Application of Active Learning

L. Dee Fink (1999) suggested a model active learning (active learning) as follows. Dialogue with oneself is a process where students begin to think reflectively about the topic being studied. They ask themselves about what they think or what they should think, what they feel about the topic being studied. At this stage the teacher can ask students to read a journal or text and asked them to write what they learned, how they learn, what effect these readings to themselves.

Dialogue with others is not intended as a partial dialog as is true for traditional teaching, but the dialogue is more active and dynamic when the teacher makes a small group discussion about the topic being studied.
Observation occurs when the students noticed or heard of someone who is doing something related to what they learned, whether it be teachers or friends of their own. Doing or do / did an activity where students learn to do something, like making an experiment, to criticize an argument or an essay, and others.

There are many methods that can be used in applying active learning (active learning) in school learning. Mel Silberman (2001) suggested a method 101 that can be used in active learning. All of which can be applied in classroom learning in accordance with the type of material and the desired objectives can be achieved by the children. Methods include Trading Place (trading places), Who is in the class? (Who in the class), Group Resume (resumes group), prediction (prediction), TV Commercial, the company you keep (keep your friends) , Have Student Question (Question Educate participants), reconnecting (linking back), and others.

On this occasion the authors try to present some models of active learning are presented Silberman.

a. Have Student Question (Question Educate Participants)
Student Question Have This method is used to learn about the desires and expectations of the students as a basis to maximize their potential. This method uses a technique to obtain the participation of students through writing. This is very well used on students who are less daring to express any questions, wishes and expectations through conversations.
1). Pass out blank cards to students
2). Ask each student to write some of the questions they have about the nature of the subjects or subjects being studied
3). Rotate the card in the same direction around the clock. When every card released in the next participant, the participant should read and give a check mark in there if the same questions they ask
4). When the card is returned to the authors, each participant had checked all the questions raised by the group. This phase will identify which questions many questionable. Answer each question by:
 direct answer or provide a bold answer
 Delay answers to these questions until the appropriate time
 straightening question does not indicate a question
5). When the card is returned to the authors, each participant had checked all Call some of the participants to share questions voluntarily, even if their questions are not getting the most votes.
6). Collect all the cards. The card may contain questions that may be answered at the next meeting.

Activity Variations:
 If the class is too big and it takes time to give the student card, make a class into sub-groups and do the same instruction. Or collect cards easily without spending time and answered one question
 While asking questions with index cards, ask participants to write their expectations and / or about the class, your topic will discuss the basic reasons for participation or they will observe the class.
 Variations can also be done by asking the participants to examine and answer all questions raised by these groups, so this phase will be able to identify which questions got the most answers, as an indication of mastery of the child to the object in question.

b. Reconnecting (Linking Back)
Reconnecting method (linking back) is used to return the attention of the students in the subject after a while not doing the activity.

1. Invite the students back to class. Explain to the students to spend a few minutes to link back to lessons with the knowledge the child will give meaning to meaning.
2. Specify one or more of the following questions to the learners:
 What do you still remember about our last lesson? anything that still survive in your self?
 Have you read / think / do something that is stimulated by the lessons we terakhi?
 An interesting experience what you have in between the lessons?
 What’s on your mind right now (its a concern for example) that might interfere with your ability to pay attention pebuh against today’s lesson?
 How you feeling today? (Can be done by providing a metaphor, like “I feel like a rotten banana

3. Get response using one format, such as sub-groups or speakers in the order the next call.
4. Connect with the topic now.

Activity Variations:
 Perform a review of past lessons
 Convey two questions, the concept or the amount of information covered in past lessons. Ask students to give voice to something that they liked the most that you review these lessons. Ulaslah questions, concepts, or information that win.
c. Teaching synergistic (synergetic Teaching)
This method is intended to provide opportunities for students to compare the experiences (which they have acquired by different techniques) that they have.
1). For the class into two groups
2). One group was separated into another room to read the lesson topic
3). The other group is given the same lesson with the method desired by the teacher.
4). Attach each reader group members and the group receiving educational materials from teachers with the task to conclude / summarize lesson material.



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