Metakognitif [is] knowledge [of] a child recognize and control the cognate function [of] themselves. One of type metakognisi [is] metamemori, that is the understanding of child will the way of its memory job. At the (time) of child grow, they gradually obtain;get the understanding recognize the type of appropriate cognate process and interest and how to monitor the activity bounce the them.
Some Process of Executive or Function Metakognitif
a. Formulasi of Problem and its resolving possibility
b. Process awareness will be cognate [is] which [is] [is] needed to solve the problem
c. Activity of cognate strategy and Method
d. Flesibilitas mounting
e. Control for distraksi and ansietas
f. Pemonitoran process the trouble-shooting
g. Faithfulness in opinion
h. Desire for the resolving of good.
Ability Metakognisi [of] [among/between] one child with the other child experience of the difference, that is [among/between] older child with the more young child, [among/between] child which live in the town with the child which live in the hinterland, and also a its child yag life less get the formal education will be more be tardy reach the performasi.
Child owning metakognitisi expanding goodness can enable the x'self exploit its interest [is] there [is] efficient with interest apablia compared to [by] a child which its executive function [do] not expand better.
Kamis, 26 Februari 2009
Kamis, 19 Februari 2009
Multiple Intelegence
Generally student cendrung have the strength in one or two kinds of intellegence. Even though later on their day will be skilled enough in a few kinds of intellegence, become our tujuab as teacher [is] mengenalkan/mempertunjukkan/menjelaskan to student as kinds of way of activity / activity learn the
Intellegence have Ianguage
[There] no secret in teaching student having this strength, they like the besekolah and school like with the them
Intellegence Matematis-Logis
Teach the matematik from konkret to abstraction, connecting matter which abstraction into all day long. Use the computer to assist to learn the, mnomonik, way of visual in the form of picture
Intellegence Spasial-Visual
Demonstrating video, film or presentation visually [is] other, for what you wish the student to learn something matter
Intellegence Kinestik-Tubuh
Use the drama, pantomime and pembacaa story, poem and others Make some place learn in class and perbolehkan student make a move among other things, unite the Iesson with the music or student earn the menyanyikan in the form of rap or lilting
Intellegence Interpersonal
Use the way of learning with the cooperation and give the opportunity he to lead, to giving some variation [of] in their and perbolehkan duties for the resolving of unique
Intellegence Intrapersonal
Give he opportunity to write the journal [of] about this topic of its favorite, that is their/his self. Let he work [by] xself. they cendrung refuse the cooperation
Naturalist Intellegence
They take a fancy to the crop live and animal. Their Perbolehkan learn the botany by planting crop in pot [in] class or dihalaman school.
Intellegence have Ianguage
[There] no secret in teaching student having this strength, they like the besekolah and school like with the them
Intellegence Matematis-Logis
Teach the matematik from konkret to abstraction, connecting matter which abstraction into all day long. Use the computer to assist to learn the, mnomonik, way of visual in the form of picture
Intellegence Spasial-Visual
Demonstrating video, film or presentation visually [is] other, for what you wish the student to learn something matter
Intellegence Kinestik-Tubuh
Use the drama, pantomime and pembacaa story, poem and others Make some place learn in class and perbolehkan student make a move among other things, unite the Iesson with the music or student earn the menyanyikan in the form of rap or lilting
Intellegence Interpersonal
Use the way of learning with the cooperation and give the opportunity he to lead, to giving some variation [of] in their and perbolehkan duties for the resolving of unique
Intellegence Intrapersonal
Give he opportunity to write the journal [of] about this topic of its favorite, that is their/his self. Let he work [by] xself. they cendrung refuse the cooperation
Naturalist Intellegence
They take a fancy to the crop live and animal. Their Perbolehkan learn the botany by planting crop in pot [in] class or dihalaman school.
Rabu, 18 Februari 2009
Quantum Teaching
Quantum Teaching [is] science and methodologies used in device, presentation, and facility Supercamp. Created [by] pursuant to education theory [of] like Accelerated Learning ( Lozanov), Multiple Intelligences ( Gardner), Neuro-Linguistic Programming ( Grinder And Bandler), Experiental Learning ( Hahn), Socratic Inquiry, Cooperative Learning ( Johnson And Johnson), and Elements of Effective Instruction ( Hunter), Quantum Teaching relate best from best become a packet multisensorik, multikecerdasan, and compatible with brain, what in the end of melejitkan ability learn to inspire and pupil ability for the achievement of.
Quantum Teaching rely on the concept " bring their world to our world, and squire our world to their world".
Principles of Quantum Teaching :
1. Anything converse the
Anything from class environment till your body language, from paper which you allot till your Iesson device; altogether send the message [of] about learning.
2. Anything aim to …..
All that [is] happened in your composition have a purpose ..... all
3. Experience [of] before name gift
Our brain rapidly grow with the existence of complex excitement, movement to feel to like to know. Therefore, process to learn best happened [by] when student have experienced of the information [of] before they obtain;get the name to what end which they learn
4. Confess each;every effort
Learn the megandung risk. Learn to mean the step go out from freshment. At the (time) of student take action this, they make a merit of the confession for efficiency and their x'self belief
5. If learned competent, competent hence [is] also celebrated!
Celebration [is] breakfast of champion student. Celebration give the feed back [of] concerning progress and improve the positive emotion association learntly.
Quantum Teaching rely on the concept " bring their world to our world, and squire our world to their world".
Principles of Quantum Teaching :
1. Anything converse the
Anything from class environment till your body language, from paper which you allot till your Iesson device; altogether send the message [of] about learning.
2. Anything aim to …..
All that [is] happened in your composition have a purpose ..... all
3. Experience [of] before name gift
Our brain rapidly grow with the existence of complex excitement, movement to feel to like to know. Therefore, process to learn best happened [by] when student have experienced of the information [of] before they obtain;get the name to what end which they learn
4. Confess each;every effort
Learn the megandung risk. Learn to mean the step go out from freshment. At the (time) of student take action this, they make a merit of the confession for efficiency and their x'self belief
5. If learned competent, competent hence [is] also celebrated!
Celebration [is] breakfast of champion student. Celebration give the feed back [of] concerning progress and improve the positive emotion association learntly.
Sabtu, 14 Februari 2009
Accelerated Learning
Accelerated Learning is way of learning natural, its root have planted since ancient time. As a(n) modern movement pushing in the way of learning in education and structure training in West culture.
Fundamental Principal Accelerated Learning :
1. Learn to entangle entire/all mind and body;
2. Learning [is] creativity, non consuming;
3. Cooperation assist the process learn;
4. Study take place [at] a lot of level by simultan;
5. Learn to come from doing itself work ( feed back);
6. Positive emotion very assistive study;
7. Brain - Image permeate the information directly and automatically.
Difference [of] some characteristic learn traditional [of] accelerated Learning vs :
Learn traditional :
Stiff, serious and dismal, one track, making account of medium, competing, behavioristis, verbal, controlling, making account of items, bouncing ( cognate), pursuant to time.
Learn modern :
Happy, a lot of road;street, making account of target, cooperate the, manusiawi, multi-indriawi, mothering, making account of activity, mental/emosional/fisik, pursuant to result
Fundamental Principal Accelerated Learning :
1. Learn to entangle entire/all mind and body;
2. Learning [is] creativity, non consuming;
3. Cooperation assist the process learn;
4. Study take place [at] a lot of level by simultan;
5. Learn to come from doing itself work ( feed back);
6. Positive emotion very assistive study;
7. Brain - Image permeate the information directly and automatically.
Difference [of] some characteristic learn traditional [of] accelerated Learning vs :
Learn traditional :
Stiff, serious and dismal, one track, making account of medium, competing, behavioristis, verbal, controlling, making account of items, bouncing ( cognate), pursuant to time.
Learn modern :
Happy, a lot of road;street, making account of target, cooperate the, manusiawi, multi-indriawi, mothering, making account of activity, mental/emosional/fisik, pursuant to result
Selasa, 03 Februari 2009
Essay
An essay is usually a short piece of writing. It is often written from an author’s personal point of view. Essays can be literary criticism, political manifestos, learned arguments, observations of daily life recollections, and reflections of the author.
The word essay drives from the French infinitive essayer, “to try” or “to attempt”. In English essay frist meant “ a trial “ or “an attempt”, and this still an alternative meaning. The first author to describle his works as essays was the Frenchman Michel de Montaigne (1533-1592); he used the term to characterize these as “attemps” to put his thoughts adequately into writing. Inspired in particular by the work of Plutarch, a translations of whose Oeuvres morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essay in 1572; the first editions, entitled Essais, was published in two volume in 1580. For the rest of his life he continued revising previously published essays and composing new ones.
In recen time, essay have become a major part of a formal education. Secondary students are taught structured essay formats to improve their writing skills, and essays are often used by universities in selecting applicants (see adminssions essay). In both secondary and tertiary education, essay are used to judge the mastery and comprehension of material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay.
Academic essays are usually more formal than literary ones. They may still allow the presentation of the writer’s own views, but this is done in a logical and factual manner, whit the use of the first person often discouraged.
Some students first explosure to the genre is the five paragraph essay, a highly structured from requiring an introduction presenting the thesis statement; three body paragraphs, each of which presents an idea to support the thesis together with supporting evidence and quotations; and a conclusion, which restates the thesis and summarizes the supporting points. The use of this format is controversial. Proponents argue that it teaches students how to organize their thoughts clearly in writing; opponents characterize its structure as rigid and repetitive.
Longer academic assays (often with a word limit of between 2,000 to 5,000 word) are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on topic, whichis often called a literature review. Longer essays may also contaoin an introductory page in which word an phrases from the title are tightly defined. Most academic institutions will require that all substantial facts, quotations, and other supporting material used in an essay be referenced in bibliography or works cited page at the end of the text. This scholarly convention allows other (whether teachers or fellow scholars) to understand the basis of the fact and quotations used to support the essay’s argument, and thereby help to evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student’s ability to present their thoughts in an organized way and tests their intellectual capabilities. Some forms of essays are : descriptive, narrative, exemplification, comparison and contrast, cause and effect, classification and division, definition, dialectic, and other logical structures.
(http://en.wikipedia.org/wiki/Essay)
The word essay drives from the French infinitive essayer, “to try” or “to attempt”. In English essay frist meant “ a trial “ or “an attempt”, and this still an alternative meaning. The first author to describle his works as essays was the Frenchman Michel de Montaigne (1533-1592); he used the term to characterize these as “attemps” to put his thoughts adequately into writing. Inspired in particular by the work of Plutarch, a translations of whose Oeuvres morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essay in 1572; the first editions, entitled Essais, was published in two volume in 1580. For the rest of his life he continued revising previously published essays and composing new ones.
In recen time, essay have become a major part of a formal education. Secondary students are taught structured essay formats to improve their writing skills, and essays are often used by universities in selecting applicants (see adminssions essay). In both secondary and tertiary education, essay are used to judge the mastery and comprehension of material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay.
Academic essays are usually more formal than literary ones. They may still allow the presentation of the writer’s own views, but this is done in a logical and factual manner, whit the use of the first person often discouraged.
Some students first explosure to the genre is the five paragraph essay, a highly structured from requiring an introduction presenting the thesis statement; three body paragraphs, each of which presents an idea to support the thesis together with supporting evidence and quotations; and a conclusion, which restates the thesis and summarizes the supporting points. The use of this format is controversial. Proponents argue that it teaches students how to organize their thoughts clearly in writing; opponents characterize its structure as rigid and repetitive.
Longer academic assays (often with a word limit of between 2,000 to 5,000 word) are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on topic, whichis often called a literature review. Longer essays may also contaoin an introductory page in which word an phrases from the title are tightly defined. Most academic institutions will require that all substantial facts, quotations, and other supporting material used in an essay be referenced in bibliography or works cited page at the end of the text. This scholarly convention allows other (whether teachers or fellow scholars) to understand the basis of the fact and quotations used to support the essay’s argument, and thereby help to evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student’s ability to present their thoughts in an organized way and tests their intellectual capabilities. Some forms of essays are : descriptive, narrative, exemplification, comparison and contrast, cause and effect, classification and division, definition, dialectic, and other logical structures.
(http://en.wikipedia.org/wiki/Essay)
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