AKEPT-Acad. Leadership- 2011 (ppt-pdf)

Transcription

Outcome Based Education
07/12/2011
Koïchiro Matsuura
Director General of
UNESCO 1999-2009
This presentation is available on my website
Outcomes-Based T&L (OBTL) materials 2011
AKEPT’
AKEPT’s INNOVATIVE LEADERSHIP & NEW ACADEMIC
FACULTY STAFF TRANSFORMATION PROGRAM
Invited Lecture & Worskhop,
Worskhop, PAKA Terengganu
Jaafar Jantan aka Dr JJ. Dec 9th, 2011
Edward
DeBono
Howard
Gardner
email: [email protected], [email protected];
[email protected]. Website: http://drjj.uitm.edu.my; HP#:+60193551621
Dr JJ was
conferred the
coveted &
prestigious
(HE) 2010 AAN
Teaching
Award, Oct
10th, 2011
12/7/2011
Copyright DrJJ, ASERG, FSG, UiTM. March 2010
1
12/7/2011
2
Copyright DR JJ, ASERG, UiTM, Shah Alam
1
07/12/2011
“To realise our national aspirations, a concerted effort is needed to increase our
nation’s competitiveness, productivity and innovativeness. Attributes such as desire
for knowledge, innovative thinking, creativity and competitiveness
competitiveness must be
imbued within our people. The inculcation of moral values, progressiveness
progressiveness
and performanceperformance-based cultures must also be instilled if we are to nurture
successful individuals of the highest quality.
quality This will determine our success as a
knowledge-based economy…” Prime Minister’s Message
….“This transformation plan aims squarely on holistic human capital (modal insan)
insan)
development, to produce Malaysians who are intellectually active,
active, creative and
innovative, ethically and morally upright, adaptable and capable of critical
thinking. The model human capital would also need to be wellwell-rounded
individuals with an appreciation for humanistic pursuits such as the arts,
culture, sports and volunteerism.
volunteerism This process will create the environment
necessary for the development of an individual to find and fully achieve his or her
personal potential….”
Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010;
Triggering Higher Education Transformation AUGUST 27, 2007
12/7/2011
3
MOHE’
MOHE’s Attributes of Human Capital with FirstFirst-Class Mentality
Knowledge Attributes:
• Mastery of core subjects and
ability to apply that knowledge
• Mastery of Bahasa Malaysia and
English, and at least one other
global language.
• A continuing passion for
knowledge through lifelong
learning.
• Excellent general knowledge and
interest in current events.
• Appreciation of the arts, culture
and sports.
• Sound analytical and problemsolving skills.
• Awareness of business and
management principles, and
technology.
Personal Attributes:
• Goal-oriented: proactive,
self-starting, selfdisciplined, confident,
resilient, motivated, and
fiercely competitive.
• Intellectually engaging:
creative, innovative, and
possessing critical
thinking skills.
• Quick learner, adaptable,
and flexible.
• Entrepreneurial.
• Ethically and morally upright.
• Spiritually grounded.
• Compassionate and caring
(through volunteerism and
social services).
Interpersonal
Attributes:
• Able
communicator
and effective
presenter.
• Able to relate and
be comfortable with
people at all levels.
• Able to develop and
leverage on
personal and
professional
networks to achieve
goals.
• Natural leader.
• Team player.
4
2
07/12/2011
12/7/2011
5
http://drjj.uitm.edu.my
Transformation Framework
Institutional Pillars
Human Capital with
First-class Mentality
Apex
Universities
MyBrain15
Lifelong
Learning
Academic
Performance
Audit
Research and
Development
Teaching and
Learning
Academia
Leadership
Governance
Critical Agenda
Graduate
Training
Scheme
Source: National Higher Education Action Plan 2007-2010
6
3
07/12/2011
12/7/2011
7
12/7/2011
8
4
07/12/2011
Kuhn argues that scientific advancement is not evolutionary, but
rather is a "series of peaceful interludes punctuated by intellectually
violent revolutions", and in those revolutions "one conceptual world
world
view is replaced by another".
Kuhn,
1962.
The
Scientific
Revolution
another
Paradigm Shift is a change from one way of thinking to
another.
another It's a revolution, a transformation, a sort
of metamorphosis.
metamorphosis. It does not JUST happen, but rather, it is
driven by agents of change
from the Ptolemaic system (the earth at the center of the universe) to the
Copernican system (the sun at the center of the universe)
from Newtonian physics to Relativity and Quantum Physics.
Both movements eventually changed the world view
“WE ARE NOT HUMAN BEINGS HAVING A SPIRITUAL EXPERIENCE
WE ARE SPIRITUAL BEINGS HAVING A HUMAN EXPERIENCE”
EXPERIENCE”
12/7/2011
9
“A university is an institution that provides experiences for intense
intense
interaction between students & teachers” – Syed Naquib quoted by
Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel,
Oct 7th, 2010
One of the most important goals of a university is to develop
individuals who have advanced literacy skills in their
discipline: people who can participate effectively by
critiquing information and ideas and by contributing with
rigour and creativity to new insights and knowledge, who
are selfself-aware as learners, and who are rhetorically versatile,
confident communicators able to adapt and contribute to
the demands of employment and life in a changing
society and wider world.
12/7/2011
10
5
07/12/2011
OutcomesOutcomes-Based Education (OBE)
is a philosophy,
philosophy an approach to
education based on products of
learning experiences
Involved Every
stakeholders of
higher education
07/12/2011
Integrates Constructively Aligned
TLAs,
TLAs, Assessment & Grading to the
Finished Product, the Learning
Outcomes
Prepares
graduates as
knowledgeable
& responsible
citizens
11
6
07/12/2011
Technical skills
1.Knowledge (C)
2.Practical Skills (P)
3.Thinking and scientific
skills (C,P)
Professional skills
1.Communication skills (P/A)
2.Social skills, teamwork and
responsibility (A/P)
6.Values, ethics, moral and
professionalism (A)
7.Information management and
lifelong learning skills(A/P)
8.Managerial and entrepreneurial
skills (A/P)
9.Leadership
9.Leadership skills (A/P)
Professional skills
1.
2.
3.
4.
5.
6.
7.
13
Critical thinking and problem solving skills (C/P)-LO3)
Communication skills (P/A)-LO4
Group working skills (P/A)-LO5
Ethics and professionalism (A)-LO6
Lifelong learning and information management (A/P)-LO7
Entrepreneurship skills (A)-LO8
Leadership skills (A/P)-LO9
14
7
07/12/2011
Developing 3 Domains of Education-Learn
Cognitive
Knowing, the Head
The KNOWLEDGE (F,C,P)
Intellectual Skills (FC)
Reasoning Skills-Evidences
Affective
Psychomotor
Feeling, The Heart
The CARE, Emotions
The way to RESPOND
Doing, The Hand, Body
The SKILLS
(3+1)H?
12/7/2011
15
07/12/2011
16
8
12/7/2011
07/12/2011
17
Joseph Rost of University of San Diego is one of the most popular
writers in recognizing the shift from the industrial concept of leadership
(leader-centered view) to a paradigm he calls the post-industrial
concept of leadership.
He articulates a definition of leadership based on this post-industrial
perspective. A definition he believes is more consistent with
contemporary organizational life. Rost's definition says that leadership
is an influence relationship among leaders and followers who intend
intend
real changes that reflect their mutual purposes.
purposes
12/7/2011
18
9
07/12/2011
Today, scholars discuss the basic nature of leadership in terms of the
"interaction" among the people involved in the process: both leaders
and followers. Thus, leadership is not the work of a single person,
rather it can be explained and defined as a "collaborative endeavor"
endeavor"
among group members. Therefore, the essence of leadership is not the
leader, but the relationship (Rost
(Rost,, 1993).
12/7/2011
19
1. The relationship is based on influence:
influence: multidirectional, toptop-down &
bottombottom-up, not to be coercive. not based on authority, but persuasion.
persuasion.
2. Leaders and followers are the people in this relationship: both leaders and
followers are doing leadership; all are active players,
players, not necessary equal
in doing the influence; more than one follower and more than one leader.
3. Leaders and followers intend real changes: promote and purposefully
seek changes. changes intended must be substantial.
substantial.
4. The changes the leaders and followers intend reflect their mutual
mutual purposes:
desired changes must reflect the wishes of the leader and the desires
desires
of the followers (Rost,
Rost, 1991)
12/7/2011
20
10
07/12/2011
If you were to fall in a hole
through the center of the
earth, how long before you
land in a bowl of authentic
dim sum in Beijing?
12/7/2011
21
Think of a leader for whom or with whom you worked - one
that you would gladly work with or for again.
Think of a person in a leadership position that you try to
avoid, or left you drained, or hoping for more.
How would you describe these people? How did they make
you feel?
12/7/2011
22
11
07/12/2011
12/7/2011
23
12/7/2011
24
12
07/12/2011
DrJJ, Zollman, Law, TS Zul
Born & Raised in the state of Hang JEBAT…
JEBAT
Early education at St. David’s, Science Malacca & SDAR (Seremban)
B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.
Teaching Certificate (1986) – MPTI, Johor Bahru
Served ITM – Jan 1987
PhD Physics Education (1991-1994) - Kansas St. Univ.
Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award)
Practiced OBE & Active Learning on my own since 1997.
OBE, OBTL workshop speaker, facilitator & consultant at national level
Vice-Chair Asian Physics Education Network (ASPEN), UNESCO
Chair for ASPEN, Malaysia.
Nominated for Innovative Teaching & Learning National & International
Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.
Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally
25
12/7/2011
“When I really understand something,
it is as if I had discovered it myself “
Richard Feynman, Physicist & Nobel laureate
in 1965 (Quantum Electrodynamics)
Dr JJ’
JJ’s Teaching Philosophy
Journey towards
Enrichment and
Balance utilizing
Arts and Sciences in
Teaching & Learning
Journey towards Enrichment & Balance utilizing
Arts & sciences of Teaching & Learning
26
13
07/12/2011
12/7/2011
27
12/7/2011
28
14
07/12/2011
Outcomes
& Content
Teacher
Students
Setting
Can there be teaching without students?
Can there be teaching when there are students, but no teacher?
Can there be teaching without a subject?
Teaching involves a teacher and a student
interacting over a subject in a setting.
29
12/7/2011
Outside knowledge
From teachers
(Direct Instruction),
Books & from outside
learner’s brain
So, was it filled??
F il
lu
p
Fill up
Inside is
EMPTY…
Let’s Examine them,
in writing..
Inside is
EMPTY…
Teaching, Learning & Assessment in
the 19th CenturyCentury-Instruction Paradigm
12/7/2011
30
15
07/12/2011
Outside knowledge
From teachers
learner’s brain
So, was it filled??
F il
lu
p
Fill up
Inside is
EMPTY…
in writing..
Inside is
EMPTY…
Teaching, Learning & Assessment in
the 20th CenturyCentury-Instruction Paradigm
12/7/2011
31
“The
The greatest enemy of understanding is coverage – I can’t repeat
that often enough. If you’
you’re determined to cover a lot of things, you
are guaranteeing that most kids will not understand,
understand, because
they haven’
haven’t had time enough to go into things in depth, to figure
out what the requisite understanding is, and be able to perform
that understanding in different situations.”
situations
(Gardner 1993: 24)
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
12/7/2011
32
16
07/12/2011
12/7/2011
33
“A paradigm shift is desirable in worldworld-wide education. Under the
traditional, dominant ‘Instruction Paradigm’
Paradigm’ schools and colleges are
institutions that exist to provide instruction.
instruction. It is to be hoped that a
‘Learning Paradigm’ might eventually take hold, whereby
educational institutions in all countries would exist to produce
learning. This shift is both needed and wanted,
and it would change everything.”
Barr & Tagg (1995). “From Teaching to Learning: A New Paradigm for Undergraduate
Education”. Paraphrase by Hake, R. “Measuring Teaching and Learning Performance:
Interconnected Issues”.
12/7/2011
34
17
07/12/2011
Peter Ewell’s argument In his December 1997 AAHE Bulletin article "Organizing for
Learning," that the two common flaws in our change strategies that caused
assessment NOT leading to learning improvement are:
1. initiatives have been implemented without a deep understanding of what
"collegiate learning" really means and which strategies are likely to promote it;
it;
2. initiatives have, for the most part, been attempted piecemeal within and across
institutions.
institutions.
Most assessment efforts were implemented without a clear vision of what
"higher" or "deeper" learning is and without an understanding of how
assessment can promote such learning.
learning Our piecemeal attempts stem partly
from a mechanistic, additive model of assessment,
assessment which needs to be replaced
by a transformative assessmentassessment-asas-cultureculture-change model if we’
we’re to make real
progress.
progress
Angelo, T. (1999). Doing Assessment As If Learning Matters Most. AAHE Bulletin. May 1999. Accessed Dec 2nd,
2011. http://education.gsu.edu/ctl/outcomes/Doing%20Assessment%20As%20If%20Learning%20Matters%20Most.htm
12/7/2011
35
"Although
Although engineering students used memorized formulas successfully
successfully to
solve physics problems,
problems there were 'widespread misconceptions' when
they were required to provide 'coherent verbal descriptions of abstract
abstract
concepts‘
concepts‘ inherent in the problems.
problems
After watching their teachers work 1,000 problems in class and solving another 3,000
themselves outside class, 'after four years, engineering students showed negligible
improvement in problem-solving skills.“
Gardiner, L.F.. “Why We Must Change: The Research Evidence”, Thought and Action,
14(1), pp.71-88. Available electronically at http://www2.nea.org/he/heta98/s98pg71.pdf.
Physics Education Research-Validated Learning evidences since the 1980’s
leading to Valid & Reliable Measuring Instruments such as the revolutionary
Force Concept Inventory (FCI) & the inclusion of Physics Education
Research as a branch of physics & reported in Physical Review Special
Topics—Physics Education Research
12/7/2011
36
18
07/12/2011
Ernest L. Boyer, in his influential book Scholarship Reconsidered: Priorities of the
Professoriate (Carnegie Foundation, 1990), concluded that “the work of the professoriate might
be thought of as having four separate, yet overlapping, functions. These are: the scholarship
of discovery; the scholarship of integration; the scholarship of application; and the scholarship
of teaching.” This
conceptualization of scholarship elevates the
traditional role of teaching from “a routine function, tacked on”
on” to
an essential component of a professor’
professor’s scholarly life.
Furthermore, Boyer argued that the academy should recognize and
reward all four components of scholarship, including the
scholarship of teaching.
teaching.
Ernest L. Boyer. (1990). Scholarship Reconsidered: Priorities of the
Professoriate (Carnegie Foundation, 1990). Boyer was then the president of the
Carnegie Foundation for the Advancement of Teaching.
http://cft.vanderbilt.edu/teaching-guides/reflecting/sotl/#what1
12/7/2011
37
12/7/2011
38
19
07/12/2011
Diagram of a neuron. Picture from Wikipedia
(http://en.wikipedia.org/wiki/Neuron)
http://www.human-memory.net/brain_neurons.html
Science of Learning
PsychologyPsychology-Neurosciences
Synaptic transmission. Picture from Wikipedia
(http://en.wikipedia.org/wiki/Chemical_synapse)
12/7/2011
Key
Memory
Systems
& How
they
Interact
12/7/2011
39
RAM
Buffering
Storage Media
40
20
Key
Memory
Systems
& How
they
Interact
ACTIVITY: READ
& REMEMBER
THE NUMBER
07/12/2011
Short term or Working Memory
1-30 secs Duration
Limited to 7+2 independent chunks
Long Term Memory
Minutes to Lifetime Recall
Rote & Meaningful Learning Continuum
210661
210661195719634562019384966126186213211621
12/7/2011
41
Five Themes that Changed Conceptions of Learning. Summary of the book
“HOW PEOPLE LEARN”
LEARN”
• Experts notice features and meaningful patterns of information that are not noticed by
novices.
• Experts have acquired a great deal of content knowledge that is organized, and
their organization of information reflects a deep understanding of the subject
matter.
matter
• Experts' knowledge cannot be reduced to sets of isolated facts or
or propositions
but, instead, reflects contexts of applicability, i.e., it is ''conditionalized
conditionalized."
."
''
• Experts are able to retrieve important aspects of their knowledge
e
with
little
knowledg
attentional effort.
effort
• Though experts know their disciplines thoroughly, this does not guarantee that
they are able to instruct others about the topic.
topic
• Experts have varying levels of flexibility in their approaches to new situations.
Source: John D. Bransford, Ann L. Brown, & Rodney C. Cooking, Editors (1999). “How People Learn: Brain,
Mind, Experience, and School”. Committee Developments in the Science of Learning. Commission on Social
Sciences & Education, National Research Council. National Academics Press.
12/7/2011
42
21
07/12/2011
“The
The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.“
accordingly
David Ausubel, 1968.
CONSTRUCTIVISM –
Knowledge is to be
constructed..
GET THE INSIDE OUT SO THAT
THE OUTSIDE CAN GO IN..
Inside is
NOT
EMPTY…
EMPTY…
Inside is
NOT
EMPTY…
EMPTY
Science of Learning
12/7/2011
43
12/7/2011
44
22
07/12/2011
GET THE INSIDE OUT SO THAT
THE OUTSIDE CAN GO IN..
Fantasia ie,
ie, illusory understanding or
persistent misconceptions.
misconceptions Potentially far
more insidious than amnesia. Can be
dangerous. The state in which students
are absolutely confident that they
understand something, but they don't.
Existing Knowledge Could be
Misconceived
Aristotelian
Inhibits learning new
knowledge
Inside is
NOT
EMPTY…
EMPTY…
Inside is
NOT
EMPTY…
EMPTY
Science of Learning
12/7/2011
45
The five bulbs are identical and the batteries are identical
and ideal. Rank the five bulbs from brightest to dimmest.
Explain your reasoning.
McDermott & Shaffer at the Univ of Washington administered to more than
1000 students. Only 15% correct pre/post response , samples are from
introductory calculus-based physics courses. PhD students – 70 % correct
responses
12/7/2011
46
23
07/12/2011
The five bulbs are identical and
the batteries are identical and
ideal. Rank the five bulbs from
brightest to dimmest. Explain
your reasoning.
McDermott at Univ of Washington.
Administered to more than 1000
students. 0 % correct pre/post
response , samples are from
introductory calculus-based physics
courses.
12/7/2011
47
Scores from
overseas
Scores from Malaysian Public Universities (DrJJ’s unpublished
work)
USA
27% - 73%
Overall for ALL bumi: 21.3%
(N=1792). Overall for nonbumi: 27.4% (N=308).
UKM (N=177) overall: 22.3%
Bumi: 20%; Non-bumi: 30%
UK
28% - 33%
Finland: 45.7 %
USM: 36.6%
Bumi: 25%; Non-bumi: 40%
Russia: 46.5 %
UPM: 21%, *23%
UPSI (N=414) overall: 20.1%
(T-test at the 95%
confidence shows no
significant difference in
scores between bumi &
non-bumi)
UiTM (N=1343) overall:21.4%
UiTM’s American Degree
Foundation Program
(N=47) overall: 38%
24
07/12/2011
Table of Frequency of Malaysian university students showing
competency (score ≥60%) in FCI.
N=2100. Only 1% scored at and above competency
Score
Frequency
Univ
76%
3
UiTM ADP (bumi)
73%
1
UKM (non-bumi)
70%
67%
60%
60%
3
3
4
4
(non-bumi)
USM (bumi)
USM (non-bumi)
UiTM ADP (bumi)
A truck broke down and received a push from behind by a small car
as shown by the figure below.
15. As the car accelerated to attain a constant speed;
12/7/2011
50
25
07/12/2011
(A) the force exerted by the car onto the truck is the
same as the force exerted by the truck onto the car.
(B) the force exerted by the car onto the truck is smaller
than the force exerted by the truck onto the car.
(C) the force exerted by the car onto the truck is bigger
than the force exerted by the truck onto the car.
51
12/7/2011
Comparing Pre (N=1354) & Posttest (N=1145) FCI change in scores for
question 15 . Answer is A.
80%
Pre A
Post A
Pre B
Post B
Pre C
Post C
Pre D
Post D
Pre E
Post E
70%
60%
50%
40%
30%
20%
10%
0%
Pre A
Post A
Pre B
Post B
Pre C Post C Pre D Post D Pre E Post E
Answer Optio ns for P re & P ost T est
12/7/2011
52
26
07/12/2011
CRI 0 = have no clue
CRI 5 = very certain
CRI=2,3
Bef:61%, Aft:37%
Bef:9%, Aft:10%
Bef:15%, Aft:23%
Bef:9%, Aft:13%
Bef:6%, Aft:17%
12/7/2011
53
Transform
1980: Dude, look at how savvy I was..
boombox, Betamax camcorder,,
calculator, cassette tape player,
12/7/2011
2010: IPHONE
No wonder I lack the strength &
not developing the good-looking
muscles…
54
27
07/12/2011
Transform
2010: Jaw Droppers
Samsung Mobile Devices
Sony 1 TeraBytes Memory Card
with 5 Gbps data transfer
1980: 20 GB data storage weighing 2
Megagrams & computer I used in 1986
55
12/7/2011
Outside knowledge
From teachers
learner’s brain
So, was it filled??
F il
lu
p
Fill up
Inside is
EMPTY…
EMPTY…
in writing..
Inside is
EMPTY…
EMPTY…
Present Day Teaching, Learning &
Assessment??
12/7/2011
56
28
07/12/2011
57
12/7/2011
“Learning is not a spectator sport.
You do not learn much just sitting in classes listening
to teachers, memorizing prepackaged assignments,
and spitting out answers. You must talk about what
you are learning, write reflectively about it, relate it to
past experiences, and apply it to your daily lives. You
must make what you learn part of yourselves.”
-Source:"Implementing the Seven Principles:
Technology as Lever" by Arthur W. Chickering
and Stephen C. Ehrmann
12/7/2011
Copyright DrJJ, ASERG, FSG, UiTM.
March 2010
58
29
07/12/2011
12/7/2011
59
12/7/2011
60
30
12/7/2011
07/12/2011
61
Journey towards
Enrichment and
Balance utilizing
Arts and Sciences in
Teaching & Learning
12/7/2011
62
31
07/12/2011
Reasoning develops sequentially & gradually
Begins with sensory-motor to preoperational reasoning (worldview lacks
causal reasoning & ego controls the reasoning)
Beyond 9 years old, the worldview of a person goes from concrete to
formal operational reasoning
In concrete reasoning, a person
Needs reference to familiar objects, actions & observables properties
Uses classification, serial ordering, conservation & one-to-one
correspondence in relation to concrete items abobe
Need step-by-step instruction to a lenghty procedure
Is not aware of his own reasoning, inconsistencies among varios statements
or contradictions with other known facts
12/7/2011
63
In formal reasoning, a person
Can reason with concepts, relationship, abstract properties, axioms &
theories,
Uses symbols to express ideas
Applies, combinatorial, classification, conservation, serial ordering
and proportional reasoning in these abstract modes of reasoning
Can plan lengthy procedure to attain the given overall goals &
resources
Is aware of, and critical of, his own reasoningand actively checks on
the validity of his own conclusion by appealing to other information
12/7/2011
64
32
07/12/2011
Level 2
Blame Teachers
Level 1
Blame
Students
Pictures from the Video
Understand Understanding &
Teach Teaching
Level 2
Level 3
65
12/7/2011
Source: Felder.,R.M., Brent, Rebeca (2003).
Designing and Teaching Courses to Satisfy
the ABET Engineering Criteria. Journal of
Engineering Education, 92 (1), 7-25
Curriculum is
designed so that
the learning
activities and
assessment
tasks are aligned
with the learning
outcomes that
are intended in
the course.
course
Students
CONSTRUCT
MEANING from
what they learn
12/7/2011
66
33
07/12/2011
KNOW your LEARNERS
Learning Preferences
Learning Styles
"...a biologically and developmentally imposed set of
personal characteristics that make the same
teaching method effective for some students and
ineffective for others,..." (Dunn, Beaudry, and
Klavas, 1989)
67
12/7/2011
What makes meaningful learning difficult??Learning Preferences
Felder’s Model - 4 domains of information
handling: to understand new knowledge
Input
Perceived
Understood
New
knowledge
Processed
ILS
12/7/2011
68
34
07/12/2011
Student’ Learning Preferences:
Information Handling Domains Felder’s)
*USA findings, ** DR. J.J’
J.J’s (N = 1122)
Input
*69, ** 87
Visual
prefer charts, diagrams and
pictures.
*30, ** 13
Verbal
Perception
*57, ** 58
Sensing
prefer data and facts. like facts &
solve well establish methods,
resent being tested on materials
that has not been explicitly
covered in class
*42, ** 42
Intuitive
prefer the spoken or written prefer theories & interpretations of
factual information.
word.
12/7/2011
ILS ILS-A
69
Student’ Learning Preferences:
Information Handling Domains Felder’s)
*USA findings, ** DR J.J.’
J.J.’s (N = 1122)
Processing
Active
*67, **60
Understanding
Sequential
*71, ** 60
learn best by doing
something physical
with the information
*32, ** 40
Reflective
easily make linear connections between
individual steps
do the processing in
their heads
must get “big picture” before individual
pieces fall into place
12/7/2011
Global
*28, ** 40
70
35
07/12/2011
Instrument: LSRTS – Q3
Gambar dalam Rajah 1 mewakili dua silinder yang mempunyai bentuk dan saiz
yang sama. Kedua-dua silinder tersebut mengandungi jumlah air yang sama
banyaknya. Apabila sebiji guli kaca di jatuhkan dan di biarkan tenggelam di
dalam Silinder 1, paras air dalam silinder 1 meningkat hingga ke aras-6 silinder
tersebut.
Sekiranya sebiji bebola besi yang sama saiz tetapi lebih berat dari bebola kaca
dijatuhkan ke dalam silinder 2, air dalam silinder tersebut akan naik
a.
b.
c.
ke aras yang sama dengan Silinder 1.
ke aras yang lebih tinggi daripada Silinder 1.
ke aras yang lebih rendah daripada Silinder 1.
You chose:
A: 24%
B: 76%
You chose:
A: 19%
B: 78%
Guli kaca
Guli besi
6
Silinder 1
Silinder 2
Rajah 1
71
12/7/2011
Instrument: LSRTS – Q4
Jawapan di atas dipilih kerana
a
b.
c.
d.
e.
Guli besi akan tenggelam lebih cepat.
Guli-guli tersebut diperbuat daripada bahan-bahan berlainan.
Guli besi lebih berat daripada guli kaca.
Guli kaca menghasilkan tekanan lebih rendah.
Kedua-dua guli bersaiz sama.
Guli kaca
You chose:
A: 3%
B: 9%
C: 57%
D: 11%
E: 20%
You chose:
A: 0%
B: 9%
C: 64%
D: 7%
E: 19%
12/7/2011
Guli besi
6
Silinder 1
Silinder 2
Rajah 1
72
36
07/12/2011
Post Secondary (Tertiary) Learning-Centered Teachers:
1. Have relevant educational, employmentemployment-related, technical and other
expertise in designing and creating learning options that meet the
the needs of
learners.
learners
2. Clearly articulate learning outcomes for students.
students
3. Demonstrate well-developed interpersonal skills in their mutually respectful
relationships with learners.
4. Create supportive, collaborative environments for learning.
5. Guide, coach, and mentor learners throughout the learning process.
6. Understand learning theories and use innovative practices when designing
designing
learning options, activities and methodologies.
methodologies
7. Maintain and continuously update the relevancy of their content/discipline
expertise.
8. Participate in continuous selfself-assessment based on feedback from students
and colleagues.
colleagues
12/7/2011
73
If you are, you breath.
If you breath, you talk.
If you talk, you ask.
ask.
If you ask, you think.
think.
If you think, you search.
search.
If you search, you experience.
experience.
If you experience, you learn.
learn.
If you learn, you grow.
grow
If you grow, you wish.
If you wish, you find.
find
WISDOM
If you find, you doubt.
doubt.
If you doubt, you question.
question.
If you question, you understand.
understand.
If you understand, you know.
know.
If you know, you want to know more…
more…
And if you want to know more, you are alive.
alive.
Video courtesy of National Geographic Channel
07/12/2011
74
37
07/12/2011
1. Choose your group members.
2. Get acquainted. Helloooo Partner…
3. Choose ONE of the 5 T&L CAPs strategic objectives.
4. Explain your strategic planning to Initiate, Execute, Assess,
Evaluate and Improve the T&L in your own classroom, program
or faculty.
5. Appoint a speaker or speakers
6. Present your outcomes to the learning community.
“The one real goal of education is to leave a person
asking questions.”
questions.” Max Beerbohm
12/7/2011
07/12/2011
75
76
38
07/12/2011
Teacher-centered versus Learner-centered (from Huba & Freed (2000).
Domain:
Teacher-centered
Learner-centered
Knowledge:
Student participation:
Role of professor:
Role of Assessment:
Emphasis:
Assessment method
Academic culture:
Transmitted by instructor
Passive
Leader/authority
Few tests—mainly for grading
Learning correct answers
Unidimensional testing
Individualistic and
competitive
Constructed by students
Active
Facilitator/learning partner
Many tests—for ongoing feedback
Developing deeper understanding
Multidimensional products
Collaborative and supportive
Source: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learning
Compiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble
12/7/2011
77
Thinking about Teaching Level 3: SCL-What the student does..
What the student does and how that relates to teaching. Teaching supporting learning. No
longer is it possible to say: ‘I taught them, but they didn’
didn’t learn.’
learn.’ Expert teaching includes
mastery over a variety of teaching techniques, but unless learning
learning takes place, they
are irrelevant; the focus is on what the student does and on how well the intended
intended
outcomes are achieved.
achieved
This implies a view of teaching that is not just about facts, concepts and principles to be
covered and understood, but also to be clear about:
1. What it means to ‘understand’
understand’ content in the way that is stipulated in the intended
learning outcomes.
outcomes
2. What kind of teaching/learning activities are required to achieve
achieve those stipulated
levels of understanding.
understanding
Then follow the key questions:
1. How do you define those levels of understanding as outcome statements?
statements?
2. What do students have to do to reach the level specified?
3. What do you have to do to find out if the outcomes have been reached
reached at the
appropriate level or not?
12/7/2011
78
39
07/12/2011
“Deliberate and focused instructional design requires us as
teachers and curriculum writers to make an important shift in
our thinking about the nature of our job. The shift involves
thinking a great deal, first, about the specific learning sought,
sought,
and the evidence of such learning, before thinking about what
we, as the teacher, will do or provide in teaching and learning
activities.
activities. Though considerations about what to teach and how
to teach it may dominate our thinking as a matter of habit, the
challenge is to focus first on the desired learning from which
appropriate teaching will logically follow”
follow”
Source: Understanding by Design by Grant Wiggins and Jay McTighe
12/7/2011
79
Quote taken from Mike Lamberts’
21st Century Learners - and their approaches to learning
“Very often … ignorance of the way to learn, more
than the effort of learning itself, breaks the spirit of
those who are anxious to do so.”
so.”
Alberti: 15th century painter and writer
12/7/2011
80
40
07/12/2011
Assessing declarative
knowledge:
Essay examinations
Multiple choice questions
OpenOpen-book examinations
ClosedClosed-book examinations
Tests and quizzes
Assignments
Ordered outcome items
Letter to a friend
Presentations
Assessing functioning
knowledge:
Projects (individual)
Projects (group)
Portfolios
Practicums
Laboratories
Reflective journals
Case studies
Presentations
Assignments
Rapid assessments
methods (for large
classes):
Concept maps
Venn diagrams
Three-minute essays
Gobbets
12/7/2011
81
82
41
07/12/2011
SYLL
Test
Lab
An “A” student’
student’s response:
response As
like a “C” student plus
Newton’s laws of motion best
describes how these changes
occur. In fact, he asserts that
forces cause an object’s
position and hence its speed to
change. Prolong and constant
exertion of the force will cause
a constant change of its speed
or direction or both. But in the
world of atoms and subatomic
particles, Newton’s laws begin
to breakdown especially at
speeds close to the speed of
A “C” student’
student’s response could be:
light… In addition to visible
Forces are agents of change. Physically, a force can be
visually observed as changing the position of a stationary forces, invisible forces also
exist. …. & more
object or changing either the speed or the direction or
both if the object was initially in motion.
12/7/2011
83
Assessment gives us essential information about what our
students are learning and about the extent to which
we are meeting our teaching goals.
goals
But the true power of assessment comes in also using it to give
feedback to our students.
students Improving the quality of
learning in our courses involves not just determining to what
extent students have mastered course content at the end of
the course;
course improving the quality of learning also involves
determining to what extent students are mastering
content
throughout the course.
course
SOURCE: Excerpted from National Institute for Science Education (2001b)
07/12/2011
84
42
07/12/2011
Direct Evidence
compelling case for the extent to which
students have achieved expected
learning outcomes gathered through
faculty’s systematic analysis of student
projects, exams, or sets of specified
course assignments.
Quantitative
self-perceptions of
their learning and
their perspectives on
program structure
and curricular
content
Entrance Diagnostic Exams
Course Grades
Standardized Tests
Faculty-made tests
Collegiate Learning Assessment
Faculty/Program developed Exit Exam
85
07/12/2011
Qualitative
Indirect
Evidence
Direct Evidence
Indirect Evidence
compelling case for the extent to which
students have achieved expected learning
outcomes gathered through faculty’s
systematic analysis of student projects,
exams, or sets of specified course
assignments.
self-perceptions of their
learning and their
perspectives on
program structure and
curricular content
Capstone courses
Portfolio-faculty created “program portfolios”
- samples of students’ work for each learning
outcomes. (course assignments, exam
questions, entire tests, in-class activities,
fieldwork , activities, and/or homework
assignment) from selected courses,
07/12/2011
Surveys (Exit,
Alumni)
Exit Interviews
Focus Group
86
43
07/12/2011
Continuous
OnOn-going during learning / teaching.
teaching.
Not about giving many quizzes or tests but to use of a variety of
assessment instruments, assessing various components of
learning, not only the thinking processes but including behaviours,
behaviours,
personality traits and manual dexterity.
dexterity. PLOs attainment from
courses are formative data to the program assessment
Diagnostic
Provides feedback to students and teachers on
strengths and areas for improvement
Difficulties
Misconceptions
Remedial
Provides opportunities for modification / improvement
07/12/2011
87
Terminal
At the end of learning / teaching
Descriptive
How well materials / knowledge / skills have been learned
For ranking and selection
No provision for modification / improvement
07/12/2011
88
44
07/12/2011
07/12/2011
89
My dear EF, it has been a while since we last wrote to each other.
other. So, I decide to
enlighten you with an interesting character I met today..
He puts on a contagious smile and his outlook is quite dashing I must say.. But what
I really wanted to share with you today is the new and interesting
interesting learning
experience I had while with him…
him… Oh, did I mention that he knows CK??... Will write
to you about that in another letter..
As he was talking about MQF, he put up these words that were circled
circled and
connected these words with other words.. He claimed the linking between these
words, a term he coined proposition is a very strong visual representation
representation of what is
in our mind. He indicated the similarity and difference between this so called
knowledge representation with the mind map. I wasn’
wasn’t’ quite sure what it all meant
and then it struck me like a lightning bolt how these very familiar
familiar terms I had always
argued with you. Amazingly, they were linked up smoothly in this visual
representation called Concept Map…
Map….. Linking 2 terms or concepts together by
using linkwords not only clarify the connection between them but also appeared to
be a scientific claim of some sort..
07/12/2011
90
45
07/12/2011
"Effective teaching is not a set of generic practices,
practices, but
instead is a set of contextcontext-driven decisions about teaching.
teaching.
Effective teachers do not use the same set of practices for
every lesson . . . Instead, what effective teachers do is
constantly reflect about their work, observe whether students
are learning or not, and, then adjust their practice
accordingly”
accordingly”
Source: Glickman, C. (1991). Pretending not to know what we know. Educational Leadership, 48(8), 4-10
12/7/2011
•
•
Active learning refers to students DOING something including
discovering, processing, and applying information
•
Active learning "derives from two basic assumptions: (1) that
learning is by nature an active endeavor and (2) that different
people learn in different ways"
ways (Meyers and Jones, 1993).
91
The elements of active learning are talking and listening, writing,
reading, and reflecting (Meyers and Jones, 1993).
12/7/2011
92
46
07/12/2011
•Linguistic intelligence
•Logical-mathematical intelligence
•Musical intelligence
•Bodily-kinesthetic intelligence
•Spatial intelligence
•Interpersonal intelligence
•Intrapersonal intelligence
“... the theory validates educators' everyday experience: students
think and learn in many different ways. It also provides
educators with a conceptual framework for organizing and reflecting
on curriculum, assessment and pedagogical practices. In turn, this
reflection has led many educators to develop new approaches that
might better meet the needs of the range of learners in their
classrooms.”
Source: Educators in support of the 7 MI proposed by Howard Gardner
12/7/2011
93
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
12/7/2011
94
47
07/12/2011
Use
this list
for
Your
CLO &
LLO
12/7/2011
95
Triarchic Theory of Intelligence (2003)
‘Intelligence is the cognitive ability of an individual to learn from
experience, to reason well, to remember important information, and
and to
cope with the demands of daily living’
living’.
Analytical intelligence, creative intelligence, practical intelligence
intelligence
“IQ tests are convenient partial operationalizations of the construct
of intelligence, and nothing more. They do not provide the kind of
measurement of intelligence that tape measures provide of height.
height They
measure intelligence related to “book smart”..”
“G
Giftedness should be examined in a broader way incorporating other
parts of intelligence such as creativity ie “street smart”
smart
Robert Sternberg, Yale Psychology Professor & President of the American
Psychological Association
12/7/2011
96
48
07/12/2011
Triarchic Theory of Intelligence (2003)
Analytical intelligence,
intelligence the ability to complete academic, problemproblemsolving tasks,
tasks such as those used in traditional intelligence tests. These
types of tasks usually present wellwell-defined problems that have only a
single correct answer.
answer
Creative or synthetic intelligence, the ability to successfully deal with
new and unusual situations by drawing on
existing knowledge and skills.
skills Individuals high in creative intelligence
may give 'wrong' answers because they see things from a different
perspective.
Practical intelligence, the ability to adapt to everyday life by drawing
on existing knowledge and skills. Practical intelligence enables an
individual to understand what needs to be done in a specific setting
setting
and then do it
Robert Sternberg, Yale Psychology Professor & President of the American
Psychological Association
12/7/2011
97
Howard Gardner on his Multiple intelligences Theory
"Until a hundred years ago, if you wanted to have higher education, linguistic
intelligence was important. I teach at Harvard, and 150 years ago, the
entrance exams were in Latin, Greek and Hebrew. If, for example, you were
dyslexic, that would be very difficult because it would be hard for you to learn
those languages, which are basically written languages.“
"While your IQ, which is sort of language logic, will get you behind
behind the
desk, if you don’
don’t know how to deal with people, if you don't know how to
read yourself, you’
you’re going to end up just staying at that desk forever or
eventually being asked to make room for somebody who does have
social or emotional intelligence."
Intelligence is "the capacity to solve problems or to fashion products
products
that are valued in one or more cultural setting" (Gardner & Hatch, 1989)
12/7/2011
98
49
07/12/2011
Good Retail Experience
•
•
•
•
•
•
•
•
•
Friendly
Approachable
Good Listener
Caring
Knowledgeable
Took Time
Reflective
Concerned
Responsive
• Above &
Beyond
• Self Confident
• Took Ownership
• Cheerful
• Helpful
• Insightful
• Accommodating
• Personable
Good Boss
•
•
•
•
•
Visionary
Humorous
Kind
Appreciative
Good
communicator
• Clear, precise
(communication)
• Hard worker
• Empathetic
99
12/7/2011
Bad Boss
Bad Retail Experience
•
•
•
•
•
•
•
•
• Good team
builder
• Positive
• Ethical
• ResultsResultsoriented (vs.
process)
Rude
Headstrong
Insensitive
Closed
Unhelpful
Unprofessional
Unconcerned
Untrained
12/7/2011
•
•
•
•
•
•
•
•
Incompetent
Unethical
Lazy / Bored
Blame others
Smarmy
Arrogant
Condescending
Non-responsive
•
•
•
•
•
•
•
•
Disrespectful
Belligerent
Demeaning
Moody
Negative
Unethical
Incompetent
Discouraging
• Self-absorbed
• Inconsistent
direction
• Vindictive
• Ego-maniac
• Prideful
• Manipulative
• Paranoid
100
50
07/12/2011
Good Boss
Good Retail Experience
• Satisfied
• You were
important
• Valued
• Customer for life
• Relieved
• Pleasant
• Open
• Grateful
•
•
•
•
•
•
•
•
Impressed
Worthy
Validated
Happy
Equal
Encouraged
Hopeful
Special
•
•
•
•
•
•
•
•
•
•
•
Empowered
Enthusiastic
Valued
Energized
Hopeful
Confident
Safe
Relaxed
Mutual admiration
Respected
Motivated to excel
101
12/7/2011
Bad Boss
Bad Retail Experience
•
•
•
•
•
•
•
•
•
Angry
Ignored
Devalued
Unimportant
Vengeful
Helpless
Unsatisfied
Disrespected
Unsafe /
Vulnerable
• Used &
Abused
12/7/2011
•
•
•
•
•
•
•
•
•
•
Frustrated
Victimized
Disappointed
Discontent
Stressed
Distressed
In shock
Disbelief
Drained
Hopeless
• Little, small,
demeaned
• Hopeless
• Stupid
• Drained
• Very Stressed
• Angry
• Fearful
• Depressed
•
•
•
•
•
•
•
Unappreciated
Incompetent
Rebellious
Withdrawn
Uncooperative
Unproductive
Eager to
sabotage
102
51
07/12/2011
You can know the name of a bird (or element) in all the languages of the world, but when
you're finished, you'll know absolutely nothing whatever about the bird (or element)... So
let's look at the bird to see what it's doing—that's what counts. I've learned very early the
difference between knowing the name of something and knowing something.
—Richard Feynman
TASK-CA
12/7/2011
103
52

AKEPT-Acad. Leadership- 2011 (ppt-pdf)

Transcription

Similar documents

borang kumpulan mtb jamboree

Symphonics - FSG Australia

The 17th Malaysian Finance Association Conference

BEING AN ENTREPRENEURIAL UNIVERSITY lessons learnt from

Experience 14 years

KALENDAR LATIHAN STAF UiTM - Institute of Leadership and

Brouchure ICNET new3

frontnote taking

Accessibility and Inclusion in Education: The UiTM Way

Nurul Diana - UiTM Puncak Alam