Presentasi Scientific Approach

8/17/2019 Presentasi Scientific Approach

1/14

SCIENTIFICAPPROACH TO

SUPERVISION

By:Eko Prayitno

Stefanus Damai

M. Kafrawi

Budi Hartono


2/14

Supervisors themselveswere to discover the est

procedures for performin!teachin! tasks and to helpteachers ac"uire these

methods in order to ensurema#imum pupil achievement


3/14

$eacher preparation and renewal were to eundertaken only after identifyin! theteacher%s weaknesses y measurin! theteacher%s knowled!e of su&ect matter'understandin! of methods and teachin!processes' aility to see teachin! inacademic and social perspectives'

endurance' and ener!y


4/14

Supervisors and teachers to!ether were toadopt an e#perimental attitude' tryin! outnew procedures and studyin! the e(ects ofeach newly introduced means ofimprovement until satisfactory results wereattained


5/14

Principles associated with democracy )widespread participation' respect forpersonality and the importance of elicitin!the contriutions of many in reachin! acommon !oal ) tempered the earlieradmonitions that teachers should act inaccordance with facts and principles thatwere reasonaly well estalished y theprocess of science


6/14

Measurin! teacher e(ectiveness' the !oal ofscienti*c supervision' is a complicated taskand has not yet een solved despite manye(orts y those en!a!e in scienti*cresearch.


7/14

Behavioral scientists thou!ht that theprolem of e(ective instruction could este met y applyin! psycholo!ical theoriesof learnin! and the results of e#perimentsinvolvin! controlled manipulation of speci*cfactors


8/14

+lthou!h it has een more popular to focuson teachers as they way to a(ectinstructional improvement' ehavioralscientists with a product developmentorientation assumed that y improvin!materials' they would improve educationalpractice


9/14

Ease of scienti*c mana!ement ) theapplication of principles and techni"ues aresimple' which makes it an appealin!approach.


10/14

$he rationale is that since the tests use lowlevel "uestions' there is no need to producehi!h level thinkin! students. Such skills onlyconfuse students on these tests.


11/14

,n the -/0s' supervisors stressed time)on)task and student attention from apreoccupation for e1ciency' e(ectiveness'and productivity. ,n the -20s' theydownplayed time)on)task as ein! toomechanistic and authoritarian fordemocratic classrooms


12/14

Mastery is usually measured y anachievement test measurin! low levels ofunderstandin!' such as recall andcomprehension' rather than application andevaluation


13/14

3rderly pupils may &ust as well produce ane(ective teacher as an e(ective teachercause an orderly class


14/14

,t is not surprisin! then that a scienti*capproach to supervision ) that we can *ndout why some people are more e(ectiveteachers than others and that we can suethis knowled!e to help teachers ecomee(ective ) is a central dimension in thesupervision *eld

The Future of Scientic Supervision

Documents

Presentasi Scientific Approach