Minggu, 08 April 2012

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)