30 Strategi Mengajar Bahasa Inggris
1.
ACADEMIC
CONTROVERSY
(Bennett, B., Rolheiser, C., Stevahn, L. (1991) Co-operative Learning, Where Heart Meets
Mind, Educational Connections, Ontario)
For
Speaking and listening
a. What is it?
A co-operative learning form of debate in which students consider alternative sides of an issue before reaching consensus.
b. What is its purpose?
- To
involve all students in co-operatively speaking, listening and thinking
about an issue.
- To
focus on social skill development such as active listening, disagreeing
agreeably, turn taking.
- For
students to consider more than one perspective on an issue, before
adopting a position on that issue.
- As an excellent activity to prepare students for writing arguments.
c. How do I do it ?
- Form
class into groups of two pairs ( AA, BB)
- All groups are given the topic phrased as a statement such as 'No
advertising should be allowed on television', 'John Marsden's Tomorrow
series shows a world without hope', 'Jane Austen is a better writer than
Stephen King,'
- AA team takes the positive position,
BB takes the negative position.
- Each pair has a set time ( 5-10
minutes) to construct an argument for their position.
- AA presents their argument to BB who
listen but may not interrupt or question.
- BB presents their argument to AA who
listen but may not interrupt or question..
- Each pair adopts the opposing
position and has a set time to prepare new arguments for that position. (
they may not use arguments already contributed by the other pair.)
- AA
presents as before, followed by BB.
- Working together AA and BB review the arguments and achieve a consensus position in relation to the topic.
d. How can I adapt it?
- Where
the class does not divide evenly into multiples of four, some students
might take on roles such as timekeeper, encourager, peer assessor, etc.
- Students
could keep notes for a related written task.
- Useful
for exploring themes, aspects of character in literature texts.
- Students
reflect on the discussion and construct a text which puts their personal
point of view on the issue.
e. How can it be used to evaluate students'
language learning?
Using a checklist or reformat with a pre-organized set of criteria, students could conduct self and peer assessments in relation to cooperation, speaking and listening, social skills
2.
ASKING
QUESTIONS
(Wilson, J and Wing Jan, L (1993) Thinking for Themselves:
Developing Strategies for Reflective Learning, Eleanor Curtain Publishing,
Armadale. Asking Better Questions)