To be able to carry out this kind of teaching and learning process, there are some suggested teaching strategies to be implemented by teachers in the learning process, namely:
(1). Using props.
The use of props are real tangible object, helping children to understand the concept. The use of props in various ways, observations of the props and see the reaction that occurs in props to train children to develop power fikir, reasoning as well as train their physical skills.
(2). Modifications props.
With props are provided, teachers can conduct activities with students of the props. There are four approaches that can be applied in the use props. Each approach can be selected according to the child's developmental level.
First approach was made by acting on an object and see how that object reacts. The second approach, do to an object to produce the desired effect. The third approach, to build awareness fantasize that one can produce the desired effect and the approach to the four perform a new explanation for the activities performed.
(3). Introducing a viable and interesting activities.
Do activities that attract students as you wish. Do not force an activity and give students the freedom to reject or accept the suggestions put forward. The learning process will work well when students are directly involved.
(4). Creating questions, problems and solutions.
Learning methods are now-beginning aimed at solving the problem. But rarely applied to the importance of problem formulation and the creation of problem questions. Creation of questions and formulation of the problem will train students to identify problems that arise around it and try to solve existing problems. Construction of questions and issues are most important and creative part that is ignored in science education.
(5). Invites students to interact with each other.
According to Piaget, the exchange of ideas can not be avoided for the development of reasoning. Although the reasoning can not be taught directly, per-kembangkannya can be stimulated through interaction with students at the same level. Students should be encouraged to form their own opinions, bring it, defend it and feel responsible for it. This ultimately foster equilibration, constructive and make students more intelligent and motivated to continue learning compared with learning to correctly answer only.
(6). Avoiding the term - the technical term, and stressed to think.
The results revealed that the language can clarify and enrich the notion / idea of the students at a high level of development. But the technical terms in the learning often hinder their fikir nature because they are fixated on a single term without understanding the basic concept of the term.
(7). Encourage students to think in their own way.
There are times when students are comparing the wrong things but they should still encouraged to think in their own way. Most of their intuition may be wrong and there is also correct. All you need do is trace the ideas they have and to coordinate so that the students are familiar with the thinking process itself.
(8). Repeated introductions (reintroduce).
Activities undertaken over the appeal is expected to stimulate students to a lesson. Thus the concepts being taught should be subject to material that can assist students in understanding their world.
Child's world is everything that is faced by children both at home, at school or on the playground. With regard to teaching in elementary school, child's world is everything that exists in society or social phenomena in the surrounding environment for her child is a question to be solved and will soon be answered with respect to teaching.
In this regard, the selection of teaching methods must also be in accordance with the materials to be delivered and make learning a fun atmosphere. Every time teaching, according to the constructivist approach, teachers should use appersepsi to reveal students' prior knowledge.
This will mampermudah learning process because teachers have first to know what is already known by the students so that teachers can easily deliver new material.
(1). Using props.
The use of props are real tangible object, helping children to understand the concept. The use of props in various ways, observations of the props and see the reaction that occurs in props to train children to develop power fikir, reasoning as well as train their physical skills.
(2). Modifications props.
With props are provided, teachers can conduct activities with students of the props. There are four approaches that can be applied in the use props. Each approach can be selected according to the child's developmental level.
First approach was made by acting on an object and see how that object reacts. The second approach, do to an object to produce the desired effect. The third approach, to build awareness fantasize that one can produce the desired effect and the approach to the four perform a new explanation for the activities performed.
(3). Introducing a viable and interesting activities.
Do activities that attract students as you wish. Do not force an activity and give students the freedom to reject or accept the suggestions put forward. The learning process will work well when students are directly involved.
(4). Creating questions, problems and solutions.
Learning methods are now-beginning aimed at solving the problem. But rarely applied to the importance of problem formulation and the creation of problem questions. Creation of questions and formulation of the problem will train students to identify problems that arise around it and try to solve existing problems. Construction of questions and issues are most important and creative part that is ignored in science education.
(5). Invites students to interact with each other.
According to Piaget, the exchange of ideas can not be avoided for the development of reasoning. Although the reasoning can not be taught directly, per-kembangkannya can be stimulated through interaction with students at the same level. Students should be encouraged to form their own opinions, bring it, defend it and feel responsible for it. This ultimately foster equilibration, constructive and make students more intelligent and motivated to continue learning compared with learning to correctly answer only.
(6). Avoiding the term - the technical term, and stressed to think.
The results revealed that the language can clarify and enrich the notion / idea of the students at a high level of development. But the technical terms in the learning often hinder their fikir nature because they are fixated on a single term without understanding the basic concept of the term.
(7). Encourage students to think in their own way.
There are times when students are comparing the wrong things but they should still encouraged to think in their own way. Most of their intuition may be wrong and there is also correct. All you need do is trace the ideas they have and to coordinate so that the students are familiar with the thinking process itself.
(8). Repeated introductions (reintroduce).
Activities undertaken over the appeal is expected to stimulate students to a lesson. Thus the concepts being taught should be subject to material that can assist students in understanding their world.
Child's world is everything that is faced by children both at home, at school or on the playground. With regard to teaching in elementary school, child's world is everything that exists in society or social phenomena in the surrounding environment for her child is a question to be solved and will soon be answered with respect to teaching.
In this regard, the selection of teaching methods must also be in accordance with the materials to be delivered and make learning a fun atmosphere. Every time teaching, according to the constructivist approach, teachers should use appersepsi to reveal students' prior knowledge.
This will mampermudah learning process because teachers have first to know what is already known by the students so that teachers can easily deliver new material.
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