#CLS (Semester 5)
By:
Dian Sulistiani / 2010110027
Based on my
experience of School Experience Program in this semester, I think that
explanation and exemplifying are important for teaching and learning process.
Last SEP, I got XI-A2 class and XI-S2 class that I taught.
First meeting in
XI-A2 class, I applied the group work to my students. In this problem, we have
topic about half-angles of trigonometric. I just reviewed student’s homework. I
asked some students to write their answer on whiteboard. Then, I discussed them
together. I think that they are more understood than me. I have to read them
slowly. I was nervous because I do not have enough for material preparation.
Finally, I just stand in front of the class. I was confused. My students began
uncomfortable. Some minutes wasted.
Then, I
continued my lesson. We had next topic. I divided students into several groups.
I gave worksheet in each group. Before this activity, I did not give explanation
about material. I just asked the students to solve the worksheet. Actually,
they were confused. I think that my worksheet was so many, so they were lazy to
do this. Some students asked me to explain the problem in their group, but I
had difficulties to explain it.
In this meeting,
I did not manage time, so the class finished but students did not have finished
their group discussion yet. Finally, I asked the worksheet that should be
gathered to me, but I asked students to do worksheet in their house. It was so
bad.
The reasoning
why I used group work in this class, it is because I expected that students
found the formula of half angles of trigonometric by their self. It is one of
characteristic of problem based learning. Based on argument of Barrows &
Kelson (2003, on Permana &
Sumarmo, 2007) that problem based learning is approach method that give
problems of relevant materials to push students to find knowledge and
understand concept, critical thinking, independent study, and have ability in
their group work to solve the problem. Then, problem based learning used
constructivism theorem; students build their knowledge through assimilation and
accommodation process (Piaget, on Permana & Sumarmo 2007) and environment
interaction (Vygotsky, on Permana & Sumarmo 2007). Vigotsky also added the
argument that teacher can do “scaffolding” to help students’ discussion, is
helping of teacher that some questions to direct students toward goal of
answer.
I think that students
can share and discuss with their friends to do the problems, but in fact, it
can not be done well. I reflect on my self, I was as teacher that can not be
the good facilitator. I have difficulties to explain the material. So, in first
meeting, I failed to deliver the material well.
Then, in second
meeting of XI-A2 class, my preparation was better than last meeting. I entered
class and did opening. I did something different. I gave “jargon: I am smart,
you are smart, and we are smart”. I think it can make the students keep spirit.
It also gives stimulant to students for the lesson. My planning was success in
opening. All of students have high spirit, it can be seen from their screaming
of jargon. I was more adventurous to say anything in front of class than last
lesson.
Then, I reviewed
last material. I said, “Students, do you understand about last materials?”
All of students
answered, “No, I do not understand, Miss. Can you explain it?”
Actually, I was
confused. My students did not understand about materials. In my question, “In
last meeting, what is they learn?” “Nothing? And worksheet? It did not give
effect well. Oh no! My first meeting influences my next meeting.”
So, I have to
repeat my last material. I explained about half-angles of trigonometric
concept.
In main activity,
I gave explanation clearly so my students can understand. I wrote the question
in the white board, “cos 2α = …” Then, I asked the students to find the answer.
Some students gave suggestion and I wrote the students’ answer in the board. After
that, I guided the students to find the answer “sin α/2 = …” I think, the
students can understand about my steps. It can be seem by the students’
expression when I explained it. They done “menganggukkan kepala”. I asked
again, “Do you understand?” All of students answered, “Yes, Miss.”
Then, I gave
some questions again to students. The questions are more complex than last
question. I asked the students to solve the question. I think that my question
can make students to explore the material. Based on Mason, 2005,
“The
teacher’s aim is
always to embed
the overt task
in greater complexity
so that learners would be
exposed to a
variety of ideas
simultaneously. Often this
complexity is due to
choices being made by learners. Thus
mathematics as a way of making sense of complexity is being
exemplified, even if the learners
are not overtly
aware of it.
Mathematics as comprising interconnected ideas
is also being
exemplified by exposing
learners to extreme cases which emerge from the class”
It is like that
I did. It also helps the students to find the difficulties of the material. In
my experience, students who get the difficulties, they asked me to give
correction. In here, I can know about the students’ ability.
My class in
session 2 was ok, but has a mistake. My time management was bad, so we have not
finished all material yet. So, I asked the students to finish the questions in
their home. I have so many reflections about this lesson.
In next meeting,
I got the XI-S2 class. I entered class with full spirit. I prepared worksheet
well. I introduced my self and I asked the students to introduce their self
with anything that representative their self. For example, “I am Dian. French.”
I think it can guide the attention of students. Then, I gave the objective of
lesson, “Function”.
I divided the
students into several groups and gave them some worksheet. I asked students to
review and solve the problem by pair work. I was facilitator in here. The
students worked in their pair. They solved the problem based on their prior
knowledge. The students can work together with other people. I think it is same
with Mason, 2005, exemplified was acknowledging openly, and taking it as an
opportunity to learn from others and each task
was worked through,
learners could attend
to what others
has done and
what the teachers was ‘apparently
looking for or expecting’.
Then Zazkis
(2001, Liz dkk, ----) observes that starting with more complex problem
situations and more complex numbers not only provides an opportunity for
learners to simplify for themselves in order to see what is going on before
returning to the more complex, but also provides an opportunity for learners to
appreciate more fully the range and scope of generality implied by the particular
exemplars. Furthermore, learners are not deceived by the attraction of doing
simple computations with small numbers rather than attending to underlying
structure.
I can say that
my planning was good. The students found some material by own self and teamwork.
I walked around. Then we discussed it by class discussion. I gave some problem
again to know the understanding the student. Finally, all of students can solve
the problem. I gave reinforcement and I asked the student, “Do you solve the
problem clearly?” Then the students answered, “Yes.” So I gave post test to
them. They finished the problem well. I was happy because my students can
understand material well. I think that the group discussion is well because the
students can learn from the other and the students can discuss the problem
together. So, if there is the student did not solve and understand the problem,
their friend can help it. Like Kelly’s opinion that group discussion is not
only focus to teacher-students interaction but also students-students
interaction. The students can transfer their knowledge to other. Students will
also participate by answering questions
and providing examples.
In my conclusion, the teacher needs to give explanation about
material but we need consider when we should give the explanation. I think that
we also need ask the students to find their understanding of material by their
self but we as the teacher does not forget to give reinforcement.
References:
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