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2nd Group1. Karimatul Aghna(1305085008)
2. Anggi Aisyadatina(1305085011)
3. Zella Lisa(1305085024)
4. Papassa Benne(1305085025)
5. Aim Matul Amaliah(1305085035)
6. Dzunie Masruroh(1305085036)
A Pagi
effective teaching and learning
The Components or Principles of Contextual Teaching & Learning
What ?
Why ?
1. Constructivism
2. Questioning
3. Inquiry
4. Learning Community
5. Modeling
6. Reflection
7. Authentic Assessment
Source : indolearn.blogspot.com
Source : indolearn.blogspot.com
1. Constructivism
What teacher given
What students got
Knowledge
Source : indolearn.blogspot.com
2. Questioning
Students TeacherINFORMATION
CRITICAL THINKING
Source : indolearn.blogspot.com
3. Inquiry
DISCOVERING SOMETHING BY STUDENTS THEMSELVES
DISCOVERING
QUESTIONING
HYPOTHESIS
DATA COLLECTING
CONCLUSION
Learning communityLearning can be done through study groups. Students are divided into group whose members are heterogeneous. The teachers might combine slow and fast learners. Let each other learning in their group, who quickly pushed to help the slow learners.
ModelingModeling is an example to demonstrate something that can be imitated by every student. For example, the teacher gives examples how to pronounce an English word.
ReflectionReflection is the process of straightening out the experience has been learned done by re-organizing events or events that have gone through the learning. Through reflection on learning experiences, that will be included in students’ cognitive structure that will eventually became part of the knowledge that has been formed
Authentic assessmentAuthentic assessment is the process where the teachers gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not.
REACT STRATEGY
R elating
E xperiencing
A pplying
C ooperating
T ransferring
R elating
• A process of connecting the material with learners’ experiences to their prior knowledge
• The curriculum must call the student’s attention to “relate” everyday situations
E xperiencing• It is learning by doing— through
exploration, discovery, and invention.
• The material is hands-on experiences.
A pplying• The stage that giving opportunity to students
to learn putting the concepts to use in a real activity
• A realistic and relevant exercise : text, video, labs, and activities, outings, and mentoring arrangements.
C ooperating
• This strategy encourage students to learn with cooperating through sharing, responding and communicating each other.
• This sharing is done through group work or team work.
T ransferring• it is learning by using knowledge in a new context
or situation—one that has not been covered in class.
• A teacher should be aware of what the students already know and then motivate them to build new knowledge that will be transferred to daily life.
The strengths and weaknesses of REACT strategies
• To deepen students' understanding• Develop self-esteem and respect for others• Develop an attitude of togetherness• Develop skills for the environment and the future
The strengths
The Weaknesses
• It takes a long time for students• It takes a long time for teachers• Require special abilities of teachers
Differences Contextual Teaching and Learning
and Grammatical Method
What students learnContextual teaching and
learning Grammar translation method
Simulating issues and meaningful problems of the real world
Life contents and prior experiences
Interpretation of words and phrases
grammatical rulesWriting, reading and
translating a foreign language
Learning processContextual teaching and learning Grammar translation method
Students are actively engagedCollaborativelyValuing and respecting
students’ opinionDynamic and exciting learning
environmentEncouraging higher order
thinking and problem solvingEncouraging the responsibility
for monitoring students’ development
Students are passively engaged
IndividuallyAssembling words into
appropriate sentencesBreaking up different
sentences and translating them
Practicing grammar and translations
Getting the translation correct
Teachers’ roles in CTL Students’ role in CTL
Teacher as the guide and facilitator in the classroom
Teacher as a creator of friendly classroom atmosphere
Teacher as the partner of the study
Teacher as the elector of the most material and classroom
activities
Students as the communicatorAnd a player in the classroom
Teachers’ roles in GTM Method
Students’ Role in GTM Method
They are who know.
Teacher becomes center.
They are discovers. They follow teacher
instruction. Students are very
passive.
source http://
eprints.ums.ac.id/21100/24/Publication_Article.pdf
www.freewebs.com http://
damri-01.blogspot.co.id/2012/05/contextual-teaching-and-learning-ctl-7.html
http://jwilson.coe.uga.edu/ctl/ctl/intro/stdCTLdefn.html
http://blog.innovativelanguage.com/tag/grammar-translation-method/
Thank You