Teori teori pembelajaran dan pengajaran
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Teori teori pembelajaran dan pengajaran

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  • Salam bro, Mohon maaf lama tak balas agak sibuk dgn phd aku...
    Macam 2 teori bro... Anyway tahniah good info...
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Teori teori pembelajaran dan pengajaran Teori teori pembelajaran dan pengajaran Presentation Transcript

  • TEORI PENGAJARAN GAGNE
  • KON PEMBELAJARAN EDGAR DALE
  • TEKSONOMI BLOOM
  • A taxonomy of Learning OutcomesRobert Gagné classified the types of learning outcomes. Toidentify the types of learning, Gagné asked how learning might bedemonstrated. These can be related to the domains oflearning, as follows:Cognitive DomainVerbal information - is statedIntellectual skills - label or classify the conceptsIntellectual skills - to apply the rules and principlesIntellectual skills - problem solving allows generating solutions orproceduresCognitive strategies - are used for learningAffective DomainAttitudes - are demonstrated by preferring optionsPsychomotor DomainMotor skills - enable physical performance
  • [The Nine Events of Instruction (as Conditions of Learning)According to Gagné, learning occurs in a series oflearning events. Each learning event must beaccomplished before the next in order for learning totake place. Similarly, instructional events should mirrorthe learning events:Gaining attention: To ensure reception of cominginstruction, the teacher gives the learners a stimulus.Before the learners can start to process any newinformation, the instructor must gain the attention ofthe learners. This might entail using abrupt changes inthe instruction.
  • [The Nine Events of Instruction (as Conditions of Learning)According to Gagné, learning occurs in a series oflearning events. Each learning event must beaccomplished before the next in order for learning totake place. Similarly, instructional events should mirrorthe learning events:Gaining attention: To ensure reception of cominginstruction, the teacher gives the learners a stimulus.Before the learners can start to process any newinformation, the instructor must gain the attention ofthe learners. This might entail using abrupt changes inthe instruction.
  • [The Nine Events of Instruction (as Conditions of Learning)According to Gagné, learning occurs in a series oflearning events. Each learning event must beaccomplished before the next in order for learning totake place. Similarly, instructional events should mirrorthe learning events:Gaining attention: To ensure reception of cominginstruction, the teacher gives the learners a stimulus.Before the learners can start to process any newinformation, the instructor must gain the attention ofthe learners. This might entail using abrupt changes inthe instruction.
  • Types of Learning OutcomesGagné, & Driscoll elaborated on the types of learning outcomeswith a set of corresponding standard verbs:Verbal Information: state, recite, tell, declareIntellectual SkillsDiscrimination: discriminate, distinguish, differentiateConcrete Concept: identify, name, specify, labelDefined Concept: classify, categorize, type, sort (by definition)Rule: demonstrate, show, solve (using one rule)Higher Order Rule: generate, develop, solve (using two or morerules)Cognitive Strategy: adopt, create, originateAttitude: choose, prefer, elect, favorMotor Skill: execute, perform, carry out
  • [The Nine Events of Instruction (as Conditions of Learning)According to Gagné, learning occurs in a series oflearning events. Each learning event must beaccomplished before the next in order for learning totake place. Similarly, instructional events should mirrorthe learning events:Gaining attention: To ensure reception of cominginstruction, the teacher gives the learners a stimulus.Before the learners can start to process any newinformation, the instructor must gain the attention ofthe learners. This might entail using abrupt changes inthe instruction.
  • [The Nine Events of Instruction (as Conditions of Learning)According to Gagné, learning occurs in a series oflearning events. Each learning event must beaccomplished before the next in order for learning totake place. Similarly, instructional events should mirrorthe learning events:Gaining attention: To ensure reception of cominginstruction, the teacher gives the learners a stimulus.Before the learners can start to process any newinformation, the instructor must gain the attention ofthe learners. This might entail using abrupt changes inthe instruction.
  • • Informing learners of objectives: The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group.• Stimulating recall of prior learning: The teacher asks for recall of existing relevant knowledge.• Presenting the stimulus: The teacher gives emphasis to distinctive features.• Providing learning guidance: The teacher helps the students in understanding (semantic encoding) by providing organization and relevance.• Eliciting performance: The teacher asks the learners to respond, demonstrating learning.• Providing feedback: The teacher gives informative feedback on the learners performance.• Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning.• Enhancing retention and transfer: The teacher provides varied practice to generalize the capability.Some educators believe that Gagnés taxonomy of learning outcomes and eventsof instruction oversimplify the learning process by over-prescribing. However, using them as part of a complete instructional package canassist many educators in becoming more organized and staying focused on theinstructional goals