Instructional Variables: Developing interest in learning activities
This week, I learned about Instructional variables. This material was delivered by Vanny, Teh Ulfah, Daen, and Vya. I love this session like previous materials because this material made me reflecting to myself, I motivated to learn this material more. I also love the way they delivered the materials, they used different method, it made me keep enthusiastic to learn and to explore this materials. They delivered materials by using JigSaw method and at the end of JigSaw session they evaluated materials to clarify student’s understanding about Instructional variables.
An instructional variable which is developing interest in learning activities has five subtopics. Each subtopic made me realizing that the variables develop my interest in learning activities. First, Introductory Focus which is attracting students’ attention by beginning the lesson with telling interesting story but it still relates to the topic that class will learn. If I may recall back, my primary teacher always started the lesson by telling the story which made the class listening to her carefully. Her story always related to topics that my class learned at that time. I love her tone when she was telling the story, it made me imagine that I were at that situation. She succeeds to make me understanding the materials well. In introductory focus, there are three types to grab students’ attention; Paradoxical questions, contradictory result, and eye-catching example. For Paradoxical question, which is giving question but make students think critically. As example, Indonesia has many natural resources, but why do we still import many things? This example gives students a question because there are two conditions between “have many natural resources” and “do import”. They will think and ask something to other. It made attracting students’ attention to keep focus during learning activities.
Second, Personalization, which is also giving question but the students ask to answer the problem by their own thinking first then they ask to prove their answer by doing experiment. The point of this case, students will compare their own answer before practicing to the result after practicing. Third, Eye-catching example is giving question relating to the real-life situation.
Third, Involvement which is increasing intrinsic interest is engaging students during teaching and learning activities. There are two strategies for increasing student’s involvement. First, using open-ended questioning to promote involvement, in this case, all of the answers are acceptable. By using these variables, all of students can be covered to be active participation in learning activities. For example, I ever asked about what is “Jajar Genjang”? All of students answer the question without thinking that their answer is wrong.
Fourth, Feedback, which is giving response to students’ work, also contributes to motivate students. This variables increase self-efficacy and self-determination to students. There are two types to give the response to student’s work; descriptive and evaluative feedback. For descriptive feedback, teacher give the comment by explain each part that students should improve, as example, “Your answer is true, but you have to give reasoning when you said that it could use cancellation method”. For evaluative feedback, teacher just gives simple comment to student’s work, as example, “Great!” “Good job!” Until now, I am as learner, still need feedback from others to improve my work.
In short, these variables are always being in our learning process and always develop our interest in learning activities. We as a teacher should apply this variables because these variables is proved effective to attract students’ attention and make them focus in learning process. Keep learning! 🙂