SUMMARY Approaches and Method in TESOL Lecture : Aprilia Riyana Putri,. M.Pd. FROM FOURTH GROUPS : 1. JAUHAROTIN NAFISAH 2. EVA YUNITA INDRASWARI 3. ISTIQOMAH NUR 4. WAHYUNI 5. FADLILATUR ROHMANIA 6. ACHMAD ULUWIYAH AZIZ UNISNU JEPARA TAHUN PELAJARAN 2016
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SUMMARY
Approaches and Method in TESOL
Lecture : Aprilia Riyana Putri,. M.Pd.
FROM FOURTH GROUPS :
1. JAUHAROTIN NAFISAH
2. EVA YUNITA INDRASWARI
3. ISTIQOMAH NUR
4. WAHYUNI
5. FADLILATUR ROHMANIA
6. ACHMAD ULUWIYAH AZIZ
UNISNU JEPARA
TAHUN PELAJARAN 2016
WE ARE FROM FOURTH GROUPS
INNOVATIF TEACHING
1. JAUHAROTIN NAFISAH
(141320000076)
2. EVA YUNITA INDRASWARI
(141320000079)
3. ISTIQOMAH NUR
(141320000088)
4. WAHYUNI
(141320000089)
5. FADLILATURROHMANIA
(141320000091)
6. ACHMAD ULUWIYAH AZIZ
(141320000098)
Innovative Learning
Innovative Learning is collaborative learning in work organizations that
produces new solutions, or systemic transformation in organizational
learning have thus far produced relatively general contectul tools (e.g.
Argyris and Schonn, 1978 :Senge 1990). Produce solutions to the
education and human services sector developed to improve outcomes for
the provider, purchasers, families and consumers of behavior healthcare
servies.
A specific, research based, model has become the cutting edge point of
difference.
COLLABORATIVE LEARNING
NAME : JAUHAROTIN NAFISAH
NIM : 141320000076
CLASS : 5 PBI A1
UNISNU JEPARA
TAHUN PELAJARAN 2016
Summary of Collaborative Learning
A. History of Collaborative Learning
Collaborative learning can provide opportunities to lead to successful learning
practices. As the technology for learning, collaborative learning involves the active
participation of students and minimize the differences between individuals.
The idea of collaborative learning stems from a philosophical perspective the
concepts learned. In 1916, John Dewey wrote a book "Democracy and Education"
whose contents that class is a mirror of society and serves as a laboratory for learning
about real life. Dewey thought that primary education (Jacob :1996) are:
1. Students should be active, learning by doing
2. Learning should be based on intrinsic motivation
3. Knowledge is growing, not permanent.
4. Learning activities should be appropriate to the needs and interests of students
5. Education should include learning activities with the principle of mutual
understanding and mutual respect for one another, meaning that democratic
procedures are very important.
6. The learning activities should relate to the real world and aims to develop the
world.
B. Purpose Of Collaborative Learning
Collaborative learning requires a modification of the original learning objectives
than the delivery of information into knowledge construction by individuals through
group learning.
In a collaborative study, there was no difference in the task for each individual,
but the task was jointly owned and jointly diselesikan regardless of student learning
conversation, from the description above, we can know the things that are emphasized
in collaborative learning is how to make students in group learning activities going on
their cooperation, interaction and information exchange.
In addition, it can be concluded that the purpose of collaborative learning are as
follows:
1. Maximizing the cooperation process that takes place naturally among the
students.
2. Creating an environment of student-centered learning, contextual,
integrated, and the atmosphere of cooperation.
3. Appreciate the importance of authenticity, contributions, and experiences
of students in relation to learning materials and learning processes.
4. Provide opportunities for students to become active participants in the
learning process.
5. Develop critical thinking and problem solving skills.
6. Encouraging exploration of subjects that involve a variety of viewpoints.
7. Appreciate the importance of social context for learning.
8. Cultivate a relationship of mutual support and mutual respect among
students, and between students and teachers.
9. Develop a spirit of lifelong learning.
C. Steps of Learning Collaborative
Steps of collaborative learning are :
1. The students make a group to discuss some materials.
2. All students in the group to do some activity such as : read, discuss, and
write.
3. Collaborative Learning the students in one group study together to identify,
understanding, sharing, analyzing and looking for answers on task or
problem in learning.
4. Another group give some comments, sugestion or critic based on their opinion
about the materials.
5. Teacher give a point to the students based on their participation.
6. Each student in the group of collaborative learning have to collect the result of
discussion in a Report.
D. Types of Collaborative Learning
1. Learning Together (LT)
In this method a class consist of groups of students of diverse abilities. Each
group worked together to complete the task by the teacher. One group
received only one set of sheets and work assignments. Assessment is based on
the group's work.
2. Teams-Games-Tournament (TGT)
After studying with his own group, the members of a group will compete with
the other group members in accordance with the ability level of each. The
assessment is based on the amount of earned value group.
3. Group Investigation (GI)
All members of the group are required to plan an investigation along with the
planning of solving the problems encountered. The group determines what
will be done and who will carry it out below how planning presentation in
front of the class forum. Assessment is based on the process and results of
group work.
4. Academic-Constructive Controversy (AC)
Each member of the group demanded the ability to be in a conflict situation
intellectually developed based on the results of each study, either with
members of a group or with other group members. These learning activities
and prioritize the achievement of quality development problem solving,
critical thinking, reasoning, interpersonal relationships, psychological health
and harmony. The assessment is based on the ability of each member or group
maintaining his chosen position.
5. Jigsaw Proscedure (JP)
In this form of learning, a member of a group given a different assignment on
a subject. So that each member can understand the whole subject, the test is
given to the material thoroughly. Ratings are based on the average score of the
test group.
6. Student Team Achievement Divisions (STAD)
The students in a class is divided into small groups. The members in each
group learn from each other and each other membelajarkan. The focus is a
success it will affect the success of the group and so did the group's success
will affect the success of individual students. Assessment is based on the
achievement of learning outcomes of individual and group.
7. Complex Instruction (CI)
This learning method emphasizes the implementation of a project oriented to
the invention, in particular in the fields of science, mathematics and social
sciences. The focus is to develop the interest of all members of the group on
the subject. This method is generally used in learning bersifatbilingual
(bilingual) and among students are very heterogeneous. Assessment is based
on the process and results of group work
8. Cooperative Learning stuctures (CLS)
In this study each group formed by members of two students (in pairs). A
student acting as tutor and the other being tutee. Tutor ask questions that must
be answered by the tutee. When jawabantutee right, he gained points or scores
that have been set in advance. In a time interval that is also predetermined,
both students paired it switch roles.
9. Cooperative Integrated Reading and Composition (CIRC)
As the name implies, this model emphasizes learning reading, writing and
grammar. In this lesson, students assess each reading, writing and grammar,
either in writing or orally in the group.
E. Characteristic of Collaborative Learning
In collaborative learning there are some characteristics, namely:
1. Students learn in a group and have a sense of dependency in the learning
process, completion of group assignments requiring all members to work
together.
2. intensive face- to-face interaction between group members.
3. Each student is responsible for the tasks that have been agreed upon.
4. Students must learn and have interpersonal communication skills.
5. The role of the teacher as a mediator.
6. There are sharing of knowledge and interaction between teachers and
students, or student and student to get conclusion
Learning Process Using Collaborative Method
QUANTUM LEARNING
NAME : EVA YUNITA INDRASWARI
NIM : 141320000079
CLASS : 5 PBI A1
UNISNU JEPARA
TAHUN PELAJARAN 2016
SUMMARY OF QUANTUM LEARNING
Quantum Learning Method
Definitions
Quantum Learning is an indication, the strategy and the whole process of learning that
can sharpen the understanding and memory, as well as making learning as a process
that is fun and rewarding. Quantum learning is rooted in the efforts Georgi Lozanov,
Bulgarian national educators. He conducted an experiment called suggestology. The
principle is that suggestions can and do influence the outcome of the learning
situation and every detail of any positive or negative suggestion.
The main figure behind the Quantum Learning is Bobbi DePorter. He was a pioneer,
originator and main developer of Quantum Learning. Since 1982 DePorter ripen and
develop the idea of Quantum Learning at SuperCamp. With the assistance of his
friends, especially Eric Jansen, Greg Simmons, Mike Hernacki, Mark Reardon and
Sarah Singer Nouric, DePorter be programmed and tested the ideas of planned
Quantum Learning to youth in SuperCamp in the early 1980‟s. DePorter explained
that this method is built based on experience and study of 2,500 students and
hundreds of teachers‟ opinion on the synergy SuperCamp. The principles and methods
of Quantum Learning were formed in SuperCamp.
In the early stages of development, Quantum Learning is intended to help improve the
life and career success of young people at home but over time people want to hold
DePorter Quantum Learning programs for parents. This suggests that the philosophy
and methodology of learning of a general nature, not specifically designed for
teaching in schools.
The purpose of quantum learning method:
To create an effective learning environment.
To create a fun learning process.
The brain‟s ability to adjust to what is needed by the brain.
To help improve the life and career success.
To help speed up the learning
The advantages:
a. Quantum learning stem from cognitive psychology, rather than quantum physics
and the term affliction, although the quantum concept is used.
b. Quantum learning focused on quality and meaningful interaction, not just the
meaning of the transaction.
c. Quantum Learning accelerated learning so much emphasis on a high level of
success.
d.Quantum Learning has a model that combines the learning context and content.
e.Quantum Learning focuses on the formation of academic skills, life skills, and
physical or material accomplishments.
f. Quantum learning place values and beliefs as an important part of the learning
process.
g. Quantum Learning prioritizes diversity and freedom, not uniformity and order.
h. Integrate the totality of quantum learning body and mind in the learning process.
The disadvantages:
Requires real experience
Long enough to motivate the learning
Difficulty of identifying the skills students
Draft framework for learning:
a. Grow: Grow your interest, motivation, empathy, sympathy and self-esteem with
satisfactory “Is my saving grace,” and take advantage of student life.
b. Natural: Presents the general experience that can be understood and understood all
the students.
c. Named: Provide key words, concepts, models, formulas, and an entry strategy.
d. Demonstrate: Provide opportunities for students to demonstrate that they know and
remember each student has different ways of completing the work.
e. Repeat: Show students ways to repeat the material and insists “I know and did
know it”. As well as provide conclusions.
f. Celebrate: Recognition for completion, participation, and acquisition of skills and
knowledge.
Conclusion
In summary, Quantum Learning is an indication, the strategy and the whole process of
learning that can sharpen the understanding and memory, as well as making learning
as a process that is fun and rewarding. Where this method has five purpose as follows:
To create an effective learning environment, to create a fun learning process, the
brain‟s ability to adjust to what is needed by the brain, to help improve the life and
career success, and to help speed up the learning.
Quantum Learning History
The educational landscape is constantly shifting.
But in the face of evolving technology and new state standards, one thing is
certain—Quantum Learning is The Development That Matters.
Our professional and student development programs are driven by:
Our Passion for Learning
Our passion is contagious. We collaborate with you to accelerate your current
initiatives and create a high-performance culture of student success. When teachers
and students are engaged and excited to be in the classroom, higher-order thinking
and retention come naturally.
Neuroscience Research
The brain has an innate craving to learn. The role of educators is to remove the
obstacles that prevent the brain from learning and give it the support it needs to
perform its job. We help you apply neuroscience to the classroom to do exactly that.
30 Years of Experience
Since 1982, Quantum Learning has impacted more than 100,000 educators and
millions of students around the world. We bring years of experience—and years of
results—to every student and teacher program we lead.
1982
Bobbi DePorter founded SuperCamp in 1982 after studying accelerated learning with
Bulgarian researcher Dr. Georgi Lozanov. Today, more than 70,000 adolescents have
attended SuperCamp. The 7- to 10-day programs enhance academic, leadership,
communication, and relationships skills and inspire students to pursue their goals.
1989
Learning Forum International (LFI) is a 501(c)(3) is the non-profit arm of the
Quantum Learning Network. Founded in 1989, LFI secures funding from individuals,
foundations, and corporations to provide scholarships to SuperCamp and support
Quantum Learning Education‟s partnership with teachers, administrators, parents, and
students.
1992
As parents and teaches observed the changes in students who had completed
SuperCamp, they started to ask us if we could bring SuperCamp into schools. In 1992,
after translating our methodologies into relevant applications for classrooms, we held
the first school-wide program for 250 students and teachers. Our professional and
supplemental student development programs are now offered worldwide.
2006
In addition to serving as the headquarters of the Quantum Learning Network, the
QLN Conference in Oceanside, California, serves as a venue for special events,
wedding receptions, and meetings. The state-of-the-art, 42,000-square-foot facility
consists of seven separate meeting rooms and a 10,500 square foot exhibit hall.
http://www.quantumlearning.com/
I think Quatum Learning is quickly (cepat), short (singkat), pervasive (meresap).
So, learning that cant’t beat around (bertele-tele) the bush. But made students
quickly and responsed our learning in the class.
Quantum learning is a newly emerging interdisciplinary research area between
quantum physics and computer science that summarises efforts to combine quantum
mechanics with methods of machine learning.[1][2]
Quantum machine learning models
or algorithms intend to use the advantages of quantum information in order to improve
classical methods of machine learning, for example by developing efficient
implementations of expensive classical algorithms on a quantum computer.[3][4][5]
However, quantum machine learning also includes the vice versa approach, namely
applying classical methods of machine learning to quantum information theory.
Although yet in its infancy, quantum machine learning is met with high expectations of
providing a solution for big data analysis using the „parallel‟ power of quantum
computation.[6]
This trend is underlined by recent investments of companies such as
Google and Microsoft into quantum computing hardware and research. However,
quantum machine learning is still in its infancy and requires more theoretical
foundations as well as solid scientific results in order to mature to a full academic
discipline.
Contents
1 Quantum methods for Machine Learning
o 1.1 Quantum Support Vector Machines
o 1.2 Quantum Clustering and k-nearest neighbour methods
o 1.3 Quantum neural networks
2 Machine learning methods for quantum information
3 Corporate investments into quantum machine learning research