Presentasi Aktif dengan Metode Walking Gallery

Pelatihan Mandiri

16 Jan 202306:32

Summary

TLDRThe script discusses an engaging and efficient method for classroom presentations called the 'Walking Gallery.' Instead of traditional group presentations, students create posters of their discussions and display them around the classroom. Students then walk around, observing and discussing each other's work. This method fosters critical thinking, creativity, and active participation. It is particularly useful for large classes, ensuring all students stay engaged and learn from each other. The script provides detailed steps for implementing this method and emphasizes the importance of classroom management and student collaboration.

Takeaways

🎓 The script describes a presentation method called 'gallery walk', which is used in a classroom setting.
👨‍🏫 It is suggested that this method can be more effective and efficient, even for large classes, by organizing a 'working gallery'.
🔄 The process involves dividing the class into groups, each discussing a topic and presenting their findings on a poster.
📝 Posters can include text and images, and students are encouraged to use their creativity in making them.
👥 After the discussion, each group presents their poster to another group, explaining the content and exchanging ideas.
👀 Students are expected to observe and scrutinize the materials displayed by other groups during the gallery walk.
📚 The script emphasizes the importance of using various learning resources for gathering information and ideas for the posters.
🗣️ Teachers are advised to circulate during the activity to ensure each group member contributes and to guide the discussion.
📋 Posters can be displayed in the classroom or school corridor for further reflection and discussion.
🤔 The 'walking gallery' method requires all group members to understand the material well, as they will have to explain it to others.
📝 Students can provide feedback or questions to other groups, either verbally or in writing, using sticky notes.
🔚 The session concludes with a debriefing where students discuss the feedback and questions received, and teachers reinforce concepts and clarify misunderstandings.

Q & A

What is the main activity described in the script?
-The main activity described in the script is the 'gallery walk' or 'working gallery' method, where students present their group discussions in a poster format and then rotate around the classroom to observe and learn from each other's work.
What is the purpose of the gallery walk method in a classroom setting?
-The purpose of the gallery walk method is to make the presentation of group work more effective and efficient, especially in large classes, by allowing students to share and learn from each other's ideas and findings.
How is the classroom divided for the gallery walk activity?
-The classroom is divided into several groups, with each group receiving a topic for discussion and learning. Depending on the needs and scope of the material, groups may receive different or the same topics.
What should the students include in their posters for the gallery walk?
-The posters should contain the results of the group discussions, which can include words, images, and any creative elements that the students use to present their findings.
How does the rotation process work during the gallery walk?
-After the discussion time is over, each group pastes their poster, and the teacher assigns a number to each group. Members of the same numbered groups gather to form new groups and stand in front of the posters, taking turns to explain their posters to the new group members.
What is the role of the teacher during the gallery walk activity?
-The teacher's role is to ensure that each student contributes to their group, to circulate during the activity to provide guidance and ensure that each representative group performs well, and to open up a larger group discussion after the gallery walk to confirm and reinforce concepts.
How can the teacher manage a large class during the gallery walk?
-The teacher can manage a large class by dividing it into larger groups, such as Group A consisting of groups 1 to 5 and Group B consisting of groups 6 to 10, and having each group rotate within their respective larger groups.
What is the importance of the initial group discussion before the gallery walk?
-The initial group discussion is important as it allows the group to use learning resources to gather information and ideas, which are then translated into a poster that will be presented during the gallery walk.
How can the teacher ensure that students remain focused during the gallery walk?
-The teacher can ensure focus by giving instructions for students to provide feedback or ask questions to the presenting group, which can be communicated verbally or in writing, depending on the available time.
What is the 'Walking Gallery' method mentioned in the script?
-The 'Walking Gallery' method is a variation of the gallery walk where all members of the group understand the discussion material well, as they will all have a role in explaining their poster when they gather with a new group and move from one poster to another.
How can students provide feedback or ask questions during the gallery walk?
-Students can provide feedback or ask questions verbally or in writing, using sticky notes to attach their responses or questions to their peers' work.

Outlines

00:00

📚 Effective Group Presentation Method

The first paragraph introduces an effective method for conducting group presentations in a classroom setting. It discusses the traditional approach where each group takes turns to present in front of the class, which can be time-consuming and potentially boring, especially in large classes. The paragraph then introduces the 'working gallery' or 'walking gallery' method as a solution. This method involves dividing the class into groups, each discussing a topic and creating a poster to display their findings. After the discussion phase, groups rotate to observe and learn from each other's posters. The teacher's role is emphasized in ensuring active participation and providing guidance throughout the activity. The paragraph concludes by highlighting the importance of the initial group discussion and the teacher's role in facilitating a meaningful learning experience.

05:02

👥 Implementing the Walking Gallery in Various Class Sizes

The second paragraph elaborates on how the walking gallery method can be applied to classes of varying sizes. It provides an example of managing a class of 40 students by dividing them into 10 groups of 4 members each, and then further into two larger groups. During the gallery session, each group only circulates within their assigned larger group, allowing for a more organized and efficient learning experience. The paragraph emphasizes the benefits of this method in fostering critical thinking, encouraging students to ask questions, manage ideas, and be open to new information. It concludes with an encouraging note for teachers to implement this method in their classes to enhance the learning experience.

Mindmap

Keywords

💡Presentation

A presentation is a formal discourse or set of ideas communicated to an audience. In the context of the video, it refers to the method by which groups share their findings or ideas with the class. The script mentions a group presenting, followed by applause, indicating the completion of a presentation.

💡Group

A group in this video script refers to a collection of individuals working together on a task or project. The script discusses dividing the class into groups for discussion and presentation purposes, emphasizing collaboration and collective learning.

💡Method

The term 'method' in the script refers to a particular way of doing something, especially a systematic or regular procedure. It is used to describe the educational technique of 'gallery walk' or 'working gallery' for efficient and effective learning in a large class setting.

💡Gallery Walk

A gallery walk is an educational activity where students display their work and then walk around to view and discuss the work of others. The script describes this method as a way to make group presentations more efficient, even in large classes, by having students display and discuss their findings in a visual format.

💡Efficiency

Efficiency in the script pertains to the effectiveness of a method or process in achieving a goal without wasting time or resources. It is used to describe the benefits of the gallery walk method, which allows for a more streamlined learning experience in a large class.

💡Discussion

Discussion in the script refers to an interactive exchange of ideas or information. It is a key component of the gallery walk method, where students engage in conversations about the topics presented on the posters, fostering deeper understanding and critical thinking.

💡Poster

A poster in this context is a visual display used to convey information or ideas. The script mentions that each group's discussion results are to be presented on a poster, which serves as a medium for sharing and discussing the group's findings with the rest of the class.

💡Creativity

Creativity is the use of imagination or original ideas to produce something. The script encourages students to use their creativity when designing their posters for the gallery walk, suggesting that this process can enhance engagement and the quality of the presentations.

💡Critical Thinking

Critical thinking is the objective analysis and evaluation of an issue in order to form a judgment. The script highlights that the gallery walk method encourages students to think critically by asking questions, managing ideas, and being open to new information from other groups.

💡Sticky Notes

Sticky notes are small pieces of paper with a adhesive on one side, used for making temporary notes. In the script, they are suggested as a tool for students to give feedback or ask questions, which can then be attached to the work of their peers.

💡Appreciation

Appreciation in the script refers to the recognition and enjoyment of the students' active participation in the discussion. It is mentioned as an important aspect of concluding the class, emphasizing the value of student engagement in the learning process.

Highlights

Introduction of a presentation by a group with appreciation from the audience.

Invitation for Group 3 to proceed with their presentation.

Discussion on the preference for using a group presentation method in class.

Explanation of how the group presentation method is usually conducted alternately in class.

Acknowledgment that the method requires more time, especially for large classes.

Concern that the method may cause boredom if many groups present.

Introduction of the 'working gallery' or 'gallery walk' method as a solution for more effective and efficient presentations.

Description of the steps to implement the gallery walk method, including dividing the class into groups and assigning topics for discussion.

Emphasis on allowing students to use their creativity in making posters to display the results of their discussions.

Instructions for students to explain their posters to new groups during the gallery walk.

Importance of initial group discussions and guidance to use learning resources effectively.

Suggestion for teachers to circulate and ensure every group member contributes during the poster creation.

Proposal to use the 'Walking gallery' method for classes with limited space.

Recommendation for students to understand the material thoroughly as they will have roles in explaining their posters.

Suggestion for teachers to give instructions for students to provide feedback or ask questions during the gallery walk.

Idea of using sticky notes for students to give feedback or ask questions independently.

Emphasis on the opportunity for every student to express ideas, ask questions, and consider their peers' thoughts during the gallery walk.

Guidance for students to return to their original groups and discuss the feedback received after the gallery walk.

Recommendation for teachers to open a large group discussion and confirm concepts learned during the gallery walk.

Advice for teachers to strengthen concepts and clarify misconceptions after the gallery walk.

Importance of closing the class with appreciation for active student participation in the discussion.

Practical application of the gallery walk method for classes of varying sizes, with an example of managing a class of 40 students.

Encouragement for teachers to practice the gallery walk method in their classes.

Conclusion of the presentation with music.