Discussion of Experimental Discussion of Experimental Results and Stimulus Results and Stimulus

VariationVariation

Prepared By : Siti Hazwani Nor bt ZakariaPrepared By : Siti Hazwani Nor bt Zakaria Azainora AhmadAzainora Ahmad

Nurfatihah IbrahimNurfatihah IbrahimNorliyana AliNorliyana AliKamaleswariKamaleswari

Discussion of Experimental Discussion of Experimental ResultsResults

After collects data and do some After collects data and do some observation from an experiment, observation from an experiment, students are ready to do a discussion.students are ready to do a discussion.

Do not delay any discussion to Do not delay any discussion to another time after experiment. another time after experiment. Discussion should be held during the Discussion should be held during the

observation because the data still in the observation because the data still in the students mind.students mind.

Discussion of Experimental Discussion of Experimental ResultsResults

Good discussion will try to analyse Good discussion will try to analyse the presented data/ observation.the presented data/ observation.

Data/ observation can be analyse Data/ observation can be analyse from various angle such as;from various angle such as;

1.1. Examine the differences between data/ Examine the differences between data/ observations in the same set. observations in the same set.

– Write the extreme differences and then Write the extreme differences and then discussed it with students. discussed it with students.

– If the difference between data is too big, If the difference between data is too big, then ask students about the benefits of the then ask students about the benefits of the data/ observations. Average the data. data/ observations. Average the data.

Discussion of Experimental Discussion of Experimental ResultsResults

2.2. You must show your ‘kritis’ attitude You must show your ‘kritis’ attitude towards the data presented to you. towards the data presented to you.

– Do not accept any data that contain Do not accept any data that contain numbers beyond the ability of the numbers beyond the ability of the measurement tools. measurement tools.

– Ask the students about the validity of their Ask the students about the validity of their data. data.

Discussion of Experimental Discussion of Experimental ResultsResults

3.3. Discuss the factors that might raise Discuss the factors that might raise errors in the reading/ observations. errors in the reading/ observations.

• The differences in reading/ observation may The differences in reading/ observation may be caused by the differences in the be caused by the differences in the individual, tools, apparatus or dirty test individual, tools, apparatus or dirty test specimen.specimen.

4.4. Make a generalisation from the data / Make a generalisation from the data / observation. This is the end result of the observation. This is the end result of the observation done and data collected.observation done and data collected.

• Do not extrapolate more than your data/ Do not extrapolate more than your data/ observation, nor create analogies that are not observation, nor create analogies that are not supported by the data/ observation.supported by the data/ observation.

Stimulus VariationStimulus VariationINTRODUCTIONINTRODUCTION

Stimulus variation is a various method and Stimulus variation is a various method and technique in order to attract student’s technique in order to attract student’s

attention and interest towards teaching and attention and interest towards teaching and learning process. Students usually get bored learning process. Students usually get bored

easily if the teacher always use the same easily if the teacher always use the same method.method.

Stimulus variations includes skills to change Stimulus variations includes skills to change teacher’s behaviour, varify activities that teacher’s behaviour, varify activities that

affects students’ sensory organ, change the affects students’ sensory organ, change the pattern of interaction between teacher and pattern of interaction between teacher and

student and varify the teaching and learning student and varify the teaching and learning techniques.techniques.

Objectives of Stimulus Objectives of Stimulus VariationVariation

Teacher can use various stimulation to Teacher can use various stimulation to enhance students’ interest towards enhance students’ interest towards teaching and learning activities.teaching and learning activities.

Give opportunity to the students to Give opportunity to the students to use their sense to follow and use their sense to follow and experience knowledge.experience knowledge.

Motivate the students to enhance Motivate the students to enhance their curiosity via various teaching their curiosity via various teaching and learning activities. and learning activities.

• Give opportunity to the students to experience various learning activities.

• Create a conducive, positive and fun learning condition.

The Principles of Stimulus The Principles of Stimulus VariationVariation

Teacher must understand clearly Teacher must understand clearly about the objective of making about the objective of making changes in learning activities.changes in learning activities.

Changes that made by teacher must Changes that made by teacher must have connection with basic aim and have connection with basic aim and content of lesson that is going to be content of lesson that is going to be teach.teach.

Stimulus variation that been Stimulus variation that been introduce by the teacher must be run introduce by the teacher must be run in proper way .in proper way .

Teaching and learning aid tools must Teaching and learning aid tools must be use in proper way.be use in proper way.

Stimulus can be changed according Stimulus can be changed according to students feedback.to students feedback.

The effect of stimulus The effect of stimulus variation to teaching and variation to teaching and

learning process.learning process.

If the stimulus variation is used If the stimulus variation is used correctly, thecorrectly, the positive effects that can positive effects that can be seen are:be seen are:

The teaching and learning process will The teaching and learning process will become fun and interesting.become fun and interesting.

Students will become enthusiastic and they Students will become enthusiastic and they will give their fully attention to the teacher.will give their fully attention to the teacher.

Students’ curiosity becomes aroused and Students’ curiosity becomes aroused and this will motivate them to take part this will motivate them to take part actively in the teaching and learning actively in the teaching and learning process.process.

Students will get opportunities to use Students will get opportunities to use variety of senses to learn something.variety of senses to learn something.

Positive learning environment can be Positive learning environment can be created by using stimulus variation.created by using stimulus variation.

When all students give their fully attention When all students give their fully attention to the teacher, discipline problem can be to the teacher, discipline problem can be controlled effectively. controlled effectively.

Components of Stimulus Components of Stimulus variation skills.variation skills.

1. Teacher’s movement.1. Teacher’s movement.

Teacher movement can attract students’ Teacher movement can attract students’ attention such as move several steps to attention such as move several steps to left or right and back or in front of the left or right and back or in front of the class.class.

2. Body part movement2. Body part movement

Hands, head, and body movements can Hands, head, and body movements can helps teacher communicates effectively.helps teacher communicates effectively.

3. Sense focus changes3. Sense focus changes

When teacher changes his teaching style When teacher changes his teaching style from talks to by using pictures and models; from talks to by using pictures and models; he is actually increase the efficiency of he is actually increase the efficiency of information transfers from teacher to information transfers from teacher to students.students.

4. 4. Speech intonation changes.Speech intonation changes.

Speech intonation changes Teacher must Speech intonation changes Teacher must know when to change his style of speech know when to change his style of speech while communicate with students in the while communicate with students in the class such as speaks with soft intonation class such as speaks with soft intonation and then increase his voice volume to stress and then increase his voice volume to stress out important thing. out important thing.

5. Students oral participation. 5. Students oral participation. Teacher can make students participate in Teacher can make students participate in oral activities by give several questions, oral activities by give several questions, discussion topics, etc. This activity gives the discussion topics, etc. This activity gives the opportunity to students to give their own opportunity to students to give their own ideas and opinion. Thus, teaching and ideas and opinion. Thus, teaching and learning process becomes more fun and learning process becomes more fun and interesting.interesting.

6. Students physical participation.6. Students physical participation.Students can be invited to go to in front of Students can be invited to go to in front of the class to do activities such as draw a the class to do activities such as draw a picture, pose as a model or acting. Students picture, pose as a model or acting. Students participation in physically can decrease participation in physically can decrease boredom and create more fun in the boredom and create more fun in the teaching and learning process.teaching and learning process.

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