Metode Belajar Orang Dewasa Edit Tayang

01/29/2004 Sylvi Dewajani LOKAKARYA METODE PENGAJARAN UNSOED1

METODE BELAJAR ORANG DEWASA

STUDENT BASED LEARNIG APPROACH


GREATEST LOVE OF ALLWhitney Houston

I believe the children are our futureTeach them well and let them lead

the wayShow them all the beauty they

posses insideGive them a sense of pride to make it

easierLet the children laughter remind us

how we used to be…………………….


LEARNING PROCESS

CONTINUUM

Management of Experiences Expanded Experiences

Students Experiences Teacher/Others Experiences Experiential Didactics

Internal Group Develop ment

Structured Learning

Role playing

Case Study

Participa Tive Training

Discuss ion

Lectu rette

Reading


Two educational Two educational

environments (1)environments (1)

Focus on faculty teachingFocus on faculty teaching Focus on student learningFocus on student learning

Courses are, for the most Courses are, for the most part, the only means for part, the only means for faculty teaching and student faculty teaching and student learninglearning

Students are taught in Students are taught in sixteen week semesterssixteen week semesters

Assessment is by grades at Assessment is by grades at end of courseend of course

There are packages of where There are packages of where students can learn in many students can learn in many different ways and in many different ways and in many different arenas rather than different arenas rather than through courses onlythrough courses only

Students engage in Students engage in “mastery learning” taking “mastery learning” taking the time necessary to the time necessary to become proficient in an areabecome proficient in an area

Assessment is by proof of Assessment is by proof of competency, not limited on competency, not limited on course and teachercourse and teacher





Emphasis on lecture-Emphasis on lecture-discussion teaching method : discussion teaching method : very limited faculty-student very limited faculty-student out-of-class communicationout-of-class communication

Emphasis on faculty’s way Emphasis on faculty’s way of knowing; instruction is of knowing; instruction is focused on academic focused on academic disciplinesdisciplines

Emphasis on small intense Emphasis on small intense faculty-student discussion faculty-student discussion groups; one-on-one groups; one-on-one communication with faculty communication with faculty members; occasional members; occasional lectures; independent lectures; independent learninglearning

Emphasis on student’s ways Emphasis on student’s ways of knowing, multiple focus of knowing, multiple focus on learning academic on learning academic material, interdisciplinary material, interdisciplinary methods, problem-focused methods, problem-focused learning, skill competency, learning, skill competency, and so onand so on





Faculty member is primary Faculty member is primary agent responsible for agent responsible for student learningstudent learning

Graduation = accumulation Graduation = accumulation of course creditsof course credits

Student is the primary agent Student is the primary agent responsible for student responsible for student learning; student’s learning; student’s individual ability and individual ability and motivation affects time and motivation affects time and efforteffort

Graduation = demonstration Graduation = demonstration that required learning and that required learning and competency has occurredcompetency has occurred


Comparison of Paradigms

Teacher-Centered

Learner-Centered

Knowledge is transmitted from professor to student.

Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.


Teacher-Centered

Learner-Centered

Students passively receive information.

Students are actively involved.



Teacher-Centered

Learner-Centered

Emphasis is on acquisition of knowledge outside the context in which it will be used.

Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.



Teacher-Centered

Learner-Centered

Instructor’s role is to be primary information giver and primary evaluator.

Instructor’s role is to coach and facilitate. Instructor and students evaluate learning together.



Teacher-Centered

Learner-Centered

Teaching and assessing are separate.

Teaching and assessing are intertwined.



Teacher-Centered

Learner-Centered

Assessment is used to monitor learning.

Assessment is used to promote and diagnose learning.



Teacher-Centered

Learner-Centered

Emphasis is on right answers.

Emphasis is on generating better questions and learning from errors.



Teacher-Centered

Learner-Centered

Desired learning is assessed indirectly through the use of objectively scored tests.

Desired learning is assessed directly through papers, projects, performances, portfolios, and the like.



Teacher-Centered

Learner-Centered

Focus is on a single discipline.

Approach is compatible with interdisciplinary investigation.



Teacher-Centered

Learner-Centered

Culture is competitive and individualistic.

Culture is cooperative, collaborative, and supportive.



Teacher-Centered

Learner-Centered

Only students are viewed as learners.

Instructors and students learn together.



John Dewey…

“True learning is based on discovery guided by

mentoring rather than the transmission of

knowledge.”


RECENT CONDITION

INFORMATION

CONCEPT

MANAGEMENTOF

KNOWLEDGEComfortable zone


TEACHER’S ROLES


THE EXPERIENTIAL THE EXPERIENTIAL LEARNING CYCLELEARNING CYCLE

Experiencing

Processing

Generalizing

Applying Publishing

Johnson & Johnson, 1998


ADULT LEARNING Student based learning

• Problem based learning

• Project based learning

• Collaborative learning

• Cooperative learning

• Project based learning

• etc


Collaborative workspace

Flexible furniture in PBL classroom


Collaborative, reconfigurable workspace

Flexible furniture - Flexible equipment


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


Moving to:

Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

Outcomes?


Moving to:

Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

Outcomes?


Moving to:

Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?

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?

Outcomes?


Moving to:

Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?

Outcomes?


A New Lesson Plan Is Needed



Active Learning…



Mission Accomplished?



Lesson Learned!


Metode Belajar Orang Dewasa Edit Tayang

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