Part I - Pedagogy

8/9/2019 Part I - Pedagogy

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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
mailto:[email protected]:[email protected]


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Objectives

Upon completion of this session, youshould be able to:l understand the importance of learning

beliefsl describe three basic learning theoriesl understand the basic terms and concept

related to pedagogy and andragogyl understand the taxonomies of

educational objectives


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Your Learning Beliefs

l Why is it important to know yourown learning beliefs ?

l

Some examples :l Learning is an active process of doing.l Learning is a social process of collaborating

with others.l Learning occurs when we make connections

to our experiences.l 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

l Studentspreferentiallytake in andprocessinformation indifferent ways:l by seeing and

hearingl reflecting and

actingl reasoning logically

and intuitivelyl analyzing and

visualizingl

l Teaching m ethodsalso vary. Som einst ructors :

l give lecturel Show

demonstrationl lead student s t o

self-discoveryl focus on principles

and concept sl focus on

applicationsl emphasize

m emory andunderstanding


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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

Instructional

strategies

Present and provide for

practice and feedback

Plan for cognitive learning

strategies

Provide for active, self-regulating, reflective

learning

Media strategies Variety of traditionalMedia and CAI

Computer basedinstruction Responsive environment

Key concept Reinforcement Elaboration Intrinsic motivation

3 Basic LearningTheories


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Domains Of Knowledge

l A conceptual tools that describe andlabel the achievement or ability of

learner related to :l the ability to do things ( Psychomotor )l the ability to think ( Cognitive )l the ability to feels ( Affective )l 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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Please 'observe' thisblack-and-white image

geographicallocation ???

a m am m al ian coa t(cow) ??? a bea rded

m an ???

Apparent ly, what each person 'sees' (or 'observes')

depends more on what is already stored in thatperson's brain. This is what we called as percept ion This suggest s 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?

l We are not basically alike we do not allbenefit from the same approach.

l Each individual = own unique learningstrengths and weaknesses.

l Differences = complex combination of personality , mental processing , confidence ,attitude , sensory intake processes, etc

l Vital for instructor use variety of methods to reach different styles andmodalities of learner.


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Howard Gardner's Theory of Multiple Intelligence


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Multiple Intelligence ???

l Academic subjects = mostly linguistic and logical-linguistic and logical-mathematicalmathematical

l What happened to the other skills ?l

Is an IQ result a good predictor of happiness, of economicsuccess, of success in relationships, of success in life?

Not really. In a modern society, of course,linguistic and logical-mathematical ability arelinguistic and logical-mathematical ability arevery importantvery important , but there are six other intelligences to look into. Master all these intelligences = full brainpower.


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What Is Pedagogy?

l Greek word = paidagogospaidagogos l paido( boy/childboy/child ) +

agogos( leaderleader )l Pedagogue = A school teacher;

an educatorl art or science of teaching (esp. for

children)l the instruction in teaching methodsl any activities that impart knowledge


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Productive PedagogiesFramework

l Higher-order thinking =Higher-order thinking =transformation of information and ideas.

l This transformationoccurs when students:l combine facts and

ideasl Synthesizel

generalizel Explainl hypothesizel or arrive at some

conclusion or

interpretation.

l Lower-order thinking Lower-order thinking = recitefactual information or toemploy rules and algorithmsthrough repetitive routines.

l

Students are given pre-specified knowledge rangingfrom simple facts andinformation to more complexconcepts.

l Such knowledge is conveyed

to students through areading, work sheet, lectureor other direct instructionalmedium.

l


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l Andragogy modern theory of adult learning& training

l

Pedagogy Traditionally applied to theteaching of childrenl Knowles' assumptions (on adult learners)

l The need to knowThe need to know need to know why theyneed to learn something before undertaking tolearn it.

l Learner self-conceptLearner self-concep t need to be responsiblefor their own decisions and to be treated ascapable of self-direction

l

Andragogy :Malcolm Knowles


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Andragogy :Malcolm Knowles

l Role of learners' experienceRole of learners' exp erience have a varietyof experiences of life which represent therichest resource for learning. Theseexperiences are however imbued with bias andpresupposition.

l Readiness to learnReadiness to learn ready to learn thosethings they need to know in order to cope

effectively with life situations.l Orientation to learningOrientation to learning motivated to learn to

the extent that they perceive that it will helpthem perform tasks they confront in their lifesituations.

(Knowles 1990)


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Taxonomy of Educational Objectives

l to provide a tool for classifyinginstructional objectives .

l The Taxonomy isl hierarchicalhierarchical (levels increase in

difficulty /sophistication)l Cumulative (each level builds on and

subsumes the ones below).l Can be used to provide a basis for

assessment to ensure studentsprogress to the highest level of understanding.


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Benjamin Bloom

l 1956 He found that 95% of the testquestions that the students have toanswer involved recalling

information.l The test was done to classify the levels

of intellectual behavior, which isimportant in learning.

l Taxonomy is known as a system of categorizing and organizingmaterial and each level issubsumed by the higher levels.

T f Ed i l


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l Bloom identified six levels in cognitivelearning domain which is shownbelow:

Knowledge

Comprehension

Evaluation

Analysis

Application

Synthesis

ESAACK

Basic Level

High level

Medium Level

Taxonomy of EducationalObjectives

Domain 1 : Cognitive


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l 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 formvirtually identical to the formin 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, WhenIdentify the main parts of .Recall the names of five explorers of theNew World.

2. Comprehension/

Understandingthe ability to grasp themeaning of information.

Show, Explain,Summarize, Find,Review, Interpret,Restate, Translate,Describe, Paraphrase,Change, Give the mainidea, 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 articleand tell the class about it.

Taxonomy of Educational ObjectivesDomain 1 : Cognitive


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Taxonomy Level Active Verbs Examples/Related Activities

3. Application

- The ability to uselearning in a new andunique situation withouta 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 sketcha scene from a favorite book or movie.

4. Analysis

- The ability to breakdown material into itscomponent parts andidentify the relationshipof the parts to eachother 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 usinginformation you have collected on atopic.

Make a time line of a book or timeperiod.



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Taxonomy Level Active Verbs Examples/Related Activities5. Synthesis

- Putting together the partsin order to create somethingthat is new or different thelearner.

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 criteriathat the learner uses to justifythe 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.



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Test Plan With Blooms TaxonomyTest Plan With Blooms TaxonomyCOIT-S2-0506-Test Plan

Course : CGMB 324 : Multimedia System Design Created By : T.J.Iskandar Bin Abd AzizExam : FinalSemester : Sem 1, 2007/2008

Topics Knowledge Comprehension Application Analysis Synthesis Evaluation

1. Topic 1 3 3

2. Topic 2 3 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

0

0

0

0

17 16 10 13 16 28 100

10043% 57%

C O N T E N T


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l The Affective Domain addresses interests, attitudes,opinions, appreciations, values, and emotionalsets.

l Affective Domain - important if the teachingpurpose is to change attitudes/behavior ratherthan to transmit/process informationl Receiving.l Responding.l Valuing.l Organization.l Characterization by a Valuel

Taxonomy of EducationalObjectives

Domain 2 : Affective


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l

l

l Areas - manipulat ive skills required in businesstraining

l Reflex m ovem entsl Basic-fundam ental m ovem ents.l Percept ual abilit ies.l Physical abilities.l Skilled movements.l Non-discursive com m unication.l Sam ple objectives:

l writes smoothly and legiblyl accurately reproduces a picture, map, etcl operates a [machine] skillfullyl plays the piano skillfully;l demonstrates correct swimming form

Taxonomy of Educational ObjectivesDomain 3 : Psychomotor

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Part I - Pedagogy