TEACHER’S ROLE IN AN INQUIRY CLASSROOM: FACILITATOR OF LEARNING.
The teacher reflects on the purpose and makes plans for inquiry learning.
- He plans ways for each learner to be actively engaged in the learning process.
- She understands the necessary skills, knowledge, and habits of mind needed for inquiry learning.
- He understands and plans ways to encourage and enable the learner to take increasing responsibility for his learning.
- She insures that classroom learning is focused on relevant and applicable outcomes.
- He is prepared for unexpected questions or suggestions from the learner.
- She prepares the classroom environment with the necessary learning tools, materials, and resources for active involvement of the learner.
The teacher facilitates classroom learning.
- The teacher’s daily, weekly, monthly, and yearly facilitation plans focus on setting content learning in a conceptual framework. They also stress skill development and model and nurture the development of habits of mind.
- She accepts that teaching is also a learning process.
- He asks questions, encouraging divergent thinking that leads to more questions.
- She values and encourages responses and, when these responses convey misconceptions, effectively explores the causes and appropriately guides the learner.
- He is constantly alert to learning obstacles and guides learners when necessary.
- She asks many Why? How do you know? and What is the evidence? type of questions.
- He makes student assessment an ongoing part of the facilitation of the learning process.
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Students Doing Inquiry Learning
An inquiry classroom is quite different from a traditional classroom. These differences become increasingly pronounced as the teacher and students become more comfortable and experienced with inquiry learning. It can often be difficult to locate the teacher in an inquiry classroom, because she is rarely found in the traditional spot: behind the teacher’s desk. Students also move around the classroom as they interact with others and locate the appropriate materials and resources for their work.
STUDENTS DOING INQUIRY LEARNING
What does inquiry-based learning look like? Much of what is said about science and inquiry learning can be applied to all subjects. The following list describes some of what inquiry learning looks like in practice.
Students view themselves as learners in the process of learning.
- They look forward to learning.
- They demonstrate a desire to learn more.
- They seek to collaborate and work cooperatively with teacher and peers.
- They are more confident in learning, demonstrate a willingness to modify ideas and take calculated risks, and display appropriate skepticism.
Students accept an “invitation to learn” and willingly engage in an exploration process.
- They exhibit curiosity and ponder observations.
- They move around, selecting and using the materials they need.
- They confer with classmates and teacher about observations and questions.
- They try out some of their own ideas.
Students raise questions, propose explanations, and use observations.
- They ask questions (verbally and through actions).
- They use questions that lead them to activities generating further questions or ideas.
- They observe critically, as opposed to casually looking or listening.
- They value and apply questions as an important part of learning.
- They make connections to previous ideas.
Students plan and carry out learning activities.
- They design ways to try out their ideas, not always expecting to be told what to do.
- They plan ways to verify, extend, confirm, or discard ideas.
- They carry out activities by: using materials, observing, evaluating, and recording information.
- They sort out information and decide what is important.
- They see detail, detect sequences and events, notice change, and detect differences and similarities.
Students communicate using a variety of methods.
- They express ideas in a variety of ways, including journals, drawing, reports, graphing, and so forth.
- They listen, speak, and write about learning activities with parents, teacher, and peers.
- They use the language of learning, apply the skills of processing information, and develop their own “ground rules” appropriate for the discipline.
Students critique their learning practices.
- They use indicators to assess their own work.
- They recognize and report their strengths and weaknesses.
- They reflect on their learning with their teacher and their peers.
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Tags: Students Doing Inquiry Learning
What does it have to do with my classroom?
What does it have to do with my classroom?
Most of our schools focus on teaching a set of basic skills that do not serve the needs of modern society. Traditionally, schools stressed the accumulation of information, and did not emphasize skill development or nurturing inquiry-based habits of mind. This approach to education was adequate when the United States was a largely rural society, depending on unskilled labor. Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically. Today, much learning, if not most, occurs after formal schooling. Our schools must change their approach to education to produce students who can thrive in the modern world.
The traditional focus of education is no longer appropriate. The world has changed: local apprenticeships are rare, and young people must master new ways of acting and thinking. Our society is becoming increasingly larger and more complexly diverse. Young people must develop an understanding for the complexities of modern life and be able to grapple with new ethical and practical issues. We must educate our young so they can participate as responsible members in contemporary society. They also need to be given the chance to grow and develop fulfilling personal identities in settings that are relatively free of risk.
Inquiry learning can turn information into useful knowledge. It stresses skill development and nurtures the development of good habits of mind. Information, lacking a useful context, often has limited applications beyond passing a test. Learning plans and teaching materials need to include a relevant context for new information to lead to broader understandings. It is often hard for students to understand the connections between activities within a particular subject. This confusion is heightened when students struggle to understand the connections between different subjects within traditional schools.
Many traditional schools lack a coherent and simplified process for interrelating subject material between grades. There is little emphasis on planning across subjects. And not enough effort is spent defining the ultimate goals of education — the skills and abilities students should have when they complete high school. While many subjects share information-processing skills, much more can be done to enhance the connections among them.
“Habits of mind” should be an important goal, or outcome, in education. These habits can produce a world view that incorporates different disciplines or subjects. They can be thought of as the “ground rules” for a particular discipline, and include, but are not limited to, verification and respect for data in science, the importance of beauty and desirability in art, and the role of belief and faith in religion.
We are not suggesting that these habits of mind should be taught — or even that they can be taught. They are best nurtured through appropriate modeling and experiences. Nor is it suggested that one world view is right in comparison to another, but rather the different disciplines can offer different and important perspectives. However, it is important that habits of mind are nurtured and valued for the particular discipline being studied. Habits of mind are nurtured through questioning and reflection. Questions like: How do you (I) know? Can we (I) ever know that? What is the evidence? How did you (I) arrive at that decision?
Questions, whether self-initiated or “owned,” are at the heart of inquiry learning. While questions are also a part of the traditional classroom, the sources, purposes, and levels of questioning are quite different. In the traditional classroom, the teacher is frequently the questioner. Questions are usually intended to provoke feedback about a reading or activity assignment. In an inquiry classroom, the teacher asks questions that are more open and reflective in nature. Appropriate questioning techniques are important in an inquiry-based classroom, especially in the lower grades where they become a foundation for self-initiated questioning.
Dennie Palmer Wolf, in THE ART OF QUESTIONING, published by Academic Connections in 1987, suggests that there are four major types of questions: inference questions, interpretation questions, transfer questions, and questions about hypotheses.
INFERENCE QUESTIONS.
These questions ask students to go beyond immediately available information. For example, a high-school photography teacher held up a black-and-white portrait of a machinist taken by Paul Strand and asked, “What do you know by looking at this photograph?” Through careful questioning and discussion, his students realized the image contained hints that implied a whole network of information: clues to content (where and when the photograph was taken), technique (where the photographer stood, where the light sources were located), and meaning or attitude (what Strand felt about industry and workers). To push beyond the factual in this way is to ask students to find clues, examine them, and discuss what inferences are justified.
INTERPRETATION QUESTIONS.
If inference questions demand that students fill in missing information, then interpretive questions propose that they understand the consequences of information or ideas. One day, when her English class was struggling to make sense of Frost’s poem “The Silken Tent,” a teacher asked, “Imagine if Frost compared the woman to an ordinary canvas tent instead of a silk one. What would change?” Faced with the stolid image of a stiff canvas tent, students suddenly realized the fabric of connotations set in motion by the idea of silk — its sibilant, rustling sounds; its associations with elegance, wealth, and femininity; its fluid motions. In a similar spirit, during a life-drawing class, a teacher showed his students a reproduction of Manet’s “Olympia” and asked them, “How would the picture be different if the model weren’t wearing that black tie around her neck?” A student laid her hand over the tie, studied the image and commented, “Without the ribbon, she doesn’t look so naked. She looks like a classical model. With the ribbon, she looks undressed, bolder.”
TRANSFER QUESTIONS.
If inference and interpretation questions ask a student to go deeper, transfer questions provoke a kind of breadth of thinking, asking students to take their knowledge to new places. For example, the final exam for a high-school film course contained this question: “This semester we studied three directors: Fellini, Hitchcock, and Kurosawa. Imagine that you are a film critic and write a review of “Little Red Riding Hood” as directed by one of these individuals.”
QUESTIONS ABOUT HYPOTHESES.
Typically, questions based on what can be predicted and tested are thought of as belonging to sciences and other “hard” pursuits. But, in fact, predictive thinking matters in all domains. When we read a novel, we gather evidence about the world of the story, the trustworthiness of the narrator, the style of the author, all of which we use to predict what we can expect in the next chapter. Far from letting their students simply soak in the content of dances, plays, or fiction, skilled teachers probe for predictions as a way of making students actively aware of their expectations.
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How Does It Differ from Traditional Approach
How does it differ from the traditional approach?
In general, the traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes. The current system of education is teacher centered, with the teacher focused on giving out information about “what is known.” Students are the receivers of information, and the teacher is the dispenser. Much of the assessment of the learner is focused on the importance of “one right answer.” Traditional education is more concerned with preparation for the next grade level and in-school success than with helping a student learn to learn throughout life.
Traditional classrooms tend to be closed systems where information is filtered through layers to students. In general, the use of resources is limited to what is available in the classroom or within the school. Use of technology is focused on learning about the technology rather than its application to enhanced learning. Lesson plans are used to organize the various steps in the learning process for the whole-class approach. On-target questions that would tend to cause deviations from the plan are met with, “We will get to that later.”
The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on “how we come to know” and less on “what we know.” Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.
Assessment is focused on determining the progress of skills development in addition to content understanding. Inquiry learning is concerned with in-school success, but it is equally concerned with preparation for life-long learning.
Inquiry classrooms are open systems where students are encouraged to search and make use of resources beyond the classroom and the school. Teachers who use inquiry can use technology to connect students appropriately with local and world communities which are rich sources of learning and learning materials. They replace lesson plans with facilitated learning plans that account for slight deviations while still keeping an important learning outcome in focus. They meet on-target questions with, “How do you suggest we investigate that question?”
Another issue regarding inquiry-based learning has to do with a misconception about when to do inquiry. Inquiry is not only done in laboratory or group work — it can also be done in lectures that provoke students to think and question.
Teachers often discount the fact that when they are giving talks or lectures to students, the students, if engaged, are applying listening and observing skills — using their senses. If teachers focus more on “how we come to know” by presenting evidence and information and encouraging student questioning, then talks can even become powerful inquiry models for students. Collaborative meaning-making can take place through discourse.
For example, when discussing the internal structure of the earth, a teacher will often give the students information about just the names and sizes of these earth layers, or the “what we know.” But what really is important and intriguing for the student is the “how do we know?” about these structures. No one has been down there, and physical probes have only scratched the surface. To enhance inquiry learning, the teacher should explain that indirect scientific evidence, mainly the transmission and reflection of different kinds of earthquake waves, provides much of our understanding about the internal structure of the earth. This approach provides the student with the opportunity not only to learn the names and sizes of the structures but, more importantly, to ponder and question the nature of indirect scientific evidence as well. Thus, an inquiry approach can help students connect science with the scientific method. Students learn to apply the method to various fields of study while coming to understand their content.
Perhaps a good way to summarize the important difference between traditional learning and inquiry learning is: Traditional learning focuses more on LEARNING ABOUT THINGS, while inquiry learning focuses more on LEARNING THINGS! Another useful way to contrast the two might be: Thinking WHAT as opposed to thinking HOW.
Add a comment 10/02/2009
Tags: How Does It Differ from the Traditional Approach
How does it differ from the traditional approach?
How does it differ from the traditional approach?
In general, the traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes. The current system of education is teacher centered, with the teacher focused on giving out information about “what is known.” Students are the receivers of information, and the teacher is the dispenser. Much of the assessment of the learner is focused on the importance of “one right answer.” Traditional education is more concerned with preparation for the next grade level and in-school success than with helping a student learn to learn throughout life.
Traditional classrooms tend to be closed systems where information is filtered through layers to students. In general, the use of resources is limited to what is available in the classroom or within the school. Use of technology is focused on learning about the technology rather than its application to enhanced learning. Lesson plans are used to organize the various steps in the learning process for the whole-class approach. On-target questions that would tend to cause deviations from the plan are met with, “We will get to that later.”
The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on “how we come to know” and less on “what we know.” Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.
Assessment is focused on determining the progress of skills development in addition to content understanding. Inquiry learning is concerned with in-school success, but it is equally concerned with preparation for life-long learning.
Inquiry classrooms are open systems where students are encouraged to search and make use of resources beyond the classroom and the school. Teachers who use inquiry can use technology to connect students appropriately with local and world communities which are rich sources of learning and learning materials. They replace lesson plans with facilitated learning plans that account for slight deviations while still keeping an important learning outcome in focus. They meet on-target questions with, “How do you suggest we investigate that question?”
Another issue regarding inquiry-based learning has to do with a misconception about when to do inquiry. Inquiry is not only done in laboratory or group work — it can also be done in lectures that provoke students to think and question.
Teachers often discount the fact that when they are giving talks or lectures to students, the students, if engaged, are applying listening and observing skills — using their senses. If teachers focus more on “how we come to know” by presenting evidence and information and encouraging student questioning, then talks can even become powerful inquiry models for students. Collaborative meaning-making can take place through discourse.
For example, when discussing the internal structure of the earth, a teacher will often give the students information about just the names and sizes of these earth layers, or the “what we know.” But what really is important and intriguing for the student is the “how do we know?” about these structures. No one has been down there, and physical probes have only scratched the surface. To enhance inquiry learning, the teacher should explain that indirect scientific evidence, mainly the transmission and reflection of different kinds of earthquake waves, provides much of our understanding about the internal structure of the earth. This approach provides the student with the opportunity not only to learn the names and sizes of the structures but, more importantly, to ponder and question the nature of indirect scientific evidence as well. Thus, an inquiry approach can help students connect science with the scientific method. Students learn to apply the method to various fields of study while coming to understand their content.
Perhaps a good way to summarize the important difference between traditional learning and inquiry learning is: Traditional learning focuses more on LEARNING ABOUT THINGS, while inquiry learning focuses more on LEARNING THINGS! Another useful way to contrast the two might be: Thinking WHAT as opposed to thinking HOW.
Add a comment 10/02/2009
Tags: How Does It Differ from the Traditional Approach
What is Inquiry Based Learning?
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What is inquiry-based learning?
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What is inquiry-based learning?
An old adage states: “Tell me and I forget, show me and I remember, involve me and I understand.” The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Exline 1. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.
“Inquiry” is defined as “a seeking for truth, information, or knowledge — seeking information by questioning.” Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses — seeing, hearing, touching, tasting, and smelling.
A Context for Inquiry
Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as “fluff” learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.
Importance of Inquiry
Memorizing facts and information is not the most important skill in today’s world. Facts change, and information is readily available — what’s needed is an understanding of how to get and make sense of the mass of data.
Educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning. In the past, our country’s success depended on our supply of natural resources. Today, it depends upon a workforce that “works smarter.”
Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a “need or want to know” premise. Inquiry is not so much seeking the right answer — because often there is none — but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.
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Illustration developed by Joe Exline |
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This figure illustrates how human society and individuals within society constantly generate and transmit the fund of kno |
Human society and individuals within society constantly generate and transmit this fund of knowledge. Experts, working at the boundary between the known and the unknown, constantly add to the fund of knowledge.
It is very important that knowledge be transmitted to all the members of society. This transmission takes place through structures like schools, families, and training courses.
Certain attributes are necessary for both generating and effectively transmitting the fund of knowledge. The attributes that experts use to generate new knowledge are very similar to the qualities essential for the effective transmission of knowledge within the learners’ environment. These are the essential elements of effective inquiry learning:
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Experts see patterns and meanings not apparent to novices. |
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Experts have in-depth knowledge of their fields, structured so that it is most useful. |
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Experts’ knowledge is not just a set of facts — it is structured to be accessible, transferable, and applicable to a variety of situations. |
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Experts can easily retrieve their knowledge and learn new information in their fields with little effort. |
We propose that the attributes experts use to generate new knowledge are very similar to the attributes essential for the effective transmission of knowledge within the learner’s environment — the essentials of effective inquiry learning.
Inquiry is important in the generation and transmission of knowledge. It is also an essential for education, because the fund of knowledge is constantly increasing. The figure below illustrates why trying to transmit “what we know,” even if it were possible, is counterproductive in the long run. This is why schools must change from a focus on “what we know” to an emphasis on “how we come to know.”
An effective and well-rounded education gives individuals very different but interrelated views of the world. All disciplines have important relationships that provide a natural and effective framework for the organization of the school curriculum, as shown in the chart below. The subject matter of disciplines can be set in the larger context of a conceptual framework 3. This framework is crucial for understanding change and also for the organization of the discipline and its application to the natural and human-designed worlds.
The habits of mind 4, values, or “ground rules” of a particular discipline provide that discipline’s unique perspective. The sciences, for example, demand verification of data, while the study of literature often relies on opinions and subjective interpretations as a source of information. Habits of mind vary in their rigidity across disciplines. This doesn’t mean that one is right and the other is wrong, but simply that the “ground rules” are different.
The Application of Inquiry
While much thought and research has been spent on the role of inquiry in science education, inquiry learning can be applied to all disciplines. Individuals need many perspectives for viewing the world. Such views could include artistic, scientific, historic, economic, and other perspectives. While disciplines should interrelate, inquiry learning includes the application of certain specific “ground rules” that insure the integrity of the various disciplines and their world views.
Outcomes of Inquiry
An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds. How are these worlds organized? How do they change? How do they interrelate? And how do we communicate about, within, and across these worlds? These broad concepts contain important issues and questions that individuals will face throughout their lives. Also, these concepts can help organize the content of the school curriculum to provide a relevant and cumulative framework for effective learning. An appropriate education should provide individuals with different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living.
While questioning and searching for answers are extremely important parts of inquiry, effectively generating knowledge from this questioning and searching is greatly aided by a conceptual context for learning. Just as students should not be focused only on content as the ultimate outcome of learning, neither should they be asking questions and searching for answers about minutiae. Well-designed inquiry-learning activities and interactions should be set in a conceptual context so as to help students accumulate knowledge as they progress from grade to grade. Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate, and work.
There are several variations on inquiry-based learning. Among the most widely used are the Future Problem Solving Program 5 and the Problem-based Learning Approach 6. See the “Resources” section for more on these approaches.
Add a comment 10/02/2009
Tags: What is Inquiry Based Learning
Workshop “Strategies to Improve Students’ Reading Skills”
Workshop “Strategies to Improve Students’ Reading Skills”
Oleh : Nina Feyruzi Soeparno
Kamis kemarin tanggal 15 Januari 2009, Sekolah Kinderfield Group menyelenggarakan Workshop dengan judul “Strategies to Improve Students’ Reading Skills”. Peserta yang datang berjumlah kurang lebih 30 orang terdiri dari guru2 TK dan SD swasta dan negeri di Jakarta. Untuk guru SMP dan SMA rencananya akan diadakan bulan Februari mendatang.
Tujuan dari workshop adalah selain membantu guru membuat perencanaan pemelajaran membaca di kelas, guru berlatih dan belajar membaca yang efektif sehingga dapat memberikan ilmu membacanya kepada siswanya di kelas. Guru juga dapat membantu anak untuk senang membaca dengan kegiatan2 menarik yang bisa dilakukan di kelas.
Workshop dimulai dengan Welcome Walk: Reading Buddy, guru2 dalam hitungan 5 harus mencari partner untuk diceritakan tentang buku yang menarik yang pernah dibacanya. Mereka saling sharing dan kelihatan seru sekali.
Presentasi saya mulai dengan pertanyaan “Kapan bapak ibu terakhir baca buku?” suara riuh terdengar. Ketika saya tanya satu2, ada yang membaca buku terakhir ketika SMA. Wah…itu kan sudah lama sekali. Ada juga yang tiap malam membaca sebelum tidur, dan buku tersebut habis terbaca. Hebaaatttt… Tahu apa yang dibaca si ibu guru? Novel Agatha Christie… (sama dong kayak saya…)
Kemudian saya minta guru untuk membaca teks tentang Lev Vygotsky, seorang Rusia yang mengajarkan kepada kita tentang ZPD dan Scaffolding pada perkembangan psikologi anak, berjumlah 5 halaman dalam waktu 7 menit dan mencoba menangkap apa isinya, mengambil esensi dari teks. Ternyata ketika mereka selesai membaca dan saya tanyakan apa esensi dari bacaan tersebut, para guru dapat menjelaskan dengan baik. Malah ada yang menghubungkannya dengan teori Multiple Intelligences nya Howard Gardner segala. Wah, wah, wah…mantaaabb…(saya pinjam istilahnya Pak Ihsan boleh ya?)
Saya juga membacakan buku “The True Story of Three Little Pigs and The Big Bad Wolf”. Sebelum saya bacakan, saya tanya dulu adakah guru yang belum pernah membaca cerita “The Three Little Pigs and The Wolf”. Ternyat ada juga beberapa guru yang belum pernah membaca ini. Jadi saya minta guru lain memceritakannya di depan. Kemudian barulah saya bacakan buku di atas. Buku itu adalah cerita versi dari Mr. Alexander Wolf, sang pengganggu 3 Babi kecil, yang memberikan ‘alibi’nya bahwa dia sedang terserang flu dan bersin hebat sehingga rumah 3 babi kecil hancur berantakan. Mr. Wolf juga menyalahkan 3 Babi kecil karena membuat rumah dari sedotan. dst…
Para guru kemudian membuat drama, membuat puisi dan membuat jingle dari cerita tersebut.
Saya juga bacakan kisah Timun Mas. Ternyata peserta yang tidak tahu cerita ini lebih banyak dari cerita 3 Little Prigs. Gawat…! Saya langsung berpikir untuk membuat workshop atau project khusus tentang legenda dan cerita2 dari Indonesia.
Kemudian saya berikan tips dan trik2 dalam membantu meningkatkan kemampuan membaca mereka (bukan belajar membaca ya)dengan berbagai hal seperti misalnya reading train, reading buddy, five finger role, literature buddy role, seven strips, dan 6 thinking hats. Wah, kegiatan seru sekali. Guru2 pun berlatih membuat ide pemelajaran. Berhubung mereka adalah guru2 TK dan SD mereka pandai menggambar. Hasil karya mereka bagus-bagus. Ada yang membuat reading train, ada juga yang membuat lagu, membuat puppet show.
Kami juga membuat rubrik untuk evaluasi reading skill anak.
Workshop ditutup dengan refleksi tentang apa saja yang sudah dipelajari dalam pelatihan kali ini.
Salam Mari Membaca,
Nina
Add a comment 16/01/2009
Tags: Reading Skills
