POSSIBLE TITLE
THE IMPROVING THE STUDENTS
(WRITING) ABILITY IN NARRATIVE TEXT THROUGH NOTE-TAKING PAIRS AT SMP/SMA
THE EFFECT OF NOTE-TAKING PAIRS
IN TEACHING (WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA
THE USE OF NOTE-TAKING PAIRS IN
TEACHING (WRITING) ABILITY AT SMP/SMA
THE
INFLUENCE STUDENTS (WRITING) ABILITY BY USING NOTE-TAKING PAIRS IN NARRATIVE
TEXT AT THE SMP/SMA
This activity would work really well in a larger scale
classroom. In order to reduce the amount
of time that it would take to answer the remaining questions (see question 3
above), you could have students submit their remaining questions to you as
their Ticket Out the Door (Technique #2 on this handout) and you can respond to
remaining questions either online or at the beginning of the next class.
Purpose: Students work in pair to improve their
note-taking, writing and organization skills. Often times there are gaps in
students’ notes and with this collaborative learning technique, students are
given time to check, compare and correct their notes with a partner. Procedure:
After notes from a lecture have been taken.
1.
Choose to do during breaks in the lecture or
at the end of the lecture.Students are given time to pair with their neighbour
to compare and review notes.
2.
Have
partner A summarize one section with their partner highlighting the main points
and identify ambiguous concepts and questions that they have.
3.
Partner
B clarifies/shares their thoughts based on their notes, filling in the gaps.
Remaining questions should be brought and discussed through a Fish Bowl
(Technique #8 this handout) or posed to the class.
4.
Partner
A and B switch jobs for the next
section.
5.
Repeat
until all of the notes have been revised. Be sure to take time to respond to
remaining questions.
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