Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Flip your classroom: Reach every student in every class every day

Personality is defined as a combination of the overall disposition with environmental influences. According to some opinions, Personality is divided into two personalities they are extrovert and introvert. A person with an introverted personality tends to be shy, does not talk much and is busy with what is in himself, and tends to be ignorant of others. The tendency of attitudes possessed by an introverted person makes him a careless person in the face of his outside world. The actions carried out by a person with an introverted personality tend to benefit himself and do not attach importance to how others are. Introverted personalities are formed by several things that are done or happen, one of which is Internet Addiction. Seeing the number of things that can be used on the Internet makes use by some people in an excessive way. Individuals who are actually able to interact well in the real world tend to choose to interact through the virtual world because of the convenience offered. As a result, the individual's ability to interact and socialize becomes dulled. The method used is a literature study. As for the purpose of this discussion, in order to be able to anticipate something that has a bad effect on blackness. From the discussion and research results, it can be concluded that there is a relationship or influence between Internet Addiction on Introverted Personality.

The Impact of Internet Addiction on Introvert Personality

Students with mental retardation are seen as less likely to have independence, especially those who occupy the Extraordinary Elementary School (SDLB) and are most dominantly difficult to be independent. All of his activities and needs still depend on his parents. One way to increase the independence of mentally retarded students is through self-development programs. This research method is qualitative research by collecting observation data and interviews with three mentally retarded students. The results of this study are teachers train and teach self-development programs to students so that students are able to be independent. The conclusion is that the self-development program, which is activated by the teacher to students and aims to achieve independence, has been successfully realized.

The Effect of Self-Development Program for Improving Independence in Defective Students in SLB N 1 Lima Kaum Batusangkar

The development of Information and Communication Technology (ICT) in education has paved the way for the emergence of new teaching and learning methodologies. E-learning, which refers to the use of ICT for learning purposes, is an important area emphasized in education. The purpose of this study was to determine the effectiveness of the use of E-learning in multimedia classes to improve vocational students' learning achievement and motivation. The Quasi-experiment method was used in this study. The research subjects used were class X students at the Veteran Vocational School Sukoharjo, Central Java. This research was conducted in Multimedia classes on computer and basic network subject matter on the topic of sharing devices. Class samples are selected using the random sampling technique. The experiment class consists of 31 students, while the control class consists of 33 students. In this study two formulation of problems were used, namely: (1) How is the effectiveness of E-learning to improve student learning achievement?; (2) How is the effectiveness of E-learning to improve student motivation? The hypothesis test used is the Independent T Test. The results showed that the use of E-learning can significantly improve student achievement and motivation on computer and basic network subject matter on the topic of sharing devices. In addition, the use of E-learning can also increase student participation in learning. Abstrak Perkembangan Teknologi Informasi dan Komunikasi (TIK) dalam pendidikan telah membuka jalan bagi munculnya metodologi pengajaran dan pembelajaran baru. E-learning, yang mengacu pada penggunaan TIK untuk tujuan pembelajaran, menjadi area penting yang ditekankan dalam pendidikan. Tujuan dari penelitian ini adalah untuk mengetahui efektifitas penggunaan E-learning untuk meningkatkan prestasi dan motivasi belajar siswa di Sekolah kejuruan. Metode kuasi ekperimen digunakan pada penelitian ini. Subjek penelitian yang digunakan yaitu siswa kelas X di SMK Veteran Sukoharjo, Jawa Tengah. Penelitian ini dilakukan di kelas Multimedia pada pelajaran komputer dan jaringan dasar pada topik sharing devices. Sampel kelas dipilih menggunakan teknik sampling acak. Kelas eksperimen terdiri dari 31 siswa, sedangkan kelas kontrol terdiri dari 33 siswa. Dalam penelitian ini digunakan dua rumusan masalah, yaitu: (1) Bagaimana keefektifan media E-learning untuk meningkatkan prestasi belajar siswa?; (2) Bagaimana keefektifan media E-learning untuk meningkatkan motivasi belajar siswa?. Uji hipotesis yang digunakan adalah Uji Independent T Test. Hasil dari penelitian ini menunjukkan bahwa penggunaan media E-learning secara signifikan dapat meningkatkan prestasi dan motivasi belajar siswa pada mata pelajaran komputer dan jaringan dasar pada topik sharing devices. Selain itu, penggunaan E-learning juga dapat meningkatkan partisipasi siswa terhadap pembelajaran.

https://jurnalkwangsan.kemdikbud.go.id/index.php/jurnalkwangsan/article/download/140/pdf

The Effectiveness of the Use of E-learning in Multimedia Classes to Improve Vocational Students' Learning Achievement and Motivation

/pdf/effect-of-concept-attainment-models-and-self-directed-24d5csrm6m.pdf

Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes.

The present study determined the effects of instructional models and spatial intelligence on students’ mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.

/pdf/effects-of-instructional-models-and-spatial-intelligence-on-3wcmpmvwqg.pdf

Effects of Instructional Models and Spatial Intelligence on the Mathematics Learning Outcomes after Controlling for Students’ Initial Competency

In 2020, online learning rapidly grows due to the pandemic of COVID-19 that affected the changes in global conditions. All learners and educators have to be ready for online learning. This research was aimed to explore the implementation of the flipped classroom during the Covid-19 pandemic outbreak in 2020. This research setting was at Universitas Negeri Jakarta, one of the campuses that eliminated campus activities due to the high Covid-19 spread in Jakarta. Referring to the learning standards of AECT, the researchers used qualitative descriptive methods. The techniques of collecting data were observation, interviews, and questionnaires to all students who took E-Learning Design courses at the Master of Educational Technology, Postgraduate Program, Universitas Negeri Jakarta. The research results proved that learning during the Covid-19 pandemic using flipped classrooms in the E-Learning Design course has met ten online learning standards by AECT and provides satisfaction for students and lecturers. In addition, according to research results, the use of technology does not need to be grandiose. Accordingly, it should optimize the platform often used on daily basis to utilize the flipped classroom.

/pdf/how-flipped-classroom-helps-the-learning-in-the-times-of-1ah9zackpl.pdf

How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?

This study aims to determine the effect of learning models and spatial intelligence on mathematics learning outcomes. The learning model given in the experimental class is an integrative learning model which aims to support students to develop a systematic knowledge, while the model applied in the control class is a direct learning model. The research was conducted in Senior High School of State 6 Kendari within 6-time meeting. The data was obtained through the test is given to 48 students using the quasiexperimental method designed by level 2x2. The data were analyzed using two-way analysis of variance (ANOVA). Results showed that: The learning outcomes of students taught by the integrative model were higher than those who were taught by direct learning model; There is an influence of interaction between the learning model and spatial intelligence to the learning outcomes; The learning outcomes of students having high spatial intelligence and taught with integrative learning model was higher than students taught by direct learning; and The learning outcomes of students having low spatial intelligence and taught by integrative learning models were lower than students taught by direct learning. This study suggests that the learning model and spatial intelligence may improve learning outcomes. Keywords—integrative learning, direct learning, spatial intelligence

The Effect of Learning Model and Spatial Intelligence on Learning Outcome

The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master's Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the adjusted framework demonstrates how to make successful implementation of early blended mobile learning through framework. The Social area is in focus of adaptation because participation is important to improve the sustainability. From the short practice of mock-up prototype, blended mobile learning can be an effective pedagogical model in supporting students in inquiry-based learning.

https://iopscience.iop.org/article/10.1088/1757-899X/336/1/012031/pdf

Moch. Sukardjo

Papers

Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes.

Effects of Instructional Models and Spatial Intelligence on the Mathematics Learning Outcomes after Controlling for Students’ Initial Competency

How Flipped Classroom Helps the Learning in the Times of Covid-19 Era?

The Effect of Learning Model and Spatial Intelligence on Learning Outcome

Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII