part ii pedagogical approaches for higher learning
DESCRIPTION
PART II PEDAGOGICAL APPROACHES FOR HIGHER LEARNING. T.J. Iskandar Bin Abd. Aziz Web Manager - Public Affairs Department Lecturer - Graphics & Multimedia Department College of Information Technology Universiti Tenaga Nasional (UNITEN) [email protected]. Objectives. - PowerPoint PPT PresentationTRANSCRIPT
PART IIPEDAGOGICAL APPROACHES
FOR HIGHER LEARNING
T.J. Iskandar Bin Abd. AzizWeb Manager - Public Affairs Department
Lecturer - Graphics & Multimedia DepartmentCollege of Information Technology
Universiti Tenaga Nasional (UNITEN)[email protected]
2
Objectives
Upon completion of this session, you should be able to: understand the important characteristics of an effective lecturer identify the common types of strategies that can be implemented in T & L describe the important characteristics of instructional design understand the Gagne’s Systematic Approach to Training
3
Who You Are?
You have mastered a certain area in specific field and you love working in them..
You are an expert and can be a useful resource
You are asked to deliver as an expert and do it effectively
How do you think you are being measured ?
The conduct of your students and their performance results
4
The MEDIOCREMEDIOCRE teacher tellstellsThe GOODGOOD teacher explainsexplains
The SUPERIORSUPERIOR teacher demonstratedemonstrateThe EXCELLENTEXCELLENT teacher inspireinspire
The MEDIOCREMEDIOCRE teacher tellstellsThe GOODGOOD teacher explainsexplains
The SUPERIORSUPERIOR teacher demonstratedemonstrateThe EXCELLENTEXCELLENT teacher inspireinspire
5
Subject Knowledge• up-to-date knowledge• able to help student understand concept or solve problems
Subject Knowledge• up-to-date knowledge• able to help student understand concept or solve problems
Organisation• course planning • lectures preparation• lecture & presentation clarity• time/schedule
Organisation• course planning • lectures preparation• lecture & presentation clarity• time/schedule
Relationships• genuine interest in student• enthusiasm in subject taught• attentiveness & helpfulness • sense of humour
Relationships• genuine interest in student• enthusiasm in subject taught• attentiveness & helpfulness • sense of humour
Instruction & Strategies • interrelated skills & abilities• strategies
• explaining• demonstrating• discussing• teaching aids
Instruction & Strategies • interrelated skills & abilities• strategies
• explaining• demonstrating• discussing• teaching aids
Evaluation & Feedback• reliability• validity• own teaching feedback
Evaluation & Feedback• reliability• validity• own teaching feedback
The Effective Lecturer
(adapted from Cannon, 1992)
6
Teaching Strategies
Effective instructors use an array of teaching use an array of teaching strategiesstrategies because there is no single, universal approach that suits all situations.
Different strategies used in different combinations with different groupings of students will improve learning outcomes.
Some strategies are better suited to teaching certain skills and fields of knowledge than are others.
Some strategies are better suited to certain student backgrounds, learning styles and abilities.
7
Teaching Strategies
Direct teaching Cooperative learning Lecture One-to-one discussion Brainstorming Videos/Slides/CBT Discussion Case Studies Role Playing Surveys Guest Speakers
Variations in manner and style Active participation Small group activity Reading or problem solving
activities Demonstrating Anything else???
8
Teaching in Large Group
Large group teaching is dominated by the lecture method
Common problems: How can we improve the quality of our lectures? How to encourage more active participation of
students?
9
Lecture Method
Oral methods of giving info, generate understanding and creating interest
Without interest, attention is lost little understanding Without information there is nothing to be understood The task of lecturing:
Giving Information
Generate Understanding
Create Interest
10
Basic Skills of Lecturing
Explaining – using examples & illustrations Orientation – opening a lecture, intro to a topic or
theme Closure – summarize and linking topics Liveliness – generate interest & hold attention Teaching aids – use of technology Giving directions – how to do things / solve
problems Comparing – giving similarities/differences Narrating – reading a book to illustrate or exemplify Varying students activities
11
Lecture Preparation
Finalize PlanFinalize Plan
• Intro + purpose
• First Key Points
• Second Key Points
• N-Key Points
• Summary
• Intro + purpose
• First Key Points
• Second Key Points
• N-Key Points
• Summary
Prepare ObjectivesPrepare Objectives
• Define the purpose or objectives of the lecture
• Write it down !!!
• Define the purpose or objectives of the lecture
• Write it down !!!Identify ContentIdentify Content
• Write the main ideas
• Look for illustrations
• Any jokes or cartoon to be included ?
• Write the main ideas
• Look for illustrations
• Any jokes or cartoon to be included ?
12
Evaluating The Lecture
How much time was taken to prepare for the lecture?
Were the notes helpful? Were the visual aids clear and easy to read? How to improve preparation and presentation? Were the purpose of the lecture achieved? How did the students react? Did you provide questions or activity that stimulate
discussions?
13
Important Tips
Care about what your students are doing Observe whether students enjoy the
subject / your class Be concern with students’ understanding Encourage students and make the
subject exciting Put energy and ingenuity in your teaching Show hard work and the students will too
14
Instructional Design
It is the entire process of analyzing learning needs, goals and the development of a delivery system to meet those needs.
It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.
15
Characteristics of ID
I. Selecting contents based on data from empirical study or pre-defined curriculum.
II. Teaching Strategy based on learning theory and styles
III. Assessment based on standards of achievement.
IV. The use of technology to optimize cost and efficiency – i.e. Courseware, PPT slides
16
Overview of ID
Instructional Design (ID) involves: Identifying what is needed to be
learnt Plan to make sure learning is going
on Measuring learning outcomes to test
whether our objectives has been met Refine everything including
involvement, teaching and strategy until we achieves the objectives
17
Learning Outcomes
Assessment
Content Sequencing
Methods
• ID aims for a learner-centered rather than the traditional teacher-centered approach to instruction, so that effective learning can take place.• This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners’ needs.
18
Systematic Approach to Training : Robert M. Gagné
Focus on the outcomes or behaviors, that result from training.
He identified the mental conditions for learning based on the Information Processing model of the mental events that occur when adult are presented with various stimuli.
He created a nine-step process The Events of InstructionThe Events of Instruction
19
Instructional Event Internal Mental Process
1. Gain attention Stimuli activates receptors
2. Inform learners of objectives Creates level of expectation for learning
3. Stimulate recall of prior learning Retrieval and activation of short-term memory
4. Present the content Selective perception of content
5. Provide "learning guidance" Semantic encoding for storage long-term memory
6. Elicit performance (practice) Responds to questions to enhance encoding and verification
7. Provide feedback Reinforcement and assessment of correct performance
8. Assess performance Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job
Retrieval and generalization of learned skill to new situation
The Events of InstructionThe Events of Instruction
20
As information is assembled into a data
base of schemas and ideas are gathered
for how to impart that information, think
of all these important theories and
concepts. These speak to the infinite
capacity of the human mind to absorbabsorb,
analyzeanalyze, and synthesizesynthesize.
Conclusion