By

Group 6

1.Mariatul Adawiyah
2.Muammar Hafidz
3.Rizki Amelia
4.Rusnah

Designing and Conducting Engaging and Learning Activities

Part 1 : Ideas for motivation and Giving Directions

In order to make the students engaged and being on-task, teacher should know what can make the
students motivated to engage in learning activity. Thus, teacher have to know thier motivation in
learning activities. There are two kinds of motivation, they are :
1. Intrinsic Motivation
Intrinsic Motivation is very helpful, because the motivation come from the students
themselves. The students think that they need to engage in the learning activities because they need
the information that given by the teacher.
Example :
Mariatul’s desires is to be a female singer. So when her art teacher explains about how to take
breaths when singing, she listen carefully and engaging in direction the teacher asks them. Mariatul
thinks that by accomplished the skill her teacher taught, her dream to becomes a female singer can
reached.
2. Extrinsic Motivation
Extrinsic motivated means the students are engaged in learning activities because they want
reward that they will get if they engage thoroughly in every learning activities or they do not want
to receive the consequences of being punished by the teacher or get a bad score. The extrinsic
motivation can be build by the teacher that can motivate all students with no expectations.

Problem-solving Learning Activities

The Non-Problem-Solving Approach and The Problem-solving Approach

In learning activities, students need to know what is the purpose of their lesson and does it related to
their real life. By knowing what they are going to study and why they are studying it the students
are considered to be more interested with the learning activities.

Intrinsic Motivation Via the Problem-solving Approach

Students can be intrinsically motivated to engage cooperatively in learning activities when those
activities focus on problems the students have a felt need to solve.
(Look at the example Vignette 6.7)

Ideas For Giving Directions

Explicitness, Specificity, and Directness

Indirect and inexplicit communications are appropriate for learning activities that stimulate students
to reason, appreciate, discover, or create. While in the process of learning and teaching activities the
teacher should gives directions that clearly understand by the students so teacher can use the
allocated time effectively.
(Look at example Vignette 6.9)

Teacher can use this 9 points in giving directions to students. They are :
1. The students of teachers who display businesslike attitudes are more likely to efficiently
follow directions than those of teachers who seem lackadaisical and less organized.
2. Body language is a powerful medium for communicating expectations to
students(Jones,1979).
3. Signals or cues that instantaneously communicate certain recurring expectations to students
minimize transition time, streamline communication procedures, display a more businesslike
attitude, and reduce the amount of “teacher talk” in the classrooms.
4. Deliberately gain at least the appearance of everyone’s attention before providing directions.
5. Students who have learned that their teacher says things only once tend to listen the first
time the teacher speaks.
6. Students are more likely to carefully listen to the directions of teachers who restrict their
remarks to exactly what students need to know.
7. Efficiently communicated directions do not normally allow time for students to debate the
pros and cons of what is to be done.
8. Students are far more likely to follow directions that provide very specific guidelines than
they are ambiguously worded general directions.
9. The more senses (e.g., seeing and hearing)that are stimulated by the directions, the more
likely students are to understand them.

Part 2 : Ideas for Instruction

Fourteen Points about Lectures

1. Students are more likely to be engaged during a lecture session if the teacher has provided
clear directions for behavior. For example, how to take note, how to ask question, etc.
2. Some sort of advanced organizer to direct students’ thinking helps students to actively listen
during a lecture.
3. Signals, especially nonverbal ones; can efficiently focus students attention during lecture.
4. Lectures are useful learning activities for teachers who want to have a group of students
concurrently follow a common thought pattern.
5. Voice volume, inflection, pitch, rhythm, and pace should be strategically modulated
according to the message you want to send and according to the level of the students.
6. Students are more likely to follow lectures that utilize professional quality media and
technology.
7. At least three advantages can be gained by videotaping lectures ahead of time and playing
them for students in class. (1) Videotaped lectures avoid some of the interruptions in thought
that occur when the students make a comments or ask questions. (2) The teacher can more
attentively monitor students’ behavior and affectively respond to indications of
disengagement. (3) Kinks and mistakes in the presentation can be corrected and
improvements made before the lecture is played for the class.
8. Entertaining is not teaching.
9. Students are more likely to follow lecture when the lecturer maintains eye contact with
them.
10. Mind wandering and daydreaming are major causes of the students disengagement during
lectures.
11. Students who hear their names are usually alerted to listen to what is being said.
12. To be engaged in lectures, students need to do more than just passively sit and listen.
13. As teachers lecture, they should frequently monitor their students’ comprehension of what is
being said.
14. Sometimes, students become disengaged during a lecture because the teacher uses an
unfamiliar word, expression, formula, or symbol.

Ideas For Cooperative Learning Sessions

Students Learning from One Another
 Grouping the class into several subgroups can be more efficient to teacher to organizing
his/her class. Small task-group sessions is advantageous because the students can teach and
learn from one another. A variety of task-group patterns are commonly used to facilitate
cooperative learning. (1) In peer instruction group, one students teaches others, either presenting
a brief lesson, tutoring, or providing help with a particular exercise. (2) In practice groups,
students review, drill, and provide one another with feedback as part of a knowledge-level or
skill level lesson. (3) Interest or achievement-level groups are organized around interest (as in
Vignette 6.5), achievement levels or combinations of the two (as in Vignette 6.7). In problem-
solving groups, students use team approach to undertake projects or formulate solutions (as in
Vignette 6.6).

Ten Points about Cooperative Learning Sessions

1. Expect the sort of off-task behaviors Ms. Keene’s students exhibited in Vignette 6.15 unless
you clearly define not only tasks for each group, but also the individual responsibilities of
each group member.
2. All group members should be jointly accountable for completing the shared task, with each
member responsible for fulfilling an individual role.
3. Efficient routine procedures for making transitions into and out of small group activities,
avoid the time-wasting chaos following a direction.
4. Task sheets and advanced organizers. Direct students’ focus and provide them with an
overall picture of what they are expected to accomplish in their groups.
5. To avoid in interrupting cooperative group work to clarify directions the whole class should
hear, specify the task and directions for everyone before attention are turned to individual
group activities.
6. Monitor groups’ activities, providing guidance as needed without usurping individual
students’ responsibilities for designated tasks.
7. Model active listening techniques.
8. Use formative feedback to regulate activities.
9. Closure points are needed for lengthy sessions.
10. Individual group work should be followed up and utilized during subsequent learning
activities.

Ideas For Discussion Sessions

Students engagement during Discussions

The success of Cooperative Learning strategies typically depends on students focusing on a

particular topic during discussion sessions.

Six points about discussion sessions

1. Efficient use of time in a discussion session partially depends on how clearly the directions
communicate the exact procedures to be followed.
2. Student talk is likely to stray from the topic unless that topic is specified and the purpose of
the discussion is understood.
3. The focus of a discussion is more likely to be maintained when students perceive that the
discussion is purposeful.
4. Students have a tendency to direct their comments to their teacher. Seating rearrangements
in which students face one another and the teacher is not a focal point encourage students to
speak and listen to one another.
 5. With only a minimal disruption to discussion, teachers can silently use hand signals to
remind individuals to attend to a speaker or to motion a speaker to direct comments to the
group, speak up, or slow down.
6. By using the comment of one student to involve another, teachers model active listening
behavior while encouraging participation.

Ideas For Questioning Sessions

Student Engagement during Questioning sessions.

For students to be engaged in a questioning-type learning activity, they must attentively

listen to each question asked by the teacher, attempt to formulate answers to that question, and
either express their answers in a manner prescribed by the teacher or listen to others express their
answers. Recitation is one type of questioning session which teachers use to help students
memorize. For high level questioning sessions to be effective for all students, each students must
attempt to answer the questions posed by the teacher. It is necessary for all students to express their
answers to the teachers, but they should at least attempt to formulate answers in their minds.

Six Points about Questioning Sessions

1. Provide for periods of silent thinking during high-level questioning sessions.
2. Have all students write out their responses to your questions. This technique has at least four
advantages (a) Students have to organize their thoughts to write out answers,(b) Allowing
time for students to write serves as a silent period for all students to be thinking about how
to respond to questions,(c) Written responses makes it possible for teachers to preview
students’ answers and decide which ones should be read to the class,(d) Having written
responses available to read to the class avoids some of the stammering and grasping.
3. Avoid directing a question to a particular student before articulating the question.
4. Teachers need to move quickly from one students to another so that as many students as
possible express answers aloud.
5. Students are more likely to engage in questioning sessions in which; (a) Question relate to
one another and focus on a central theme on problem rather than appear isolated and
unrelated; (b) Questions are specific rather than vague.
6. Learning activities conducted prior to questioning sessions can serve to maintain the focus
of the questioning session.

Ideas For Independent Work Sessions

Student Engagement during Independent Work Sessions

When you plan for such sessions, two potential problems should be taken into account: (1)
How can you effectively provide the individual help that students may need to remain engaged with
the task? (2) How do you accommodate students’ completing the task at differing times?

Four Points about Independent Work Sessions

1. Clearly define the task.
2. To efficiently provide real help so that all students can remain engaged in an independent
work sessions, avoid spending too much time with any one student.
3. To avoid having finished students idly waiting for others to complete the task, sequence
independent work sessions so that they are followed by other independent activities with
flexible beginning and ending times.
4. Establish some sort of formal routine for requesting help.
Ideas For Homework Assignments
Student engagements in homework

Engagements in a homework assignment usually requires students to (1) understand the

directions for the assignment,(2) schedule time away from school for the assignment, (3) resist out-
of-school distractions while completing the assigned task, (4) deliver the completed work by a
specified deadline.
To teach your students to complete the homework you assign, you must make sure that engagement
in this relatively unsupervised type of learning activity is positively reinforced.

Eight Points about Homework Assignments

1. Plan learning activities especially early in a school term, that teach students how to budget
time for homework and procedures for completing homework.
2. Simple, uncomplicated homework assignments are more likely to be followed than complex
ones.
3. Students tend to delay the completion of assignments until just before they are due.
4. All homework assignments should clearly be an integral part of an overall plan of learning
activities designed to help students achieve worthwhile goals.
5. Student behavior patterns of diligently doing homework assignments are encouraged when
their efforts are positively reinforced by feedback provided by the teachers.
6. Students can learn the importance of diligently doing homework when there is a clear link
between homework assignments and tests.
7. By utilizing homework in the class session in which it is due, students failing to complete
the assignment can experience naturally occurring punishment by being unable to fully
participate in class.
8. If the potential for the parents to encourage or supervise their children’s homework is ever
to be realized, teachers, at the very least, must keep parents apprised of homework
expectations.

Classroom Design That Enhance Student Engagement

To implement some of the ideas presented here in for conducting engaging learning
activities, you must be able to easily and quickly move about in your classroom. Your classroom’s
acoustical characteristics need to be such that students can hear what you intend for them to hear
without disturbing reverberations and background noise. Students can hardly engaged in a learning
activity in which visual presentations are used if they cannot comfortably see what is displayed.
Classroom acoustic can be vastly improved by the installation of sound-absorbing material on
walls, carpet, and FM amplification equipment(Berg, 1987, 1990; Worner,1988). On-task behaviors
tend to improve with such installations(Allen&Patton,1990).