Concept maps are an efficient strategy for meaningful learning. The findings prove that the concept map approach really helps students in learning. Implementation of concept maps in order to be implemented effectively and efficiently, the lecturer should assign the students in concept map before the subject or sub-topic is presented, so that the students can read the material before it is taught, so the student will become active in the lecture when the lecturer teaches the material or when other students are presenting the concept map material. In addition, the implementation of concept maps can inspire the spirit of student learning, as well as demands in meaningful learning. This statement is similar to what is found in the results of research conducted by Zubaidah et al.
By engaging students’ we can show them how much fun learning and particularly science can be. Students in active learning classroom are free to move around, share and seek help from their peers, therefore learning is considered fun where students can have greater level of enjoyment in the class. Therefore, teachers must create a joy, an excitement, and a love for learning by inspiring and engaging students by showing them how we learn rather than telling them
Students are expecting an attractive and fun learning to motivate and to help them understand the lesson. Teachers, as the ones who manage a learning activity, have been designed group sharing model that can promote an interesting and engaging learning. This paper explores the issue regarding the role of group sharing learning model in promoting a fun and effective learning. The purpose of the current study is to describe the role of the learning model in achieving its targets. It can be inferred that the group sharing learning model is able to have the students engaged in the activity because the model allows them to be creative in developing their competence.
Multidimensional area of investigation that allows the students to explore, discover and make their own choices. The aim is stimulate, nurture growth and create meaning for the students. The learning happens when it takes meaning out of interaction with the social and physical world and is based on a constructivist perspective to learning. The evaluation is constant for all parties, students, teachers and developers. Teacher’s assessment of students as well as student’s assessing their own interactions with the world and finally the continual assessment and revision of the curricula by the
Also, by working in a team and having a chance to observe classmates from the side, with the teacher guiding them from time to time, every student has a chance for the better understanding of himself, namely – his strengths and weaknesses. And even if it happens that the pupils in a particular time are assigned an individual work, they should not give up in front of obstacles. ! !“It can increase the individual practice and develop students’ autonomy” (Davies & Pearse,
Because they are interested in the classes, they feel more comfortable and happier when they are doing the assignment, they will finish it more efficient. Also, students will like the teachers who are using this kind of method to teach knowledge and they want the teacher to keep teaching them, so they will take the classes more seriously. Besides, teachers and students are both need time to adjust the teaching mode and study mode, furthermore, teachers can increase student’s autonomy gradually, and not try too
A cooperative learning approach, whereby “students work together in groups to master material, initially presented by the tutor” (Joyce 1999, p. 271). Students are given the freedom to interact, engage in dialogue and participate in group activities, not only achieving higher academic results, but also experiencing an increase in personal values such as self-confidence, flexibility, and social skills (Hwang et al. 2008). A growing literature in contemporary education highlights that cooperative learning improves generic skills, including critical thinking, solving problems, and analytical skills. Teaching styles that impart generic skills use techniques that urge students to analyze, synthesize, and appraise information to solve problems and make decisions rather than simply regurgitating
Group learning is a social activity that helps students interact with others, communicate more, and accomplish more than they do individually. Through collaboration students have opportunities to discuss, elaborate, and defend their own opinions or solutions. Cooperative learning is a modern teaching method where students are arranged into small groups, and use various learning activities. Groups divide their task and roles equally, and each member of the group has specific work to do individually. Diversity in groups encourages learning and promotes friendship and respect among students.
Teachers can aid students by presenting material in a logical sequence and by showing students how to organize information on their own. • Meaningful learning occurs when the learner relates new information to prior ideas and experiences. Teachers should mediate learning by relating new information to students’ current knowledge and by helping students to learn techniques of self- mediation. • Visual imagery is easier to recall than abstractions. Teachers should help students develop learning skills that incorporate visual imagery and other memory-aiding
Materials provide models of correct models of language use. The learning materials could be a good motivating factor. Besides using the teacher-generated materials or already existing in textbooks, students working in groups can produce those for the whole class to use fostering group cohesion and a spirit of group solidarity. The tasks that reflect the student's’ specialist world should be meaningful, relevant. Materials: provide a stimulus to learning they need to contain challenging and interesting texts, enjoyable activities that stimulate the learners’ thinking capacities, offering opportunities for learners to use their previous knowledge and skills.