interactipembelajaran interaktif
TRANSCRIPT
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Interactive Teaching
Javed Iqbal
University of British Columbia
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Copyright [M. Javed Iqbal] [2005].This work is the intellectual property of the author.
Permission is granted for this material to be shared
for non-commercial, educational purposes, provided
that this copyright statement appears on thereproduced materials and notice is given that the
copying is by permission of the author. To
disseminate otherwise or to republish requires
written permission from the author.
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Why Interactive Teaching?
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Encourage and develop thinking and
problem-solving skills
Develop and enhance self-confidence.
Nurture problem-solving through
reasoning and discussion among peers.
Make teaching and learning interactive
and fun.
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Evaluation of Teaching
Presented material in a clear way 4.61
Presented material in an interesting manner 4.70 Was receptive to questions 4.75
Stimulated students to think 3.80
Was considerate of students 4.65
Taught Effectively 4.50
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Interactive Teaching
Peer instruction [methods] designed at least in part to
promote conceptual understanding through
interactive engagement of students in heads-on (always) and hands-on (usually)
activities which yield immediate feed back
through discussion with peers and/orteachers
Dick Hake, IU, 1998
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Methods of Interactive Teaching
Overview Case Study Physics(Van Heuvelen, Ohio State University)
Cooperative Groups(Patricia Heller et. al. University of Minnesota)
Socratic Dialog Inducing Labs(Dick Hake, Indiana University)
Peer Instruction(Eric Mazur, Harvard)
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Technologies for Peer Instruction
Flash Cards
Personal Response System (PRS)
Almost anonymous response
Inexpensive and easy to
implement
Completely anonymous response
Ensures near 100% participation
Allows recording of marks,
confidence levels, and summary of
answers
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How Peer Instruction works
Question posed
Students given time to think
Students record individual answers Students convince their neighbors
Students record revised answers
Explanation of correct response
Eric Mazur, Peer Instruction: A users manual
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PRS
Personal ResponseSystem and othersimilar systemsfacilitate interactive
learning throughanonymous feedback
Provides instructor withstudent identification for
each response, allowingcredit to be assigned forresponses
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Sample Question -1
A container of water rests on
a scale. If you dip your hand
into the water, without
touching the container, whatwill happen to the reading on
the scale?
1. Decreases2. Remains the same
3. Increases
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Sample Response
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Sample Question - 2
Two identical glasses are filled to the samelevel with water. One of the two glasses hasice cubes floating in it. When the ice cubes
melt, in which glass is the level of the waterhigher?
1. The glass without ice cubes
2. The glass with ice cubes3. It is the same in both
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Feedback [PRS] makes the course more interesting. Students can
better concentrate on the topic
[PRS] makes it fun to learn..
I enjoyed the use of transmitters It was nice to get a
good idea of how well I was doing with respect to the
class
PRS transmitters were awesome.[I was] actually
thinking in class, not copying text
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..encourages class participation especially through
the PRS system.
PRS transmitters are great questionshelp
understanding and give emphasis to concepts rather than
derivationsI learned more in this class than any other in
first year
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Does it Work?
There is an extensive amount of data
showing that active engagement improves
both the complex reasoning and theproblem solving skills.
G =pre
prepost
S
SS
100
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Force Concept Inventory Results
Year Method Pre Post G
1990 Lecture 70% 78% 0.25
1991 PI 71% 85% 0.49
1993 PI 70% 86% 0.55
1995 PI 67% 88% 0.64
1997 PI 67% 92% 0.74
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Interactive Teaching
Best Practices The main focus of the technology must be
to enhance interactive teaching and critical
thinking and not to be used just to keepattendance or for on-the-spot quizzes.
Make sure that peer-discussion and
cooperative learning is an importantcomponent of your interactive teaching. So
simply voting on a problem is ineffective.
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Keep the mark content of the in-class
discussion small. A suggested number is5%. A higher percentage leads to anxiety
among students and they become more
focused on getting the answer right. Keep an intermediate level of difficulty.
Trivial or too complicated questions are not
useful. Use the system on a regular basis.
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The written part of the examination should
test understanding of conceptual concepts.