PPPB (POSE, PAUSE, POUNCE, BOUNCE)
POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN
NARRATIVE TEXT THROUGH PPPB (POSE, PAUSE, POUNCE, BOUNCE) TECHNIQUE AT SMP/SMA
2 THE
EFFECT OF PPPB (POSE, PAUSE, POUNCE, BOUNCE) TECHNIQUE IN TEACHING (READING, WRITING, LISTENING,
SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE
USE OF PPPB (POSE, PAUSE, POUNCE, BOUNCE) TECHNIQUE IN TEACHING (READING, WRITING, LISTENING,
SPEAKING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING
PPPB (POSE, PAUSE, POUNCE, BOUNCE) TECHNIQUE
IN NARRATIVE TEXT AT THE SMP/SMA
This
is a simple, yet sophisticated
AfL questioning technique to help
teachers move from good to outstanding.
It also helps address differentiation in the classroom and encourages teachers
to slow down, take risks and tease out student understanding. It is also a
useful focus for differentiating objectives and
learning experiences by varying questioning techniques.
The procedure
·
Pose
1.
Give
the context of your PPPB approach to the class. It is important they know what is
happening.
2.
Insist
on “hands down” before the question is delivered.
3.
Provide
a question or a series of questions, ensuring that you ask the students to remain
reflective.
4.
Pose
the question to the class; not an individual.
5.
Then
Pause…
·
Pause
1.
This
is the difficult part. To stop talking…
2.
Ask
the class to hold the thought... think... and think again...
3.
If
students are captivated and engaged, try holding the silence for a little while
longer (take a calculate risk) and...
4.
Still
push the boundaries. Keep the reflection for as long as possible….before you, e. Pounce!
·
Pounce
1.
Insist
that the answer to the question comes from student A and possibly student B, directly
and as fast as possible!
2.
Of
course plan in your mind who you are going to ask, before speaking to the
class.
3.
Name student A to respond and don't move from
the student…
4.
Possibly
don't speak and nip any comments, grunts or noises in the bud!
5.
Wait
for an answer... pause... decipher the support needed, especially if no
response is evidently on its way.
6.
If
student A does manage to answer, then………
·
Bounce
1.
Ask
another student B their opinion of
student A's answer (immediately) after the Pounce response.
2.
This
can be developed by asking student B and C their opinions to student A's response,
irrespective if the answer is correct or not.
3.
An
additional strategy is to Bounce the question onto a group A...and
subsequently, a sub-group B if group A do not deliver a suitable way forward.
4.
This
ensures the teacher is engaging a significant number of students with the question
at hand, whilst using this strategy. It also ensures the entire class can be called
upon at any given time by just returning to Pose or Pounce.
5.
Ensure
that all your students understand the concept. Test it before moving on. Try it
tomorrow. Don't accept student E or student K shouting out the answer to
maintain pace or behaviour. Don't allow student X to answer the question
because you know they won't let you down.
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