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TEACHING WITHOUT LECTURES: DECODED
MR. JOHAN BIN ISMAILDepartment of Animal Science and FisheriesFaculty of Agricultural Sciences and ForestryUniversiti Putra MalaysiaUPM Bintulu Sarawak Campus
27th October 2020
Join me in this journey❖ Lecturers / Educators❖ Enthusiast in Teaching❖ Evergreen Teaching Styles (Face to Face)❖ The Students + Never Seen Footage❖ Moving Forward ❖ Preparing for New Normal
To TeachUnlike teachers, lecturer do not undergo educational training in teaching,
lecturers teaching styles are usually modelled according to their past lecturers and past experiences when studying in higher education.
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Traditional Lectures
Traditional Face to Face Lectures, where lecturers teach and students listen throughout the class. Knowledge is
flowing in a one-way direction. 4
Our Students
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Gen Z StudentsCurrently, the universities are dominated by the Generation Z or the digital natives. They are known to be addicted to the Internet (20%), play video
games (90%), short attention span (8 seconds) and easily bored by traditional lectures in the classroom (Ministry of Higher Education, 2018).
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TOFAS Academy
Bloom’s Taxonomy
Rawia Inaim/ Kwantlen Polytechnic University ThoughtCo.
Teaching & Learning Pyramid
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https://tofasakademi.com/the-learning-pyramid/https://tofasakademi.com/the-learning-pyramid/https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869
TWL Topics❖ The Idea❖ The Approach ❖ Student’s Involvement❖ Impact on Student’s Learning ❖ Strategy and Guide ❖ Conclusion
The Idea
Student Centered Learning proposed for teaching in the early 2010sencouraged the diversity of teaching styles. SCL is the most versatile andpopular term back term. Current popular teaching terms, the many typesof ….gogy and ……gogies are not yet in existence.
Student Centered Learning
Student Centered Learning (SCL) is an“environment that allows learners to takesome real control over their educationalexperience and encourages them to makeimportant choices about what and howthey will learn” (Doyle, 2008).
A well-implemented SCL that promotesstudent involvement in the learningprocess, collaborative work, and out-of-class component (Singhal, 2017).
Student Centered Learning
❖ Active learning❖ Making key decisions through negotiations❖ Increasing responsibility and accountability❖ Increasing sense of autonomy in learner❖ Mutual respect within learner teacher relationship❖ Full responsibility on learner for his learning❖ Involvement and participation becomes a necessity in
learning❖ Techer becomes facilitator and resource person❖ Learner experience confluence in his education❖ Learner sees himself differently as a result of the learning
experience
Student Centered Learning
QuoteSaga.com
Tractricoid top
https://www.quotesaga.com/quote/2348
The idea was to create an intense student-centered learningexperience, which is “not giving any lectures at all, instead empowerstudents to create their own learning experiences”.
TEACHER CENTERED STUDENT CENTERED
The Idea
The biggest challenge was to give students total control of theirlearning in the class and not giving any lectures. In addition, I had tofully trust the students to be able to create and direct their ownlearning experience.
TEACHER CENTERED STUDENT CENTERED
The Idea
❖No lectures during class throughout the semester! ❖Students learn on their own!
❖Students design and develop their own activities. ❖Students organize and participate in the activities during class.
TEACHER CENTERED STUDENT CENTERED
The Idea
Without any lectures, if you give your students total control of learning and they conduct all activities in
class, what would be your most concern?
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❖ Can students design and develop theactivities on time?
❖ Will the students read before class?❖ Will they cheat in the activities?❖ Will the students be able to answer
questions in written exams?❖ Are you sure you want to implement this
initiative throughout the course?❖ Will there be failures?
My concerns?
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SCL REV.2 (UPM) 2011
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The Approach
Lecturer Students
❖The objective of the transformational initiative is empowering students tocreate their own learning environment during class time. It is hypothesizedthat students can create their own learning environment when given theopportunity and freedom.
❖“I believe they are creative, innovative and self-motivated when they dothings they like”.
Set your intention and build trust
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❖Introduce and propose to your students the teaching style (TWL).❖Let them decide the teaching style they prefer.❖Seek an agreement with your students about what you intend to work out
with them.❖Set out the rules and regulations, objectives of the method.❖Create groups, elect leaders and plan out the topics together.
Getting Started (First Lecture)
Does not give any lectures at all in the class.
NO LECTURENew role as advisor / facilitator.
ADVISOREach week, hold discussion with student groups. Ensure activities follows the SOPs.
DISCUSSIONPrepare the course materials and uploads the materials online in a learning platform via LMS.
COURSE MATERIALS
THE FACILITATOR
Students will read these teaching materials online before class
PRE-CLASS LEARNINGStudents working in groups
will design and develop class activities.
CREATOR & DESIGNEREach week during class, one student group will organize
while other students becomes participants.
ORGANIZE & PARTICIPATE
THE STUDENTS
IN CLASSPHOTOGRAPHER
ORGANIZER
PARTICIPANT
OBSERVER
Student’s Involvement
PRT2401 3(2+1)AQUACULTURE TECHNOLOGY46 STUDENTSSEM 2 2012/2013
DKHP STUDENTSFMA2006 3(2+1)AQUACULTURE TECHNOLOGY42 STUDENTSSEM 2 2013/2014
DKHP STUDENTSFMA2006 3(2+1)AQUACULTURE TECHNOLOGY61 STUDENTSSEM 2 2014/2015
DKHP STUDENTSFMB1111 3(2+1)BIOLOGY OF AGUATIC INVERTEBRATES35 STUDENTSSEM 2 2014/2015
DPI STUDENTS
MY HEROES [184] 2014 201520132012
In TWL, students were given the total trust to design the setting for thecourse. Surprisingly, every time, the students were so motivated that theycreated incredible activities and were actively engaging amongthemselves during the class.
Expect the unexpected
PRT2401 3(2+1)AQUACULTURE TECHNOLOGY46 STUDENTS
DKHP STUDENTSSEM 2 2012/2013
Some viewers may find the following
content disturbing
WARNING
Cohort 01 2012/2013
Quiz For Dummies
Stick it Right
Aqua Next Top Model
Cohort 01 2012/2013
Sukaneka
Brain Games
Quizzes
Cohort 01 2012/2013
Explorace
Poison Box
Crossword
Model Making
The Splash
Cohort 01 2012/2013
Monopoly
Task
Quiz
Cohort 01 2012/2013
Darts
Passing the ball
Brain games
Prizes
Cohort 01 2012/2013
Bingo
Masterchef
Wheel of Fortune
Cohort 01 2012/2013
Pirates
Quiz
Snake & Ladder
Arm Duel
07 SCL
46 Students
20 hours07 Module
38
Cohort 02 2013/2014
In-Class DartsModel Making Snake & Ladder Guess the Act
Blind Fishing Pole Fishing Jig-Saw Puzzle Quiz
Cohort 03 2013/2014
Ballons Silent ActModel Making Poison Ball Blind Fishing
Brain Games Pole Fishing Jig-Saw Puzzle Quiz
184 students
>80 hrs
4 cohorts
23 Sessions
Impact on Student’s Learning
After observing the videos, select the teaching or learning styles that you believed to have happened (3 mins)
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The student’s learning experience will be enhanced, when theunderstanding of their knowledge based on blended learning (online) willbe challenged/tested during class activities .
Blended Learning + Flipped Classroom
Games provide situated experiences in which players are immersed incomplex problem-solving tasks (Squire et al., 2005). Malone & Lepper(1987) demonstrated that games could increase motivation and are,therefore, an essential feature of the lives of students. Many educatorsinclude games in learning settings and have transferred learner involvementand energy from games to educational activities (Chen et al., 2015).
Gamification
In the entire course, during class with no lecture given, the studentsengaged among themselves and learn through peer learning (Peeragogy).Peeragogy is an educational practice in which students engaged with otherstudents to achieve educational goals (O'Donnell & King, 1999).Gholamhosein et al. (2018) reported that peer-learning programpromoted learning based on the facilitator-based examination.
Peer Learning + Collaborative Learning
Elements of
Student Learning
Experiences
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Strategy and Guide
Flow Chart of
Transformative
Initiative49
Interesting observations❖ No boundaries in their ideas.❖ Inventions low cost❖ Activities with no tech needed.❖ Students+music relationship.❖ Mutual respect between students.❖ Time and space has no effect on them.❖ Sporting during activities.❖ Prizes for winners.❖ Punishment for losers.
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TWL The Way Forward❖ Suitable class size : 20 - 60 students❖ TWL sessions : 40-80%❖ TWL duration :
Conclusion
In this initiative, students fully own and control their learning process.Students decide, design and develop activities for themselves to learn duringclass. Students experience fun learning activities during class, and are still ableto obtain good academic achievements in the course, even without formallectures.
All the student’s ideas in the design and development of the learningactivities can be documented, refined, reorganized and restructured intoan assortment of many gamification learning activities that can beconducted during future classes.
These immersive gamified activities boost the learning experienceduring class in a flipped classroom setting. These innovations can alsocomplement and work together with e-learning tools, which are nowpopular and used worldwide.
I have never seen such motivation, enthusiasm and total immersiveengagement of students throughout my lecturing life. The students were somotivated that they actually requested more time allocation to conduct theiractivities. The engagement, motivation, and positive experiences from the SCLactivities could not be expressed by words. This is a timeless method.
Anugerah Fellowship Naib Canselor UPM 2013Anugerah Pengajar CemerlangKategori Sains Tulen & Kesihatan
Anugerah Putra Innocreative PICTL 2018Best InnoCreative in Transformative Teaching (Teaching without Lectures)
Anugerah Khas YB Menteri Pendidikan Malaysia 2018Rekabentuk Kurikulum dan Penyampaian Inovatif (AKRI 2018)Naib Johan, Pengajaran Transformatif Tanpa Syarahan
TEACHING WITHOUT LECTURES: DECODED
MR. JOHAN BIN ISMAILijohan@upm.edu.my
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