Seven Jump: Rahma - Na B. Herman

SEVEN
JUMP
Rahma.na B. Herman

Tutorial
Tutorial dalam konteks PBL adalah suatu ac#ve learning
process dalam diskusi kelompok kecil
•  dis#mulasi oleh suatu problem (skenario)
•  mengak#4an prior knowledge mahasiswa
•  difasilitasi oleh seorang tutor
•  dipimpin oleh seorang ketua yang dipilih dari dan oleh
anggota kelompok
•  dibantu oleh sekretaris yang dipilih dari dan oleh
anggota kelompok
Untuk mencapai tujuan belajar melalui ak.vitas
terstruktur yang disebut seven-‐jump
Seven Jump
STEP 1. Clarify Unfamiliar Terms
STEP 2. Define the PROBLEM(s)
STEP 3. Brainstorm Possible Hypothesis or
Explana.on
STEP 4. Arrange Explana.on into a Tenta.ve Solu.on
STEP 5. Define Learning Objec.ve
STEP 6. Informa.on Gathering and Private Study
STEP 7. Share the Results of Informa.on
Gathering and Private Study
Process
Students iden.fy any words whose
meaning is unclear -‐ other group
members may be able to provide
defini.ons. Students should be
made to feel safe, enabling them to
be honest about anything they do
not understand.
Reason
Unfamiliar terms act as an obstacle
to understanding. Clarifica.on of
even half -‐ understood terms may
start the process of learning.
Wri=en output
Words or names on which the
group cannot agree a meaning
should be listed as learning
objec.ves.
1. CLARIFY UNFAMILIAR TERMS
Process
This is an open session when
students are encouraged to
contribute their view of the problem
under discussion. The tutor may
need to encourage them all to
contribute to a fast-‐moving and
wide-‐ranging analysis.
Reason
It is quite possible for every member
of tutorial group to have a different -‐
perspec#ve, on a problem.
Comparing and pooling these views
broadens the intellectual horizons of
those involved and defines the task
ahead.
Wri=en output
List of issues to be explained
2. DEFINE THE PROBLEM(S)
Process
A con#nua#on of the open session
but students now try to formulate,
test and compare the rela#ve merits
of their hypotheses or explana#ons
of the problem or case.
Reason
This is a crucial step, that prompts the use
of previous learning and memory and
allows students to test or draw on
another’s understanding; Links can be
formed between the items if incomplete
knowledge that exist within the group. If
well handled by the tutor and group, it
pitches learning at the deeper level of
'understanding' rather than the superficial
level of 'facts'.
Wri=en output
List of hypotheses or explana#ons
3. BRAINSTORM POSSIBLE HYPOTHESIS OR
EXPLANATION
Process
Students will have thought of as
many different explana#ons as
possible of what is occurring. The
problem is scru#nized in fine detail
and compared against the proposed
hypotheses, or explana#ons, to see
how they will match and if further
explora#on is needed. This starts the
process of defining learning
objec#ves, although it is inadvisable
for them to be recorded in wri#ng too
soon
Reason
This stage ac#vely processes and
restructures exis#ng knowledge and
iden#fies gaps in understanding.
Making wri=en records of learning
objec#ves too soon hinders thinking
and short-‐circuits the intellectual
process, resul#ng in objec#ves that
are too broad and superficial.
Wri=en output
This involves organizing explana.ons
for problems, represen.ng them
schema.cally, trying to link new
ideas with each other, with exis.ng
knowledge and with different
contexts. This process provides a
visual output of the rela.onships
between different pieces of
informa.on and facili.es storage of
informa.on in long-‐term memory.
4. ARRANGE EXPLANATION INTO
TENTATIVE SOLUTION (SCHEMATICALLY)
Process
The group agrees a core set of
learning objec#ves that all students
will study. The tutor encourages them
to be focused, not too broad or
superficial and achievable within the
#me available. Some students may
have objec#ves that are not shared
by the whole group because of their
own personal learning needs or
interests
Reason
The process of consensus uses the
exper#se of the en#re tutorial group
(and tutor) to synthesize the foregoing
discussion into appropriate and
a=ainable learning objec#ves. This not
only defines the learning objec#ves but
also pulls the group together and
concludes the discussion.
Wri=en output
Learning objec.ves
5. DEFINE LEARNING OBJECTIVES
Process
This could include finding
material in textbooks, carrying
out a computerized literature
search using the Internet
looking at pathological
specimens, talking to an expert,
and anything else that will help
provide the information the
student is seeking.
Reason
Clearly an essential part of the
learning process is gathering
and acquisition of new
information, which students do
on their own
Written output
Students' individual notes
6. INFORMATION GATHERING
AND PRIVATE STUDY
Process
Students begin by returning to their
list of learning objec#ves. They first
iden#fy their individual sources of
informa#on, pool their informa#on
from private study and help each
other understand and iden#fy areas
of con#nuing difficulty for further
study (or expert help). ATer this,
they a=empt to undertake and
produce a complete analysis of the
problem.
Reason
This synthesizes the work of the
group, consolidates learning and
iden#fies areas of uncertainty,
possibly for further study.
Wri=en output
Students' individual notes
7. SHARE THE RESULTS OF INFORMATION
GATHERING AND PRIVATE STUDY

Seven Jump: Rahma - Na B. Herman

Uploaded by

Copyright:

Available Formats

Seven Jump: Rahma - Na B. Herman

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Seven Jump: Rahma - Na B. Herman

Uploaded by

Copyright:

Available Formats

SEVEN

Rahma.na B. Herman

You might also like