Peng. bahan ajar 06

UNIVERSITAS NEGERI
JAKARTA

Session 6
Lesson Structure and Question Design

Supriyadi
Jurusan Fisika
Fakultas Matematika dan Ilmu Pemgetahuan Alam

UNIVERSITAS NEGERI JAKARTA

Lesson
Structure
and
Question
Design

 Session 6 of “Learning Material
Development” Course

06/03/2011 © 2010 Universitas Negeri Jakarta | www.unj.ac.id | 2


Description
1. Lesson Structure
2. Question Design



Relevance
 Lesson structure accommodate natural
learning, to make learning meaningful. “Learning
is the most effective when it is fun.”
 A good interactive lesson needs questions
because this is the way the student is asked to
think about and do something. Good question
design is essential to effective learning.



Objectives
1. Find a list of essential steps in effective
instruction
2. Recognize common question types used in
teaching and learning
3. Write well design questions
4. Find rules for good questions design



Prerequisite Concepts
Teaching strategies
• General teaching strategy: Introduction/Apperception-
-Main Activity--Closing
• Gagne‟s “The Nine Events of Instruction”

• Quantum Teaching “TANDUR”

File http://ide.ed.psu.edu/idde/9events.htm



Lesson Structure
The essential steps for effective instruction are the
same for any method or media:
1. Sell the benefits
2. Check prerequisites
3. Introduce – state the performance objective
4. Present learning activities for new skills or knowledge
5. Demonstrate or model the desired performance and
test understanding
6. Provide practice and feedback
7. Test that the performance objectives can be mastered


Lesson Structure
1. Sell the benefits

This show the students how the particular knowledge or
skill will fit in with larger scheme of things (stress its
importance) and motivates them to work right through
the course. You need a good idea of what motivates your
students from your target group description.



Lesson Structure

2. Check prerequisites

Students are liable to waste their time if they do not meet
the prerequisites for the course. So test that they have
the prerequisite knowledge and skill.



Lesson Structure

3. Introduce – state the performance objective

Make sure right from the start by stating the final
objective, that student have accurate picture what the
course is going to be like and what they expect to
achieve.



Lesson Structure

4. Present learning activities for new skills or knowledge
The main body of the material. This does not necessarily
mean „teaching‟, you may present the material so that
the student learns by discovery. You may give students
the opportunity to take the test first.



Lesson Structure

5. Demonstrate or model the desired performance and
test understanding
Show students what they will look like when they can do
it correctly.



Lesson Structure

Include tools, information and other relevant resources.
Practice should be graduated, with decreasing prompts.

6. Provide practice and feedback



Lesson Structure

Test that they can meet the desired performance. (Make
the test as close to the real thing as you can)

7. Test that the performance objectives can be mastered


Question Design
 Question will ask student to think about and do
something.
 Question don’t come out of thin air.
 The first thing to realize is that question are not an after
thought. They come directly from your objectives (the
standards).
 When designing a lesson the first thing to do is to write
the objectives.
 In fact you always write the objective then the question
that make up your final test next. Only after this do you
write the lesson content.
 This ensures that the content of your lesson is directly
relevant to your objective and redundant information is
omitted.



Rules of Question Construction
All good question will be:
 Relevant: You will do this by making sure it comes
from the objective.
 Reliable: produce the same result
 Valid: It should measure what is intended to
measure



Four Main Question Type
 Multiple choice
 Alternative response
 Matching
 Free format



Task, in group of 2 -- 3
1. Look at enabling objectives you have developed
2. Select a number of objectives fit to a chapter
3. Write paragraph containing these three
elements: (a) Sell the benefit, (b) Check
prerequisite, (c) Introduce the objectives



 Selamat Belajar Semoga Sukses.

 Terima Kasih


Peng. bahan ajar 06

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