IDEAS FUNNEL
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS (READING / WRITING) ABILITY IN NARRATIVE TEXT THROUGH IDEAS
FUNNEL ACTIVITY AT SMP/SMA
2 THE EFFECT OF IDEAS FUNNEL
ACTIVITY IN TEACHING (READING / WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE OF IDEAS FUNNEL ACTIVITY IN TEACHING
(READING / WRITING) ABILITY AT
SMP/SMA
4 THE INFLUENCE STUDENTS (READING / WRITING) ABILITY BY USING IDEAS FUNNEL ACTIVITY IN NARRATIVE TEXT AT THE SMP/SMA
This
activity involves a process of generating all possible ideas and options,
followed by a period of prioritisation. It encourages students to justify their
choices and to negotiate within their own group and the whole class group in
order to reach an agreed set of priorities within a specific time period. This
activity can be a useful starting point for a new topic, and it may be
interesting to compare and contrast ideas or priorities generated through such
an activity both at the start and end of the topic
The
Procedures as follows:
1.
Students
in groups of four-to-six receive a large piece of paper.
2.
Students
decide on their roles within the group. Such roles might include scribe,
timekeeper, facilitator and presenter.
3.
The
groups generate as many ideas or options as possible around the given topic,
and note them on the top half of the piece of paper.
4.
Groups
then prioritise their ideas by selecting the five which they believe are most
important or relevant to the given topic. They write these on the bottom half
of the sheet.
5.
The
presenter in each group brings their A3 page to the front and presents their
findings and five priorities to the class.
6.
In
groups once again, students decide upon the one idea which they feel is the
most relevant to the topic. This may be an idea from their own list or one from
another group which they have heard during the group presentations. Each group
should aim to reach agreement on their choice through negotiation and
justification.
7.
The
one idea from each group might be noted on a flip chart and similarities or
differences between groups could be discussed. The ideas noted on the flip chart
could also be referred to at various times through the course of the topic.
8.
A
debrief after this activity may ask students to concentrate on the nature of
the group work. How well did students fulfil their roles within their group? Was
the facilitator able to generate productive discussion and communication? Would
the presenter do anything differently next time? Was agreement easy to reach?
What were the processes which led to agreement? Who was particularly effective
in putting across ideas and why?
9.
Further
tools such as Five Questions might be used to explore ideas further.
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