the potential to help students build a variety of possible meanings from the experience and insight that come from them. A teacher can make a creative dialectic in the learning activities of students moving back and forth between having rich experience in new and interesting in, the dialogue, can maximize the likelihood that students will be significant and meaningful learning experience.

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