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The document discusses the humanistic approach to learning and its application in the classroom. It outlines 5 principles of the humanistic approach: self-direction, wanting and knowing how to learn, self-evaluation, importance of feelings, and freedom from threat. It also provides examples of how to apply this approach in the classroom, such as having the teacher act as a facilitator, enhancing critical thinking, establishing private student files, ensuring fair learning, and providing a non-threatening environment.
Description originale:
PPT pedagogik
Titre original
Group Humanism Pedagogik 2 ( Andria, Evilisa, Ifana, Mey,Rusdi,Siti)
The document discusses the humanistic approach to learning and its application in the classroom. It outlines 5 principles of the humanistic approach: self-direction, wanting and knowing how to learn, self-evaluation, importance of feelings, and freedom from threat. It also provides examples of how to apply this approach in the classroom, such as having the teacher act as a facilitator, enhancing critical thinking, establishing private student files, ensuring fair learning, and providing a non-threatening environment.
The document discusses the humanistic approach to learning and its application in the classroom. It outlines 5 principles of the humanistic approach: self-direction, wanting and knowing how to learn, self-evaluation, importance of feelings, and freedom from threat. It also provides examples of how to apply this approach in the classroom, such as having the teacher act as a facilitator, enhancing critical thinking, establishing private student files, ensuring fair learning, and providing a non-threatening environment.
2. EVILISA PELAWI 952018321 3. IFANA YAHYA 952018326 4. MEY MARIA 952018333 5. RUSDI 952018342 6. SITI FATIMAH 952018344 • LEARNING OCCURS ON THE BASIC OF A PERSON’S MOTIVATION, DERIVED FROM NEEDS, THE DESIRE TO GROW IN POSITIVE WAYS, SELF-CONCEPT, AND SUBJECTIVE FEELINGS There are 5 principles of Humanistic Approach in education : (i) Self-direction (ii) Wanting and knowing how to learn (iii) Self –evaluation (iv) The importance of feelings (v) Freedom from threat # Students can choose what they want to learn # The teachers should not interfere or determining students’ decision # Let the students to initiate the activity they want and then ask teachers simply to provide information and equipments for them to use in their activity. how to learn
# Learning how to learn is more important than
acquiring factual knowledge # Teachers can play their role by helping the students learn how to learn # Should emphasize more on thinking process rather than teaching determination # Humanistic educators believe that grading systems are irrelevant # The students will not achieve their personal satisfaction # According to Holt (1964), “Comparisons and grades are seen as humiliating the child” # Humanistic educators believe that both feelings and knowledge are important to the learning process # As teachers, we should concern about our students’ feelings # The learning can be easiest and meaningful if it takes place in a non-threatening situation # Non-threatening situation is when the students feel unstressed and able to overcome their pressure in the classroom
(1) Teacher as a facilitator
# teacher guides the activity which has been done by the students (2) Enhance critical thinking # the whole class will take part in the activity by having critical thinking process # by practicing critical thinking system, we’ll produce students who are able to express their views and able to think deep beyond (3) Establish privacy files # privacy files so that the students will know their level # can only be opened by the individual itself (4) Fair learning # teachers should apply a fair learning process which every student is given chance to show their ability and free to express their view # everything being taught by us must be explain to all and not to particular person only (5) Provide non-threatening environment # instead of giving the task individuality, the teacher can set the task in group but evaluate individually