Copyright DrJJ, ASERG, FSG UiTM, June 2009 1 email: [email protected], [email protected]; [email protected] Website:

Copyright DrJJ, ASERG, FSG UiTM, June 2009 1

email: [email protected], [email protected]; [email protected]: http://drjj.uitm.edu.my

Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof. Dr.)

Faculty of Applied Sciences, UiTM, Shah Alam

Featured Talk for the International Conference on Thinking; KLCC Convention Center, June 25th, 2009

““The principle goal of education is to create men who are The principle goal of education is to create men who are capable of doing new things, not simply of repeating what capable of doing new things, not simply of repeating what

other generations have done -- men who are creative, other generations have done -- men who are creative, inventive and discoverers. “ Jean Piaget inventive and discoverers. “ Jean Piaget

““The only person who is educated is the one who has learned The only person who is educated is the one who has learned how to learn and change.” Carl Rogershow to learn and change.” Carl Rogers

““Teachers are powerful people and keepers of the future. Teachers are powerful people and keepers of the future. Help your students dream big!” Leslie Owen WilsonHelp your students dream big!” Leslie Owen Wilson





One of the most important goals of a university is to develop develop individuals who have advanced literacy skills in individuals who have advanced literacy skills in their disciplinetheir discipline: people who can participate effectively by

critiquing information and ideas and by contributing with rigour rigour and creativity to new insights and knowledgeand creativity to new insights and knowledge, who are

self-aware as learners, and who are rhetorically versatile, rhetorically versatile, confident communicators able to adapt and contribute confident communicators able to adapt and contribute to the demands of employment and life in a changing to the demands of employment and life in a changing

society and wider worldsociety and wider world.


Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

• ReasoningReasoning• which include analytical, critical thinking, and problem solving skills

• ResilienceResilience• which encompasses life skills such as flexibility, adaptability, and

self-reliance• ResponsibilityResponsibility

• wisdom, which he defines as “the application of intelligence, creativity, and knowledge for a common good.”


Wagner, T., Kegan, R. , Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A., Rasmussen, H. (2006). Change Leadership: A Practical Guide to Transforming Our Schools. San Francisco: Jossey Bass.

Wagner et. al suggests Curriculum must develop the other 3 R’s.

• RigorRigor• What students are able to do as a result of their learning.

• RelevanceRelevance• helping students understand how their learning connects to their

further studies and future work settings.• ResponsibilityResponsibility

• Promoting respectful relationships between and among teachers and students that foster academic

• and social competence.


Tucker, M.S. & Codding, J.B. (2002/1998).

Marc Tucker and Judy Codding urges adoption of thinking curriculumthinking curriculum

that provides a deep understanding of the subjectdeep understanding of the subject and the ability to apply that understanding to the ability to apply that understanding to the complex, real-world problems that the student will complex, real-world problems that the student will face as an adultface as an adult

Copyright DrJJ, ASERG, FSG UiTM, June 2009 9Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Can interpretCan interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Can applyCan apply: effectively use and adapt what we know in diverse contexts.

Have perspectiveHave perspective: see and hear points of view through critical eyes and ears; see the big picture.

Copyright DrJJ, ASERG, FSG UiTM, June 2009 10Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can empathizeCan empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

Have self-knowledgeHave self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard



The 3 Domains of Educational Goals

PsychomotorDoing, The Hand, Body

AffectiveFeeling, The Heart

CognitiveKnowing, the Head

3H




• "teaching is undertaking certain ethical tasks or activities the intention of which is to induce learning"

• An art of deliveringart of delivering info & processing of shared info• A process of transferringtransferring knowledge from teacher to students• ConveyingConveying knowledge in systematic way

• Process of educating (an individual) another person n motivate to learn

• DeliveryDelivery of knowledge

TEACHING ISTEACHING IS


• Mirror showing self n path of choices• Person or equipment that conduct the teaching. Person or equipment

having knowledge• Person who is knowledgeable, good listener and a motivator to ensure

knowledge is fully received by students n to develop positive attitudes to students

• Mentor, educator, expert, actor, performer, role-model, Mentor, educator, expert, actor, performer, role-model, friends, evaluatorfriends, evaluator

• Tool that delivers knowledge thru effective communication

TEACHER ISTEACHER IS


“... the theory validates educators' everyday experience: students students think and learn in many different waysthink and learn in many different ways.

•Linguistic intelligence•Logical-mathematical intelligence •Musical intelligence •Bodily-kinesthetic intelligence

•Spatial intelligence •Interpersonal intelligence•Intrapersonal intelligence•Naturalists•….. Existential…..


Coding Devices:COLORSHAPEMAPSIMAGINATIONDAYDREAMRYTHM

Skills:AnalyseLinesLanguageListLogicNumbersWords



Key Memory Systems & How they

Interact

Buffering

Storage Media

RAM


Key Memory Systems & How they

Interact

Long Term MemoryMinutes to Lifetime Recall

Rote & Meaningful Learning Continuum

Short term or Working Memory1-30 secs Duration

Limited to 7+2 independent chunks

21066119571963

ACTIVITY: READ & REMEMBER THE NUMBER


At the end of this activity students will be able to:

Draw the electric force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges.


At the end of this activity students will be able to:

Describe and draw the electric field patterns created by point charges surrounding a point charge.


Using the the Electric Field Hockey PHET simulation and choose the hockey putt be the negatively charged particle feeling the force, move a negative charge near it to “see” the force exerted on the putt. Then draw the force diagram based on your observation. Using a ruler, measure the length of each force line. Now compare the force diagram for each of the electrons to your predicted diagram. How different are they? Explain the similarity and differences you observed in terms of the direction and length of the force line.

LAB

4

3

2

1





Reflection

““The goal of intellectual education The goal of intellectual education is not how to repeat or retain is not how to repeat or retain ready-made truths… . It is in ready-made truths… . It is in learning to master the truth by learning to master the truth by oneself at the risk of losing a lot of oneself at the risk of losing a lot of time and going thru all the time and going thru all the roundabout waysroundabout ways that are inherent that are inherent in real activity.”in real activity.”

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)



Instrument: CSEM – Q7

Bef:61%, Aft:37%

Bef:9%, Aft:10%

Bef:15%, Aft:23%

Bef:9%, Aft:13%

Bef:6%, Aft:17%

CRI=2,3


Instrument: CSEM – Q8

(a) 9%, After:7%

(b) 18%, After:17%

(c) 21%, After:17%

(d) 41%, After:37%

(e) 12%, After:23%

CRI=1,3


The percent mean score for CSEM for Algebra based Physics at FSG, UiTM.

20.717.5

32.828.1

05

101520253035

2007 2009

Year

% m

ean Pre

PostN=33N=16


The percent mean score on CSEM for Philosophy of Science course at UiTM Shah Alam.

17.219.6

22.9

0

5

10

15

20

25

Polymer Material Tech Industrial Physics

Programmes

% m

ean

N=79



What is a Concept Map??What is a Concept Map??

What is a Concept Map??What is a Concept Map??


What is a Concept Map??

• A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mappingConcept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow head. The labeled links explain the relationship between the nodes. The arrow The arrow describes the direction of the relationship and describes the direction of the relationship and reads like a normal sentencereads like a normal sentence.







CMAP

What is a force??

Concept Maps Examples

Push, pull, frictional Touch, at-a-distance

Gravitational, magnetic, electrical field

Velocity, position, position change, clock reading

Newton’s Laws, motion

Newton, meter, seconds, radians

Charge, mass, radius, length, time interval

Acceleration, linear, angular

Inertia, moment of inertia, torque

FORCE


CMAP

Ripples,Water Boats

Interference

Frequency

Sound

amplitude,

Party

A Wave is

WaveCMAP

WaveConcepts


CMAP

to assess understanding or diagnose misunderstanding

to communicate complex ideas

to generate ideas (brain storming, etc.);

Why do Concept Maps

to design a complex structure (long texts, hypermedia, large web sites, etc.);

to organize material


CMAP

to integrate large body of materials

to insert new concepts within existing knowledge structure

to fix learned materials into long-term memory

Why do Concept Maps

to revise effectively for examinations


CMAP

Identify segment of text or lab activity or a particular problem or question that you are trying to understand.

How To Do Concept Maps

Begin with domain of knowledge that is familiar

Identify key concepts in this domain by listing them.


CMAP

Approximately, rank order the concepts from most general most inclusive to most specific least general concept


Construct a preliminary concept map. Best done by writing concepts on sticker notes for ease of moving it around during building the hierarchy.

Revise the map - more than 3X

A Wave is

WaveCMAP

WaveConcepts


CMAP

Find the cross-links (concepts linked across domains)


Add domains and more cross-links every time new knowledge is learned.

Copyright DR JJ, ASERG, UiTM, Shah AlCopyright DR JJ, ASERG, UiTM, Shah Alamam

5151

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

“Learning is not a spectator sport.

Traditional LearningTraditional LearningLecture-Lab-TutorialLecture-Lab-Tutorial

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Copyright DrJJ, ASERG, FSG UiTM, June 2009 1 email: [email protected], [email protected]; [email protected] Website: