Metode Belajar Orang Dewasa Edit Tayang

METODE BELAJAR ORANG DEWASA
STUDENT BASED LEARNIG APPROACH

01/29/2004 Sylvi Dewajani
LOKAKARYA METODE PENGAJARAN UNSOED1
GREATEST LOVE OF ALL Whitney Houston
I believe the children are our future Teach them well and let them lead the way Show them all the beauty they posses inside Give them a sense of pride to make it easier Let the children laughter remind us how we used to be.
01/29/2004
Sylvi Dewajani
LEARNING PROCESS CONTINUUM

Management of Experiences Expanded Experiences
Students Experiences Teacher/Others Experiences
Experiential Internal Structured Role Case Group Learning playing Study Develop ment Participa Tive Training Discuss ion
Didactics Lectu rette Reading
01/29/2004
Sylvi Dewajani
Two educational environments (1)

Focus on faculty teaching Focus on student learning
There are packages of where students can learn in many different ways and in many different arenas rather than through courses only Students engage in mastery learning taking the time necessary to become proficient in an area Assessment is by proof of competency, not limited on course and teacher
Courses are, for the most part, the only means for faculty teaching and student learning Students are taught in sixteen week semesters
Assessment is by grades at end of course
01/29/2004
Sylvi Dewajani

Focus on faculty teaching
Emphasis on lecturediscussion teaching method : very limited faculty-student out-of-class communication
Focus on student learning

Emphasis on small intense faculty-student discussion groups; one-on-one communication with faculty members; occasional lectures; independent learning Emphasis on students ways of knowing, multiple focus on learning academic material, interdisciplinary methods, problem-focused learning, skill competency, and so on
Emphasis on facultys way of knowing; instruction is focused on academic disciplines
01/29/2004
Sylvi Dewajani

Focus on faculty teaching
Faculty member is primary agent responsible for student learning
Focus on student learning

Student is the primary agent responsible for student learning; students individual ability and motivation affects time and effort
Graduation = accumulation of course credits
Graduation = demonstration that required learning and competency has occurred
01/29/2004
Sylvi Dewajani
Comparison of Paradigms Teacher-Centered

Knowledge is transmitted from professor to student.
Learner-Centered
Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
Comparison of Paradigms
Teacher-Centered
Students passively receive information.
Learner-Centered
Students are actively involved.
01/29/2004
Sylvi Dewajani
Teacher-Centered
Emphasis is on acquisition of knowledge outside the context in which it will be used.
Learner-Centered
Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. 01/29/2004 Sylvi Dewajani
Teacher-Centered
Instructors role is to be primary information giver and primary evaluator.
Learner-Centered
Instructors role is to coach and facilitate. Instructor and students evaluate learning together.
Teacher-Centered
Teaching and assessing are separate.
Learner-Centered
Teaching and assessing are intertwined.
01/29/2004
Sylvi Dewajani
Teacher-Centered
Assessment is used to monitor learning.
Learner-Centered
Assessment is used to promote and diagnose learning.
Teacher-Centered
Emphasis is on right answers.
Learner-Centered
Emphasis is on generating better questions and learning from errors.
Teacher-Centered
Desired learning is assessed indirectly through the use of objectively scored tests.
Learner-Centered
Desired learning is assessed directly through papers, projects, performances, portfolios, and the like.
Teacher-Centered
Focus is on a single discipline.
Learner-Centered
Approach is compatible with interdisciplinary investigation.
Teacher-Centered
Culture is competitive and individualistic.
Learner-Centered
Culture is cooperative, collaborative, and supportive.
Teacher-Centered
Only students are viewed as learners.
Learner-Centered
Instructors and students learn together.
01/29/2004
Sylvi Dewajani
John Dewey
True learning is based on discovery guided by mentoring rather than the transmission of knowledge.
RECENT CONDITION
INFORMATION
CONCEPT
MANAGEMENT OF KNOWLEDGE
Comfortable zone
01/29/2004
Sylvi Dewajani
TEACHERS ROLES
01/29/2004
Sylvi Dewajani
THE EXPERIENTIAL LEARNING CYCLE Experiencing
Applying
Publishing
Generalizing
Johnson & Johnson, 1998
Processing
ADULT LEARNING Student based learning
Problem based learning Project based learning Collaborative learning Cooperative learning Project based learning etc
01/29/2004
Sylvi Dewajani
Collaborative workspace
Flexible furniture in PBL classroom

Collaborative, reconfigurable workspace
Flexible furniture - Flexible equipment
01/29/2004
Sylvi Dewajani
01/29/2004
Sylvi Dewajani
Outcomes?
Moving away from:
Are students getting the right answer?
Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
Outcomes?
Moving to:
Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?
01/29/2004
Sylvi Dewajani
Outcomes?
Moving to:
Can students gather and evaluate new information, think critically, reason effectively, and solve problems?
01/29/2004
Sylvi Dewajani
Outcomes?
Moving to:
Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?
01/29/2004
Sylvi Dewajani
Outcomes?
Moving to:
Do [students] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?
Outcomes?
Moving to:
Can [students] work respectfully and productively with others?
01/29/2004
Sylvi Dewajani
Outcomes?
Moving to:
Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?
Covering the Material
John Garratt, University Chemistry Education 2(1), 29-33 (1998)

A New Lesson Plan Is Needed

Active Learning

Mission Accomplished?

Lesson Learned!
01/29/2004
John Garratt, University Chemistry Education 2(1), 29-33 (1998) LOKAKARYA METODE Sylvi Dewajani
PENGAJARAN UNSOED38

Metode Belajar Orang Dewasa Edit Tayang

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Metode Belajar Orang Dewasa Edit Tayang

Uploaded by

Copyright:

Available Formats

METODE BELAJAR ORANG DEWASA

STUDENT BASED LEARNIG APPROACH

GREATEST LOVE OF ALL Whitney Houston

LOKAKARYA METODE PENGAJARAN UNSOED2

LEARNING PROCESS CONTINUUM

Didactics Lectu rette Reading

LOKAKARYA METODE PENGAJARAN UNSOED3

Two educational environments (1)

Assessment is by grades at end of course

Two educational environments (2)

Focus on student learning

Emphasis on facultys way of knowing; instruction is focused on academic disciplines

Two educational environments (3)

Focus on student learning

Graduation = accumulation of course credits

Graduation = demonstration that required learning and competency has occurred

LOKAKARYA METODE PENGAJARAN UNSOED6

Comparison of Paradigms Teacher-Centered

LOKAKARYA METODE PENGAJARAN UNSOED8

LOKAKARYA METODE PENGAJARAN UNSOED9

LOKAKARYA METODE PENGAJARAN UNSOED11

LOKAKARYA METODE PENGAJARAN UNSOED17

LOKAKARYA METODE PENGAJARAN UNSOED20

LOKAKARYA METODE PENGAJARAN UNSOED21

THE EXPERIENTIAL LEARNING CYCLE Experiencing

ADULT LEARNING Student based learning

LOKAKARYA METODE PENGAJARAN UNSOED23

Flexible furniture in PBL classroom

Collaborative, reconfigurable workspace

Flexible furniture - Flexible equipment

LOKAKARYA METODE PENGAJARAN UNSOED25

LOKAKARYA METODE PENGAJARAN UNSOED26

LOKAKARYA METODE PENGAJARAN UNSOED28

LOKAKARYA METODE PENGAJARAN UNSOED29

LOKAKARYA METODE PENGAJARAN UNSOED30

LOKAKARYA METODE PENGAJARAN UNSOED32

Covering the Material

John Garratt, University Chemistry Education 2(1), 29-33 (1998)

A New Lesson Plan Is Needed

John Garratt, University Chemistry Education 2(1), 29-33 (1998)

John Garratt, University Chemistry Education 2(1), 29-33 (1998)

John Garratt, University Chemistry Education 2(1), 29-33 (1998)

You might also like