T.J. Iskandar Bin Abd. AzizWeb Manager - Public Affairs Department
Lecturer - Graphics & Multimedia DepartmentCollege of Information Technology
Universiti Tenaga Nasional (UNITEN)[email protected]
PART IINTRODUCTION TO
PEDAGOGY
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Objectives
Upon completion of this session, you should be able to: understand the importance of learning beliefs describe three basic learning theories understand the basic terms and concept related to pedagogy and andragogy understand the taxonomies of educational objectives
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Your Learning Beliefs
Why is it important to know your own learning beliefs ?
Some examples : Learning is an active process of doing. Learning is a social process of collaborating with
others. Learning occurs when we make connections to our
experiences. Learning is a process of inquiry, of searching out and
exploring the questions that matter in our lives.
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Learning vs Teaching
Students preferentially take in and process information in different ways: by seeing and
hearing reflecting and acting reasoning logically
and intuitively analyzing and
visualizing memorizing
Teaching methods also vary. Some instructors : give lecture Show demonstration lead students to self-
discovery focus on principles
and concepts focus on applications emphasize memory
and understanding
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Behaviorism Cognitivism Constructivism
Learning isChange in overt behavior
due to conditioningProgramming of a new rule for
information processingPersonal discovery based
on insight
Types of learningDiscrimination,generalization,
association, chaining
Short term sensory storage,short term memory, long term
sensory storage, long termmemory
Problem solving
Instructionalstrategies
Present and provide forpractice and feedback
Plan for cognitive learningstrategies
Provide for active, self-regulating, reflective
learning
Media strategies Variety of traditional Media and CAI
Computer based instruction Responsive environment
Key concept Reinforcement Elaboration Intrinsic motivation
3 Basic Learning Theories
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Domains Of Knowledge
A conceptual tools that describe and label the achievement or ability of learner related to : the ability to do things (Psychomotor) the ability to think (Cognitive) the ability to feels (Affective) the ability to relate to others
(Interpersonal)Knowing what level, or what domain you aim for, will help you write your
instructional objectives, and develop your instruction effectively
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Perception & Learning Styles/Modality
People are not all alike and see the world differently, in a way that makes the most sense to them as individuals. This is called perception.
Human perceptions shape what we think how we make decisions how we define what’s important.
Our individual perception also determines our natural learning strengths, or learning style or modality.
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Please 'observe' this black-and-white image
• geographical location ???
• a mammalian coat (cow) ???
• a bearded man ???
• Apparently, what each person 'sees' (or 'observes') depends more on what is already stored in that person's brain. • This is what we called as perception• This suggests that learning from our environment (through our senses) is an active, rather than a passive, process.
•Anything else ???
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What is learning styles ?
We are not basically alike we do not all benefit from the same approach.
Each individual = own unique learning strengths and weaknesses.
Differences = complex combination of personality, mental processing, confidence, attitude, sensory intake processes, etc
Vital for instructor use variety of methods to reach different styles and modalities of learner.
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Multiple Intelligence ???
Academic subjects = mostly linguistic and logical-linguistic and logical-mathematicalmathematical
What happened to the other skills ? Is an IQ result a good predictor of happiness, of
economic success, of success in relationships, of success in life? • Not really. In a modern society, of
course, linguistic and logical-linguistic and logical-mathematical ability are very importantmathematical ability are very important, but there are six other intelligences to look into. • Master all these intelligences = full brain power.
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What Is Pedagogy?
Greek word = “paidagogospaidagogos” paido(boy/childboy/child) +
agogos(leaderleader) Pedagogue = A school teacher; an
educator art or science of teaching (esp. for
children) the instruction in teaching methods any activities that impart knowledge
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Productive Pedagogies Framework
Higher-order thinking = Higher-order thinking = transformation of information and ideas.
This transformation occurs when students: combine facts and ideas Synthesize generalize Explain hypothesize or arrive at some
conclusion or interpretation.
Lower-order thinkingLower-order thinking = recite factual information or to employ rules and algorithms through repetitive routines.
Students are given pre-specified knowledge ranging from simple facts and information to more complex concepts.
Such knowledge is conveyed to students through a reading, work sheet, lecture or other direct instructional medium.
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Andragogy – modern theory of adult learning & training
Pedagogy – Traditionally applied to the teaching of children
Knowles' assumptions (on adult learners) The need to knowThe need to know — need to know why they need
to learn something before undertaking to learn it. Learner self-conceptLearner self-concept — need to be responsible
for their own decisions and to be treated as capable of self-direction
Andragogy : Malcolm Knowles
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Andragogy : Malcolm Knowles
Role of learners' experienceRole of learners' experience — have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.
Readiness to learnReadiness to learn — ready to learn those things they need to know in order to cope effectively with life situations.
Orientation to learningOrientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.
(Knowles 1990)
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Taxonomy of Educational Objectives
to provide a tool for classifying instructional objectives.
The Taxonomy is hierarchical hierarchical (levels increase in
difficulty /sophistication) Cumulative (each level builds on and
subsumes the ones below). Can be used to provide a basis for
assessment to ensure students progress to the highest level of understanding.
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Benjamin Bloom
1956 – He found that 95% of the test questions that the students have to answer involved recalling information.
The test was done to classify the levels of intellectual behavior, which is important in learning.
“Taxonomy” is known as a system of categorizing and organizing material and each level is subsumed by the higher levels.
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Bloom identified six levels in cognitive learning domain which is shown below:
Knowledge
Comprehension
Evaluation
Analysis
Application
Synthesis
ESAACK
Basic Level
High level
Medium Level
Taxonomy of Educational Objectives
Domain 1 : Cognitive
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Each level in cognitive learning are described below:-
Taxonomy Level Active Verbs Examples/Related Activities
1. Knowledge
The ability to recall or recognize content in a form virtually identical to the form in which it was presented.
Tell, Describe, Name, Recall, Choose, List, Define, Identify, Relate, State, Remember, Report, Recognize, Match, Memorize, Reproduce, Label
Define a vocabulary word. Who, What, Where, When Identify the main parts of . Recall the names of five explorers of the New World.
2. Comprehension/ Understanding
the ability to grasp the meaning of information.
Show, Explain, Summarize, Find, Review, Interpret, Restate, Translate, Describe, Paraphrase, Change, Give the main idea, Give examples, Convert
Write a summary of the story. Describe different kinds of bicycles. Explain the importance of knowing about? Review a magazine or newspaper article and tell the class about it.
Taxonomy of Educational Objectives
Domain 1 : Cognitive
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Taxonomy Level Active Verbs Examples/Related Activities
3. Application
- The ability to use learning in a new and unique situation without a prompt.
Apply, Solve, Illustrate, Paint, Use, Put in order, Practice, Show, Draw, Solve, Employ, Demonstrate, Prepare, Report, Collect, Act out, Construct, Relate, Record
Make a model, puzzle, diorama, map, diagram, or picture of . . . Sculpture, dramatize, paint, or sketch a scene from a favorite book or movie.
4. Analysis
- The ability to break down material into its component parts and identify the relationship of the parts to each other and the whole.
Compare/Contrast, Survey, Dissect, Outline, Classify, Investigate, Detect, Separate, Same/Different, Arrange, Distinguish, Categorize, Differentiate, Calculate, Research,
Design a diagram, graph, chart, questionnaire, or survey using information you have collected on a topic. Make a time line of a book or time period.
Taxonomy of Educational Objectives
Domain 1 : Cognitive
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Taxonomy Level Active Verbs Examples/Related Activities
5. Synthesis
- Putting together the parts in order to create something that is new or different the learner.
Imagine, Create, Predict, Construct, Improve, Pretend, Invent, Organize, Design, Suppose, What if, Compose, Plan, Modify, Produce, Change, Forecast, Hypothesize, Derive, Devise, Reconstruct
Draw a cartoon. Make a recipe. Make a formula or solution for . . . Compose a song. Create a TV/Radio show. Write a commercial.Create a game.
6. Evaluation
- The ability to arrive at a valid conclusion or make a judgment based upon criteria that the learner uses to justify the conclusion or judgment.
Judge, Debate, Solve, Verify, Justify, Support, Select/Choose, Recommend, Decide, Appraise, Argue, Validate, Rate, Measure, Estimate, Evaluate, Assess, Criticize, Defend, Dispute
Form a panel and have a debate.Conduct a survey & report the results.Write an editorial for a newspaper.Critique a movie, book, or play.Conduct a court trial.Write a self-evaluation of your learning.
Taxonomy of Educational Objectives
Domain 1 : Cognitive
Test Plan With Bloom’s TaxonomyTest Plan With Bloom’s TaxonomyCOIT-S2-0506-Test Plan
Course : CGMB 324 : Multimedia System Design Created By : T.J.Iskandar Bin Abd Aziz
Exam : FinalSemester : Sem 1, 2007/2008
Topics Knowledge Comprehension Application Analysis Synthesis Evaluation
1. Topic 1 3 3
2. Topic 23 6 9
3. Topic 3 3 5 8
4. Topic 4 6 4 4 14
5. Topic 5 5 5 6 9 25
6. Topic 6 3 6 4 9 22
7. Topic 7 4 4 5 6 19
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17 16 10 13 16 28 100
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The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets.
Affective Domain - important if the teaching purpose is to change attitudes/behavior rather than to transmit/process information Receiving. Responding. Valuing. Organization. Characterization by a Value
Taxonomy of Educational Objectives
Domain 2 : Affective
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Areas - manipulative skills required in business training Reflex movements Basic-fundamental movements. Perceptual abilities. Physical abilities. Skilled movements. Non-discursive communication. Sample objectives:
writes smoothly and legibly accurately reproduces a picture, map, etc operates a [machine] skillfully plays the piano skillfully; demonstrates correct swimming form
Taxonomy of Educational Objectives
Domain 3 : Psychomotor