KUMPULAN ARTIKEL BAHASA INGGRIS MEMODIFIKASI MODEL PEMBELAJARAN KOOPERATIF

" Modifying the Cooperative Learning Model "Economic Studies Program-Faculty of Teacher Education University Brass held Innovative Learning Model training activities for students who will carry out the activities of Field Experience Program. On this occasion, I and a few others requested by the chairman Lecturers Program to facilitate this training.

 Learning Innovative Training Model
At this training, I am no longer a theoretical study on teaching methods but seek immediate practice in class some methods of cooperative learning in the form of small group discussions (small group) and a pair (pairing), such as: jigsaw, think pair share, snowball throwing the combined with the use of mind mapping techniques. Some of the steps (syntax) learning suggested by the organizers modified in such a way, according to the conditions and circumstances available, so it is no longer intact forms of learning such as what is suggested by the originator.
Efforts to modify and combine these learning methods remain to be done carefully, to avoid the impression of "forced". For example, when I combine the jigsaw method with mind map. The steps I take is:

    Having formed the initial group (Home) by the number of members that are tailored to the learning objectives or material / concepts to be learned, each member was given the task to explore the material which it is responsible and put it in the form of Mind Maps (Tasks Mind Map I). Knowledge developed here still partial, the main theme discussed a "tree" in the preparation of the mind map.
    Further into the discussion phase of the Group of Experts, members of elaborate and discuss concepts / materials is still partial, with reference to the Mind Map that has been made by each participant. Here will very likely have participants revise their Mind Map.
    Finished expert group discussions, participants returned to the original group to share the results of discussions in the expert group. After each member submit material which they are responsible with reference to the Revised Mind Map, then participants were asked again to draw up a Mind Map (Mind Map Task II), to map out the knowledge / information gained from the discussions at this stage. Differences in the preparation of the initial exploration Mind Map (Tasks Mind Map I) with a Mind Map at this stage (Tasks Mind Map II) is initially still partial knowledge, then at this stage of the Mind Map is shaped full knowledge of all the material / concepts learned . The main theme is the "tree" in the first Mind Map, Mind Map on the second turned into a "branch".
    Finally, the plenary stage, I asked two people to present their results in class thinking with reference to the Mind Map II that have been made

 Practical Application of Combination of Cooperative Learning Jigsaw Technique + Mind Map
Something like that is concise overview of one of the materials that I share in this training opportunity. Certainly not to replicated roundly by the participants, please develop further business through creative and innovative individual, adjust the style and ability of each. Undoubtedly, the result will be far greater than what I demonstrated. Good luck!