Effective Teaching Strategies for Engaging Learners

1. Effective Teaching Strategies By Sukirno DS Jurusan Pend. Akuntansi FE UNY 081215312000 / soekirno_uny@yahoo.co.id Bog:http://blog.uny.ac.id/sukirno

2. Siswa Sistem PBM • Kurikulum • Alat Bantu Belajar • Buku • Pendidik Lulusan PBM   Lingkungan Model Pembelajaran

3. Proses Pembelaiaran Visual- Spatial Logis- Matematis Musikal Linguistik Peserta didik Peserta didik Dengan Kecerdasan Majemuk Pembelajaran Naturalis Intrapribadi Variasimetodedanstrategipembelajaran menerapkanvariasi model pembelajaran Antarpribadi (Sosial) Kinestetis- Jasmani Model Pembelajaran

4. Kita belajar: 10 % dari apa yang kita baca 20 % dari apa yang kita dengar 30 % dari apa yang kita lihat 50 % dari apa yang kita lihat dan dengar 70 % dari apa yang kita katakan 90 % dari apa yang kita katakan dan lakukan • Apa yang terjadi jika guru banyak berceramah dalam mengajar? • Apa implikasi data di atas terhadap persiapan pembelajaran? Model Pembelajaran

5. 10% 20% 30% 50% 70% 90% Kerucut Pengalaman Yang Diingat Tingkat Keterlibatan Baca Verbal Dengarkan Lihat Gambar/Diagram Lihat Video/Film Visual Lihat Demonstrasi Terlibat dalam Diskusi Terlibat Menyajikan/Presentasi Bermain Peran Berbuat Melakukan Simulasi Mengerjakan Hal yang Nyata Model Pembelajaran “Succesful Learning Comes from doing” (Wyatt $ Looper, 1999)

6. Proses pembelajaran inspiratif menyenangkan Proses pembelajaran interaktif menantang memberikan ruang bagi prakarsa, kreativitas, dan kemandirian (bakat, minat dan perkembangan fisik serta psikologis peserta ) memotivasi peserta didik berpartisipasi aktif Model Pembelajaran

7. menyiapkan peserta didik secara psikis dan fisik mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari menjelaskan tujuan pembelajaran Pelaksanaan Proses Pembelajaran PENUTUP KEGIATAN INTI KEGIATAN PENDAHULUAN Model Pembelajaran

8. melibatkan peserta mencari informasi menggunakan beragam pendekatan pembelajaran Eksplorasi terjadinya interaksi antar peserta didik/Guru/Lingkungan membiasakan peserta didik dalam membaca dan menulis Elaborasi memfasilitasi memunculkan gagasan baru baik secara lisan maupun tertuluis; memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut Konfirmasi Pelaksanaan Proses Pembelajaran KEGIATAN INTI Model Pembelajaran

9. KEGIATAN INTI Elaborasi lanjutan memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar Memfasilitasi peserta didik membuat laporan eksplorasi , baik lisan maupun tulisan, secara individu atau kelompok; memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan Elaborasi Model Pembelajaran

10. memberikan umpan balik positif Konfirmasi memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi memfasilitasi peserta didik melakukan refleksi memfasilitasi memperoleh pengalaman yang bermakna membantu menyelesaikan masalah berfungsi sebagai nara dan fasilitator memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi; memberi informasi untuk bereksplorasi lebih lanjut; memberi motivasi kepada peserta untuk bereksplorasi lebih lanjut. Model Pembelajaran

11. Pelaksanaan Proses Pembelajaran bersama mebuat rangkuman/kesimpulan pelajaran melakukan penilaian dan/atau refleksi memberikan umpan balik terhadap proses dan hasil PENUTUP merencanakan kegiatan tindak lanjut meyampaikan pembelajaran berikutnya Model Pembelajaran

12. Selected Strategies for Successful Trainings • Principles of Adult Learning. • Active Learning. • Instructional Strategies.

13. Principles of Adult Learning • Need to know how adults learn best. • Adult learners have special needs. • Six characteristics of adult learners.

14. Adult Learners . . . • Are autonomous and self-directed. • Have a foundation of life experiences and knowledge. • Are goal-oriented. • Are relevancy-oriented. • Are practical. • Need to be shown respect.

15. 1. Adult learners are autonomous and self-directed. • Implications: • Involve participants. • Serve as facilitator. • Determine interests of learners.

16. 2. Adult learners have a foundation of life experiences and knowledge. • Implications: • Recognize expertise of participants. • Encourage participants to share their experiences and knowledge.

17. 3. Adult learners are goal-oriented. • Implications: • Be organized. • Have clear objectives.

18. 4. Adult learners are relevancy-oriented. • Implication: • Explain how training objectives relate to training activities.

19. 5. Adult learners are practical. • Implication: • Show relevance of training to job.

20. 6. Adult learners need to be respected. • Implications: • Acknowledge the wealth of knowledge and experiences the participants bring to the training. • Treat the participants as equals rather than subordinates.

21. Active Learning • Learning is not a spectator sport. • The more actively engaged the learner is, the more learning takes place. • Different instructional methodologies have greater rates of retention.

22. Top 10 Teaching TipsProf. Sandra Chance, University of Florida. • Be passionate. Students appreciate a professor who is passionate and enthusiastic about their subject matter and teaching. They’ll work harder for you if you make it clear that you care about your material and their success. • Respect your students. Without them, we wouldn’t have jobs. Always remember that you’re doing what you love to do because of the students. • Make yourself a great teacher. Most of us weren’t trained to be teachers, so we must teach ourselves. If you’re struggling in the classroom, ask for help. Find a mentor, attend workshops, identify resource material, start a teaching excellence workgroup. Never stop looking for ways to improve.

23. Master your subject matter. Be prepared and organized, but flexible enough to change things up when they’re not working. • Care about your students, but set appropriate boundaries. • Give your students the freedom to develop intellectually, not just regurgitate course material. Helping them develop critical thinking skills may be the greatest gift you give them. • Provide clear, written course requirements and objectives. Prepare a detailed syllabus with as much information, including deadlines, test dates, expectations and course requirements, as possible. Don’t be afraid to set the bar high, just be realistic in your expectations.

24. Remember that students learn differently. Some students learn materially by listening, some by reading, some experientially. Use different teaching methods to accommodate these different learning styles. • Make your class relevant to their world and their future. Treat students as consumers of knowledge. Figure out what they need to know and why they need to know it. Tell them why you’re teaching what you’re teaching. Bring as much real world experience as you can into the classroom. • Don’t take yourself too seriously. Have a sense of humor and bring that into the classroom. Self-deprecating humor can be very effective and will help students relate to you as a human being.

25. Instructional Strategies • Quiz. • Games. • Role-playing. • Brainstorming. • Group problem-solving. • Lecture.

26. Instructional Strategiesto be considered • Simulation. • Case Study.

27. Teaching and learning methods Modeling Role playing Microteaching Problem solving Reading information Problem-based learning Project work (ind. or group) Skill practice (ind. or group) Theatre of the oppressed Research (ind. or group) Self-case study Theatre forum Simulation • Coaching • Cine forum • Debriefing • Case study • Counselling • Brainstorming • Guided discussion • Group discussion • Field experience • Guided practice • Demonstration • Metaplan • Lecture

28. Summary • Apply principles of adult learning theory. • Make learning active. • Use strategies modeled in today’s training.

29. The End