THE LEARNING PYRAMID

Lecture

Reading

Audio Visual

Demonstration

Discussion Group

Practice by Doing

Teach others/Immediate Use

5%

10%

20%

30%

50%

75%

80%

If you read

If you listen

If you see

If you listen and see

If you say

If you say and do

10%

20%

30%

50%

70%

90%

Level of Memory

Philips, P.J. (1950)

Taste

Touch

Smell

Hear

Visual

1.0%

1.5%

3.5%

11.0%

83.0%

Stimuli

TELL ME AND I’LL LISTENTELL ME AND I’LL LISTEN

SHOW ME AND I’LL UNDERSTANDSHOW ME AND I’LL UNDERSTAND

INVOLVE ME AND I’LL LEARNINVOLVE ME AND I’LL LEARN

I LISTEN THEN I FORGETI LISTEN THEN I FORGET

I SEE THEN I REMEMBERI SEE THEN I REMEMBER

I DO THEN I UNDERSTANDI DO THEN I UNDERSTAND

The Classic Five-Minute Washroom The Classic Five-Minute Washroom Control TechniqueControl Technique

Problem 1:

Most students who ask to leave the class to use the washroom facilities genuinely do need to; however, there are a few students who ask to go to the washroom who do not need to go at all. They are either trying to avoid in-class work or they want to fool around in the hall or washroom.You, as a lecturer, are in doubt bind situation here. You have no way of telling whether a student really needs to go or not. To deny a request for washroom privileges could spell disaster as you well know and by the same token to let a student wander the halls avoiding work is also wrong. How do you stop or prevent abuse of washroom privileges while allowing for genuine needs in this area?

The Stick JarThe Stick Jar Problem 2 You want to keep all students on their toes. This

is perhaps the hardest task for all of us in the area of teaching. We want our audiences to pay attention to us one hundred percent of the time because we give one hundred percent effort in our presentations.How can we keep students’ attention at a high level?

WHY TEACHING ?WHY TEACHING ?

Change the behavior and character of students through the acquisition of knowledge and belief.

Thomas F.Green (1970s)

TEACHING CONCEPTTEACHING CONCEPT

Knowledge&

Skill

Planning

Organizing

Implementing

Facilitating

Assessing

TEACHING CONCEPTTEACHING CONCEPT

Four Groups of Ideology:

1. Behaviorists – Parlov, Thondike, Skinner

- learning is a change of behavior

stimulus vs response

2. Cognitive – Kohler, Bruner, Gagne, Ausubel, Piaget - Focus on mental ability

3. Social – Neobehavior

The combination of behavior and cognitive

Teaching through modeling. Learning

through observation

4. Humanist – Students’ learning depends on

their feeling and emotion. Therefore

teaching strategy must follow the development of students’ emotion

Training Through

Conditioning

Instructing throughIndoctrination

MentalIntelligence

Propagating

PhysicalPunishment

Threat

MEANING OF TEACHINGMEANING OF TEACHING

• Must create student’s interests

• Facilitate them

• Help them to solve problems

• Provide learning materials

• Increase student’s ability to derive skills

• Guide them towards positive learning attitudes

MEANING OF TEACHINGMEANING OF TEACHING

• Process – Systematic planning, implementing, assessment

• Communication/Interaction• Science – Teaching based on theory

given by educational expertise - systematic

• Arts – Apply teaching strategy appropriately.

TEACHING MODELTEACHING MODEL

Learning and teaching theories are formulated by educationists to form teaching model

Expository Teaching Model:

-Direct explanation, narration or demonstration-Students listen until they understand and then they record

Inquiry Teaching Model:

Contain questionnaire and procedure to derive answerand make conclusion from proposed questions.

Types of Inquiry Model

1. Scientific2. Social3. Juris-Prudential4. Suchman’s

Teacher Students

Conversation

Plan – Introduction – Discussion – Wind-up - Conclusion

Discussion Model:

• What to learn?• Why it should be learned?• How it can be learned?

Strategy:• Socratic – a series of questions to clarify the ideas• Didactic – Dialogue, seminar, debate or forum

Academic Discussion:

CONCEPT OF PEDAGOGYCONCEPT OF PEDAGOGY

• Pedagogy (ped-a-go-je) means the arts and science of educating children

• Came from the word pedagogue (Greek)

which means a tutor or talented educator who is able to teach efficiently.

• Pedagogy is an art of teaching that involves

the use of methods and technique of teaching

Individual differences

Interest

Talent

IQ

Pedagogy

Methods &Techniques

WHY PEDAGOGY?WHY PEDAGOGY?

• Select appropriate methods and techniques• Select suitable teaching aids• Encourage student-centered approach• Active participation from students• Attractive set induction• Variation of methods• Understand the importance of formative

evaluation• Incentive, appreciation and empathy rather than

punishment, critics and penalty.

INDUCTIVE APPROACHINDUCTIVE APPROACH

Concept

It is the process of collecting and interpreting informationthen make generalization or conclusion

Method

Suitable for all subjects especially technical subjectswhich always involved inquiry-discovery method.

The principles of using inductive approach

1. At the beginning of TL process, a teacher should provide examples to enable students to make conclusions. It must be followed by questions to help students to draw conclusion 2. Do not explain the content related to the conclusion. But guide them so that they can draw conclusion themselves

DEDUCTIVE APPROACHDEDUCTIVE APPROACH

Concept

The use of conclusions, theorem, laws, principles or regulations and apply it to a specific example. Sometimes these are used to make a new conclusion

Method

• Required in-depth understanding and able to summarize principles, theorem, laws, regulations etc and apply to specific examples

• Students are guided to create a new formulation

Aims of deductive approach Aims of deductive approach

• Problem solving

• To create a new generalization

• To proof hypothesis

INTEGRATIONINTEGRATION

The absorption of various kinds of skills in one teaching event. It is not a mere integration of languages,

but also an integration of skills from various subjects/disciplines.

The Characteristics of IntegrationThe Characteristics of Integration

• It is the integration of skills within single subject or a number of subjects

• Integration occurs holistically

• There is one focus skill

Implementing IntegrationImplementing Integration

• Identify the main skill then followed by ‘the by-side skills’

• Focused skill should be emphasized in the TL process – development stage

• This strategy must be planned based on lesson objectives, performance and the ability of students

• Proper/systematic plan aims to achieve the goal• In education, strategy means the ability to select

suitable approach in teaching by means of using appropriate methods and techniques

Concept of StrategyConcept of Strategy

CRITERIA FOR SELECTING CRITERIA FOR SELECTING T-L STRATEGY T-L STRATEGY

• Refer to the subject that will be taught• Based on the objective of the lesson ex. Discussion (domain cognitive)• Based on students’ capability ex. Homogenous – heterogeneous• Types of lesson activities ex. Looking for decision – questioning tech

• Selecting methods and techniques

based on teaching approach• Arrange methods and techniques

systematically• Distribute materials and organize time

wisely• Class management

SELECTING T-L STRATEGY SELECTING T-L STRATEGY

Consider two factors:

• Classroom environment

• Teaching-learning activities

SELECTING T-L STRATEGY SELECTING T-L STRATEGY

• Teacher-Centered

• Material-Centered

• Student-Centered

Teacher-Centered Teacher-Centered

• A teacher controls the class

• One-way approach - demo, lecture, story telling, group teaching

Characteristics of Teacher-CenteredCharacteristics of Teacher-Centered

• In TL activities, a teacher plays an important role – students as spectators

• One way communication – students as listeners

• Autocratic

• The teaching strategy mainly to achieve teachers’ objectives

Characteristics of Teacher-CenteredCharacteristics of Teacher-Centered

• Exclude human value and emotional development

• Prime concern is given to students achievement through tests and examination

• Memorization rather than interpretation• No student interactions – poor

interpersonal/social value• Students’ ability and interest are not a prime

concern

Material-Centered Material-Centered

• Two types of materials – Teaching materials and learning materials

• Teaching materials – chart, model, picture, slide, recorder, TV, projector etc

• Learning materials – books, printed matter, equipment, computer etc

• Self access• Entitles for both teacher and student centered

Characteristics of Material-CenteredCharacteristics of Material-Centered

• As a teaching aid in TL process• As a platform to develop communication and

interaction between teacher and student as well as teacher or student and material

• Using material needs skill in order to achieve maximum objective

• As a helper during teacher’s absence• As an attraction

Student-Centered Student-Centered

• Students actively participate in the learning process

• In a classroom teacher as facilitator• Time is always allocated for learning

activities• Two-way approach – group, discussion,

problem solving, simulation, role play, brain storming etc.

Characteristics of Student-CenteredCharacteristics of Student-Centered

• Students play important role whilst a teacher as a facilitator

• A two-way approach – questioning method invites students respond

• Democratic • TL aims to achieve students learning objectives• Develop students’ interpersonal skills through

learning activities – initiative and creative • Teaching strategy considers student differences

Selecting Methods & TechniquesSelecting Methods & Techniques

• Contents• Time• Teaching aids/materials• Students’ psychology• Students’ maturity• Facilities• Teaching approach & strategy• Objective• Etc

Teaching Methods

• Class• Group• Individual• Inquiry-discovery• Project• Problem-solving

Teaching Techniques

• Story Telling • Lecture• Facilitation• Discussion• Questioning• Demonstration• Role Play• Games• Simulation• Etc

T-L STRATEGY IN SMART PEDAGOGYT-L STRATEGY IN SMART PEDAGOGY

• Facilitation

• Student-Centered

• Material-Centered

• Mastery - individualized

• Collaborative

Self-PacedSelf-Access

Mastery Self-Directed

Individual SmartLearning

Mastery LearningMastery Learning

• Focused• Quality of teaching• Enough time• Mastery through sub-unit/program• Assessment – feedback

- correction

- congruent (test what they

have learnt)

Mastery LearningMastery Learning

Steps to carry out ability test

- Identify aspects to be tested

- Ascertain degree of proficiency

- Appropriate measuring instrument

- Administer test

- Evaluate students’ response

- Prepare report

Self-Paced Learning Self-Paced Learning

• Use of module and learning packages

• Use of program where step of knowledge is developed

• Audio-tutorial

• “Keller Plan” text books which provide levels of achievement using questions

• Use of computer

Self-Access LearningSelf-Access Learning

• No direct control from teachers

• Learning materials are provided and are lodged at the place called Self-Access Center

Self-Directed LearningSelf-Directed Learning

• Students feel to improve themselves – initiative

• Need commitment

SMART T-L STRATEGYSMART T-L STRATEGY

Learning Strategy

Directive

Collaborative

Metacognitive

GenerativeOutside Context

Observational

Mediative

Directive

• Ask students to practice, mastery

Observation

• Learning through observation

 

Mediative

• Students are assisted in learning on how to apply knowledge in solving problem

• Use reasoning, guidance and discussion

Outside Context

•Learning based on practice, seminar and doing their own project

 

Generative

•Students are guided on how to behave in certain situation using their differences in ability

•Use of various techniques in teaching suitable with students’ differences in ability

 

 

Meta Cognitive

•Thinking of higher level. Its main function is to plan, direct, control, examine and evaluate all cognitive thinking processes, covering critical and creative thinking, so as to make appropriate decision to solve problems

Collaborative

•Help students to develop interpersonal skill in carrying out the tasks

Teacher’s Ability ModelTeacher’s Ability Model

Organizing Ability

CommunicationAbility

Expressive Ability

CognitiveAbility

TeachingAbility

CreativeAbility

TeachingSkills

Method of TeachingMethod of Teaching

• The method of teaching includes a series of action or steps taken by a teacher to achieve a certain teaching and learning objectives

“Method of teaching is an organization and application of teaching technique, teaching materials, teaching aids and supplementary material by the teacher, with the aim of achieving the teaching and learning objective”

Clark, L.H & Starr, I.S (1970s)

Technique of TeachingTechnique of Teaching

• Teaching technique is considered an important element in the method of teaching. The success of achieving teaching and learning objective depends, to a large extent, on the current application of the teaching technique

Technique of TeachingTechnique of Teaching

“Teaching technique refers to a certain trap, strategy, or skill which is used by teachers to achieve teaching and learning objective optimally”

Anthony, E.M (1963)

FACILITATIONFACILITATION

• A process which activate a certain learning activity so that it can be carried out smoothly without hindrance.

• Facilitation skill is actually a lecturers’ successful effort in motivating his students to learn, guiding them to carry out learning activities efficiently, encouraging them to involve themselves actively in learning activities and smoothing all learning process continuously without any interference or half-way interruption.

FACILITATIONFACILITATION

• Most suitable technique for group activity such as discussion, debate, seminar, forum, brainstorming, buzz session and other student-centered approach

Seven Habits of Effective FacilitatorSeven Habits of Effective Facilitator

1. Be proactive – must know faci techniques

2. Begin with the end in mind – leadership habit. Each w/shop must have mission statement (objectives).

3. Put first thing first:

Quadrant – Dr Stephen R. CoveyQuadrant – Dr Stephen R. Covey

Quadrant 2

Not Urgent

and

Important

Quadrant 1

Urgent

and

Important

Quadrant 4

Not Urgent

and

Not Important

Quadrant 3

Urgent

and

Not Important

Crisis quadrant/problem Critical issues that potentially delaythe project

Time wastersUrgent to others butNot the project team

Time wastersNot urgent and notImportant to anyone

Should focusmost

4. Think win/win

5. Seek first to understand – listen until you understand

6. Synergize – cooperate creatively

7. Renewal – self maintenance habit

Click for more onFacilitation skills

Characteristics of Effective Facilitator Characteristics of Effective Facilitator

FacilitationTechniques

Reflecting

Focusing

Thematizing

Challenging

Disclosing

Goal Setting

Trialing

Attending

SCORING KEY

Dimension Item Responses Item Responses Dimension Score

a b c a b c

Centrality 1 +2 +1 -1 11 +2 +1 -1 ………

Integration 2 +1 -1 +2 12 -1 +2 +1 ………

Initiative 3 -1 +1 +2 13 -1 +2 +1 ………

Creativity 4 +1 +2 -1 14 +1 +2 -1 ………

Connections 5 -1 +2 +1 15 +2 +1 -1 ………

Help 6 +1 +2 -1 16 -1 +2 +1 ………

Wider Value 7 -1 +2 +1 17 +1 +2 -1 ………

Influence 8 +1 -1 +2 18 +2 +1 -1 ………

Development 9 +1 -1 +2 19 +2 +1 -1 ………

Problems 10 -1 +2 +1 20 +1 -1 +2 ………

Total ………….

Role effectiveness index = Total score + 20

60X 100 = %

DISCUSSIONDISCUSSION

• Involve lecturer and students or among students in small group

• Exchange idea or opinion/information – sometimes under the guidance of a lecturer

• Enable students to compare, analyze, interpret various ideas, learn from each other and adopt the best for self-improvement

Principles of DiscussionPrinciples of Discussion

• Selection of discussion topic

- experience, ability, interest

- avoid sensitive issues

- suitable to topic and time allocated

• Clear the aim of discussion

• Chairman and secretary should be selected

Principles of DiscussionPrinciples of Discussion

• Comply with the rule of discussion

• Lecturer is only a facilitator

• Record the necessary points

• Allow time for comment by a lecturer

Two Forms of Discussion:

• Class discussion – facilitate by a lecturer

• Group discussion or buzz session – led by student elected under the supervision of a lecturer

DEMONSTRATIONDEMONSTRATION

Require lecturer’s skill to show the way or steps to perform a certain activity in the class

Principles of DemonstrationPrinciples of Demonstration

Before

• Determine objective and content of demo

• Prepare equipment and apparatus

• Ensure all students can observe / listen

• Beware of safety measures

Principles of DemonstrationPrinciples of Demonstration

During

• Face students during demonstration

• Repeat the steps until students fully understood

• Encourage student to repeat if time permits

Principles of DemonstrationPrinciples of Demonstration

After

• Discuss the important parts

• Strengthening activity

PROBLEM-SOLVINGPROBLEM-SOLVING

• Students use their prior knowledge, experience, skill to solve the arisen problem

• Lecturer to guide students to identify the characteristics of the problem, recollect past experience, to select suitable strategy to carry out problem solving activities

Principles of PSPrinciples of PS

• Give students problematic types of questions as soon as they have acquired the relevant knowledge or skill

• Problem should be set according to their ability• Lecturer should guide students to understand

and identify the problem before the process of PS begins

• Open to multiple ways of PS• Avoid from teaching them directly. All thinking

process should be carried out by students

Dewey’s PS ModelDewey’s PS Model

To identifythe problem

To look forclues/info

To set uphypothesis

To test thehypothesis

To evaluate andrecord

Find conclusion

Polya’s PS ModelPolya’s PS Model

Preliminary stage

Strategyplanning

Strategyimplementation

Checkinganswers

Diagrammaticapproach

Analogyapproach

Lester’s PS ModelLester’s PS Model

Awareness ofthe problem

Understandingof the problem

Objectiveanalysis

Planning ofstrategies

ImplementationOf strategies

Procedures and evaluationof the solution

- analysis approach- deduction approach

GROUP TEACHINGGROUP TEACHING

• Similar ability – maths & language skills

(remedial & enrichment)

• Mixed ability – brainstorming, experiment,

project, games, quiz

Principles of Group TeachingPrinciples of Group Teaching

• Pre-assessment

• Appoint leader – assist lecturer and members

• Arrangement of chairs

• Clear instruction should be given before start with group activities

• Prepare required learning materials

Principles of Group TeachingPrinciples of Group Teaching

• Students are aloud to move around within their own group

• Change of members between groups should be done from time to time based on current performance

• Lecturer to supervise

• Conclude with discussion

SIMULATIONSIMULATION

Occur in a controlled condition and purposely created to resemble to actual situation with the aim to carry out teaching to serve certain problem

Three TypesThree Types

• Socio drama

• Role play

• Use of simulator

PROJECTPROJECT

• Learning through games, practical work, experiment, project, visit and other outdoor activities.

• Full interest because student learns in actual situations.

• Must mastered certain related skills • Develop potential physically and socially.• Individually or group activity.

Some ConsiderationSome Consideration

• Be specific of the project objective.

• Prepare material / instrument.

• Plan activities.

Types of ProjectTypes of Project

• Research• Handicraft• Educational visit

BEFORE- Identify place- Permission

-Arrange transport - Briefing

- Preparation

DURING

- Divide group- Participation

- Safety measures

AFTER

- Report

TEAM TEACHINGTEAM TEACHING

• Introduced in USA in 1956.• A group of teachers specializing in various subject.

• Team teaching covers 3 stages.

1. Teach large group 80 – 320 students.2. Teaching-learning for smaller group.3. Learning activities conducted individually.

Senior teacher Teacher Teacher trainee Tutor Technician / Lab / Lib officers

ConditionsConditions

• Physical facilities – lecture hall / theatre, classroom, laboratory, resource centre

- well equipped. • Time table – flexible.• Lecturers cooperation and staffs support.• Division of time for teaching-learning.

e.g. large class teaching act – 40%

small group act – 20%individual learning act – 40%

ImplementationImplementation

Senior lecturer - Specialist

Lecturer – Tutor

Large classroom

Tutor – Engineer Teacher

Small class

Supervise learning activities Assess coursework / script

Resource – Officers / Laboratory assistant

Librarian

Prepare equipment, laboratory, classroom

Supply materials for individual learning

ORGANIZING PRACTICAL ANDORGANIZING PRACTICAL AND LAB-BASED TEACHING-LEARNING LAB-BASED TEACHING-LEARNING

WHY PRACTICAL OR LAB TEACHING?WHY PRACTICAL OR LAB TEACHING?

• Train and develop manipulative skills• Problem-solving through practical works• To brief understanding in terms of concept and theory• To try out/to transform theoretical into real project• To enhance interest about the lesson• To search facts• To develop social skills• To expose real materials to students

STEPS FOR DOING PRACTICAL/LAB TEACHINGSTEPS FOR DOING PRACTICAL/LAB TEACHING

• Create instruction orally • Do not assume students understand as we do• Clarify the steps• Need to assess own skills• Prepare lab/workshop – conducive, safe• Begin demo (if necessary)• Start work• Lecturer facilitate• Assess the project

Planning Lab SessionPlanning Lab Session

• Store room

• Location of first aid

• Basic first aid rules

• Procedure for getting emergency assistance

ActivityActivity

• Create Safety Rules for your lab

PIE PIE

Plan

ImplementEvaluate

What you are going to do

What you have plannedWhat you have done

LAB TEACHING

Good Lab Teaching PracticeGood Lab Teaching Practice

• Objective of lab teaching – Students will get deeper understanding

• Need close communication between lab assistant and the lecturer in charge

PlanningPlanning

• What project?

• What theory related to project?

• How to organize cooperative study in the lab?

• What equipment used?

Group WorkGroup Work

• Projects are conducive to group learning

• Divide students into groups of 2 or 4 (depends on class size and quantity of equipment)

EquipmentEquipment

• Suitable for the project – neither so complex nor so rudimentary

• A fancy, expensive – distract students attention

• Antiquate instrument ‘dry labbing’ the results

• Suitable illuminate experience

ReviewingReviewing

• Rehearsing the procedure• Review the results• To avoid problem:

- Prepare lab assignment at least 1

week before and

- Try it out (lab assistant or JP)• Lab schedule should include time for the lecturer

or JP to review the results with the class – class discussion

Preparing LabPreparing Lab

• Preview texts and lab manuals used in the lab – meeting required

• Find out where supplies are stored and who orders course materials

• Give students the laboratory and safety rules in writing and verbally and enforce them

• Test all equipment

For Each Class Meeting For Each Class Meeting

• Know the material thoroughly

• Compare the content of your lab to the lecture – what information to enforce what to omit

• Know how to cope with equipment breakdown

• Complete demonstration

• Materials required are in the right amount

• Prepare lab notes, outlines, diagrams, and other necessary handouts

• Write those on board/slides before class

In The LabIn The Lab

• Short quiz (5-10minutes) at the beginning of the lab – inspire punctuality and focus on the lab

• Lecturing: What you will be doing

How it fits into past and future work What the students should learn

- Announce the day’s project- Explain the task – demo or show samples- Furnish information with handouts

• Supervising students’ work

- Make yourself available- Build rapport- Be around- Watch signs of students having difficulties:

Frustrated noisesConfused expressionsFlipping of text or lab manual pages

- Interrupt the entire class only when find many students in the same predicament

- Rephrase a student’s question before answering

• Summarizing

- Reviewing what students have learned

• Visual Aids

- Vary your presentation

- Assist students who best learn visually