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Characteristics of Schools Implementing Active Learning

Active Learning is a concept of learning that is viewed in accordance with the demands of the latest learning. Therefore, each school should be able to implement and develop this active learning as well as possible. Referring to the idea of the Central Curriculum Balitbang Kemendiknas (2010), the following presented a number of indicators or characteristics of schools that have implemented an active learning process in terms of: (a) school expectations, creativity, and innovation; (B) human resources; (C) the environment, facilities, and learning resources; And (d) the teaching and assessment process.


A. EXPECTATION OF SCHOOL, CREATIVITY, AND INNOVATION

Students' learning achievement is more emphasized on "producing" than "understanding".
Schools organize an educational and healthy 'competition' arena.
Eco-friendly schools (eg, plants or trees, po flowers, trash cans)
Better yet, if there are products / work of learners who have artistic value and economical / capital to be sold.
Better if there is exhibition of work of learners in a certain time, for example once in one year.
The work of learners is more dominant than the installation of various school attributes.
School life is more crowded, cheerful and cheerful.
School is neat, clean, and orderly.
The school community is polite, disciplined, and friendly.
The interest to get into the school is increasing.
Schools apply special selection to receive new learners.
There is a forum for channeling complaints of learners.
School climate is more democratic.
Organized inter-class competitions regularly and at the secondary education level there is a scientific work competition of learners.
There are program visits to learning resources in the community.
Learning activities in the syllabus and RPP emphasize active involvement of learners.
Learners can know and can explain about the school environment (for example, teacher's name, principal's name, and general matters at the school).
There is an internal teacher training program (inhouse training) on a regular basis.
There is a discussion forum or deliberation between school principals and teachers as well as other education personnel on a regular basis.
There are exchange programs, discussions or deliberations with partners from various stakeholders.

B. HUMAN RESOURCES

The principal cares and provides time to receive complaints and suggestions from learners and teachers.
The principal is open to management, especially financial management to teachers and parents / school committees.
The teacher acts as a facilitator in the learning process.
The teacher is familiar with the names of the learners.
Teachers are open to learners in terms of assessment.
The attitude of the teacher friendly and cheap smile to the students, and no physical and verbal abuse to learners.
Teachers are always trying to find new ideas in managing the class and developing learning activities.
Teacher shows attitudes of love to learners.
Learners do a lot of observation in the environment and sometimes study outside the classroom.
Learners brave to ask the teacher.
Learners brave in expressing opinions.
Learners are not afraid to communicate with teachers.
Students work together regardless of differences in race, race, class and religion.
Learners are not afraid of the principal.
Learners enjoy reading in the library and there is a tendency to scramble to read books when it comes mobile library car.
Potential learners more explored and interest and talent learners more easily detected.
The expression of the learner looks happy in the learning process.
Learners often put forward ideas in the learning process.
The attention of learners is not easily transferred to people / guests who come to school.

C. ENVIRONMENT, FACILITIES, AND LEARNING RESOURCES

Learning resources in school environments are used for learners.
There are wall magazines managed by learners who are regularly replaced with new learners' work.
In the principal and teachers 'room there is a display of students' work.
No practice props are stacked in the principal's room or any other room until it is dusty.
The books are not stacked in the principal's room or in the other room.
Frequency of student visit to school library room to read / borrow book high enough.
In each class there is a display of the work of new learners.
There are various learning tools.
Used a variety of learning resources.

D. LEARNING PROCESSES-TEACHING AND ASSESSMENT

To some extent, an integration approach is applied in the relevant learning-learning activities.
There appears to be cooperation between teachers for the learning process.
In assessing the progress of teacher learning outcomes using a variety of ways in accordance with the indicators of competence. When the demands of the indicator perform a performance, which is assessed is the performance. If the demands of the indicator are related to conceptual understanding, the used is a written assessment tool. If the demands of the indicator contain the element of inquiry, the task (project) is assessed. When the demands of the indicator produce a 3-dimensional product, both the manufacturing process and the quality, which is assessed is the process of making or any product produced.

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There is no general joint examination, either at the school or district level, mid semester and / or the end of the semester, since the teacher has recognized the condition of the learners through the diagnosis and has performed improvements or enrichment based on the diagnosis of the condition of the learners.
The report card model provides a space to express descriptively the competencies that have been mastered by students and who have not, so it can be known what is needed learners.
Teachers make an assessment when the teaching-learning process takes place. This is done to find learning difficulties and possible achievements that learners can develop as well as a diagnostic tool to determine whether learners need to make improvements or enrichment.
Using the criterion reference assessment, in which the achievement of the learner's abilities is not compared with the ability of other learners, but compared with the achievement of their own competence, before and after learning.
Determination of learning completeness criteria submitted to the teacher concerned to control the achievement of certain competencies of learners. Thus, as early as possible the teacher can know the weakness and success of participants in certain competencies.

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