QUATUM,LESSON

STUDY AND
DISCUSSION
MUSLIMAL KHAIRI

176310380
1. Quantum Learning
A. Definition
Quantum learning is a translation of a foreign language that is quantum learning. "Quantum
Learning is a trick, a guide, a strategy and an entire learning process that can sharpen
understanding and memory, and make learning as a fun and rewarding process" (Bobbi
DePorter & Mike Hernacki, 2011: 16).
Thus, quantum learning can be said as a learning model that emphasizes to provide
meaningful benefits and also emphasizes the level of pleasure of learners or students.

B. Characteristics
1. Quantum learning stems from cognitive psychology, not quantum physics, although few
terms and quantum concepts are used.
2. Quantum learning is more humanistic, not positivistis-empirical, "animal-istis", and or
nativistic.
3. Quantum learning is more constructivist (tis), not positivistic-empirical, behavioristic, and
or maturationistic.
4. Quantum learning seeks to integrate, synergize, and collaborate the potential factors of the
human self as a learner with the environment (physical and mental) as a learning context.
5. Quantum learning focuses on meaningful, meaningful interactions, not just transactions of
meaning.
6. Quantum learning places great emphasis on accelerating learning with a high degree of
success.
7. Quantum learning places great emphasis on the nature and reasonableness of the learning
process, not the artificiality or artificiality.
8. Quantum learning greatly emphasizes the significance and quality of learning process.
9. Quantum learning has a model that combines context and learning content. Learning
contexts include an empowering atmosphere, solid foundations, exciting or supportive
environments, and dynamic learning designs.
10. Quantum learning focuses on the formation of academic skills, life skills, and physical or
material achievements.
11. Quantum learning places value and beliefs as an important part of the learning process.
12. Quantum learning puts diversity and freedom, not uniformity and order.
13. Quantum learning integrates the totality of body and mind in the learning process.

C. Process
First, create an exciting atmosphere.
-Watch the emotions of learners
-Create a bridge of feelings
-Celebrate every success.
Second, establish a solid foundation and goals to be achieved.

Third, create a conducive environment.

-Attention to the surroundings
-Use instructional media
-Attention to the setting of the bench in the classroom
 -Attention other organic elements
-Give the room with fragrance
-Use music
Fourth, communication learning materials are communicative.
-Brings up the impression
-Focus
-Inclusive
-Specific
-Non-verbal communication

D. Advantages and Disadvantages

1. Advantages
1. Can guide learners toward the same thinking in the same channel of thought.
2. Because Quantum Teaching involves more students, so when the process of learning pupil
attention can be focused on things that are considered important by the teacher, so that the
important thing that can be observed carefully.
3. Because movements and processes are shown there is no need for much information.
4. The learning process becomes more comfortable and enjoyable.
5. Students are stimulated to actively observe, adapt between theory to reality, and can try to
do it on their own
6. Because the learning model Quantum Teaching requires the creativity of a teacher to
stimulate the innate desire of students to learn, then indirectly teachers accustomed to creative
thinking every day.
7. The lessons provided by the teacher are easily accepted or understood by the students.
2. Disadvantages
1. This model requires careful preparation and planning in addition to requiring a long time,
which may be forced to take another time or lesson.
2. Facilities such as adequate equipment, places and costs are not always available properly.
3. Because in this method there is a celebration to honor a student's efforts either in the form
of applause, jingg fingers, chants etc. Then it can interfere with other classes.
4. A lot of time in preparation.
5. This model requires specific teacher skills, because without it being supported, the learning
process will not be effective.
6. In order to learn with this learning model get the good things required precision and
patience. But sometimes the thoroughness and patience are ignored. So what is expected is not
achieved properly.
2.Lesson Study
A. Defenition

Lesson study is a form of classroom inquiry in which several teachers collaboratively plan,
teach, observe, revise and share the results of a single class lesson. Teachers work through the
steps listed below.

B,Characteristics of Lesson Study

1. Lesson Study is centred around teachers’ interests: Teachers’ interests are central to their
professional development. Lesson study goals should be something teachers feel is
important to investigate and relevant to their own classroom practice.
2. Lesson study is student focussed: Lesson study is about student learning. At any part of
the lesson study cycle (see Figure below), the activities should focus teachers’ attention
to student learning and its connection to lessons/teaching.
3. Lesson study has a research lesson: Teachers have shared physical observation
experiences (in some special cases, video may be used in place of the live lessons, but
this is not recommended), that provide opportunities for teachers to be researchers.
4. Lesson study is a reflective process: Lesson study provides plenty of time and
opportunities for teachers to reflect on their teaching practice and student learning, and
the knowledge gained from and for the reflective practice should be shared in some
format with larger teaching and educational communities.
5. Lesson study is collaborative: Teachers work interdependently and collaboratively in
lesson study.

C.The Lesson Study Process

The stages in lesson study is iterative as shown in the figure below:

D.Advantages and disadvantages

1. Context.

Lesson studies operate within classrooms, with real students and in real-time. This allows
teachers to form a common vision of what ideas actually look like in practice. Most importantly,
lesson study allows teachers to learn in a familiar setting that contains key complexities, such as
student characteristics, time constraints, materials, and the physical environment.

2. Collaboration.

Lesson study provides the opportunity for teachers to make teaching a communal practice by
working collaboratively to improve teaching. The lesson study structure, in which a successful
lesson is a combined effort, supports participants in growing outside of their traditional practices.

3. Reflection.

Discussions within the lesson study context can create great moments for teachers to reflect upon
and alter their own practices. In addition, time to reflect and think about the lesson allows
teachers to envision reform-based teaching within their own classroom and adjust underlying
assumptions about teaching and learning.
4.Ownership

Another important aspect of lesson study is that it provides teachers the opportunity to participate
in improving the profession. As a result, teachers feel a sense of ownership and pride as they
make their contributions, which can make it more likely that they will implement the ideas in
their own classrooms.

3.Discussion

A.Defenition

the act of talking about something with another person or a group of people : a conversation about
something.

B.Characteristics

1. Interface: A basic feature of group discussions is the interaction among the various members
of the group. They see, hear and communicate with each other orally by paying attention to each
other.

2. Leader and Members: Group discussions are effective only when there is a group of members
and a leader. The leader has to summarize facts and information, integrate them, stimulate
thinking and agree to a unanimous solution of the problem. The members of the group become
actively related to each other in their respective roles.

3. Participation: The effectiveness and efficiency of a group discussion depend, to a large extent,
upon the active participation of the members.

4.Interpersonal Attraction: Another characteristic feature of a group discussion is interpersonal

attraction. As long as interaction continues, the likes, dislikes, behavior and temperament of
members are known to each other. Among them, empathy develops and as such they share each
others problems.

5.Pressure to Conform: In a group discussion, there is always an element of pressure to conform

to norms. The pre-defined and established standards are always enforced and followed.

.6. Conflict: A conflict is a difference or disagreement among the members of the group, which
often arise during deliberations and discussions. A conflict is inevitable and usually develops
when alternative solutions are present. It can stimulate the members to find new solutions to the
problem. Thus, conflict is not necessarily bad. But if it arises due to the political behavior of the
members it will have dysfunctional consequences.
 C.procedure

1. Content

Content is a combination of knowledge and the ability to create coherent, logical arguments on
the basis of that knowledge. Merely memorising facts is pointless. We need an in-depth
understanding of various issues as well as the ability to analyse the topic and build arguments.

2.Communication skills

Communication is a two-way process, and the role of the listener is critical.

 The listener has his own interpretation of what you say. Unless you listen to him, you
cannot figure out whether he or she has understood you.
 Unless you listen, the points you make may not fit in with points made by others. It is
easy for an experienced evaluator (moderator) to realise you aren't listening.

Besides listening, you also need the ability to:

 Express your ideas in a clear and concise manner.

 Build on others' points.
 Sum up the discussion made by the entire group.

3. Group dynamics

As mentioned before, a GD is a formal peer group situation and tests your behaviour as well as
your influence on the group. Formal language and mutual respect are obvious requirements. In
addition, you need to have:

 Willingness to listen and discuss various points of view. Do not take strong views in the
beginning itself; try and analyse the pros and cons of a situation.
 Learn to disagree politely, if required. In fact, it is far better to put forward your point of
view without specifically saying 'I disagree' or 'You're wrong'.
 Show appreciation for good points made by others. You can make a positive contribution
by agreeing to and expanding an argument made by someone else.
 Size the opportunity to make a summary near the end or, even better, a part
summary. Partial agreement or part consensus is a sign of the group's progress. Complete
agreement is impossible in the timeframe allotted.

4.Leadership

One of the most common misconceptions about leadership is that it is all about controlling the
group. However, for the GDs we are talking about, leadership is all about giving direction to the
group in terms of content.
It is about initiating the discussion and suggesting a path on which the group can continue
the discussion.

A good leader is one who allows others to express their views and channels the discussion to a
probable decision or conclusion on the given topic.

D.Advantages and Disadvantages

1. It provides a deeper understanding of the subject.

2. It improves the ability to think critically.

3. It provides different approaches to solving a problem.

4.It helps the group in taking a decision.

5.It gives an opportunity to hear the opinions of other persons.

6.It enables a participant to put across his/her viewpoint.

7. It enhances confidence in speaking.

8. It can change your opinion and show you things from a different perspective