Developing Effective Teaching Plan - Session 1

8/7/2019 Developing Effective Teaching Plan - Session 1

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Developing EffectiveTeaching Plan

Debby Tanamal, S.Kom., M.Trng. & Dvt. ([email protected])

Lydiawati Kosasih Asalla ([email protected])

Agnes Herawati ([email protected])

Widia Center of Excellence for Teaching & Learning

http://witel.binus.edu


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Outcomes

At the end of this session the participants will be able to :

Explain the components of course design (learning outcomes,

instructional strategies, assessment)

Explain the cognitive, affective and psychomotor levels

Explain the teaching-learning strategies that can be deploy

Explain the Learning Styles of Students (VAK)

Explain the principles of Student Centered Learning

Explain the importance of Attention Span in Learning Design Explain the Type of Assessment (Formative VS Summative)

Explain the 2 methods of Classroom Assessment Techniques)

Apply principles of curriculum planning to the development and

implementation of a teaching and learning activity


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Sessio

n

Topik Outcomes

1 Curriculum

Component

Consistency &

Learning

Outcomes

Explain the components of course design (learning outcomes,

instructional strategies, assessment)

Explain the cognitive, affective and pscyhomotoric levels

2 Design Your Teaching-Learning

Activities

Explain the teaching-learning strategies that can be deploy Explain the Learning Styles of Students (VAK)

Explain the principles of Student Centered Learning

Explain the importance of Attention Span in Learning Design

3 Assurance of

Learning(Assessment)

Explain the Type of Assessment (Formative VS Summative)

Explain the 2 methods of Classroom Assessment Techniques)

Developing Effective Teaching PlanTerdiri : 3 session (@ session : 60 menit)

Pengajar : Ibu Debby/Ibu Lydia, dan Ibu Agnes.

Paralel Kelas : 3 Kelas (@ kelas : 20 orang)


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SESSION-1 :

Curriculum Component Consistency

& Learning Outcomes


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Curriculum Definition

The courses or programmes offered by an educational institution make

up a curriculum; www.rdg.ac.uk/internal/freshers/fr-jargonbuster.asp

Instructional plan of skills, lessons, and objectiveson a particularsubject; may be authored by a state, textbook publisher. A teacher

typically executes this plan;

www.wrightslaw.com/links/glossary.assessment.htm

means the planned interaction of pupils with instructional content,

materials, resources, and processes for evaluating the attainmentof educational objectives; www.doe.state.in.us/asap/definitions.html

refers to both the content (the material to be learned), and process of

learning (the actions and resources involved in teaching and learning)

www.nald.ca/adultlearningcourse/glossary.htm


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Key Decisions that have to be made

in the Teaching/Learning Context

Learning Outcomes

KSA

Key concept

% Subject Content delivered inClass

Sequence of the content

Teaching Methods

Active Learning Strategies

Resources/Media

Assessment

Evaluation of Teaching


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Components of Course Design

Taxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integratedapproach to designing college courses. San Fransisco:Jossey-Bass

Learning

Outcomes

Teaching and

Learning

Activities

Feedback

And

Assessment

Situational Factors


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Constructive Alignment (Biggs, 2003)

Outcomes

What are the

outcomes we

want students to

achieve?

Assessment

How will

students

demonstrate that

they haveachieved these

outcomes?

Teaching and

Learning Activities

What are the teaching

and learning activities

that will support the

students in achieving

these outcomes?

Deep

Learning


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LO-ASS-TLA


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Why are Learning Outcomes Important ?

LO are the most important section of your Course Outline-the essence

of your course. Define the type and depth of learning that students are expected to

achieve

Provide an objective benchmark for formative, summative

Clearly communicate expectations to learners

Guide and organize the instructor and the learner


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Domain of Learning

Psychomotor

(Trampil)

Cognitive

(Berpikir) Affective(Bersikap)


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Cognitive Domain

Evaluation

Analysis

Application

Comprehension

Knowledge

Synthesis

Resources : Bloom (1956)


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Blooms Taxonomy of Educational OutcomesKnowledge (recall) 1. Knowledge of specifics

2. Knowledge of ways and means of dealing with

specifics

3. Knowledge of universals and abstractions in a

field

Comprehension (low level understanding;

ability to grasp and make use of

material/ideas without seeing further

implications)

1. Translation

2. Interpretation

3. Extrapolation

Application (use of abstractions in specific

and particular situations)

1. Use of technical principles/theories

2. General ideas, procedures or methods

Analysys (breaking down into constituent

elements; perceiving relationship between

and hierarchy of ideas)

1. Analysis of elements

2. Analysis of relationships

3. Analysis of organizational principalsSynthesis (structuring elements to from a

pattern not previously apparent)

1. Production of unique communication

2. Production of plan or proposed set of operations

3. Derivation of a set of abstract relations

Evaluation (quantitative and qualitative

judgement of idea/procedure; appraisal tosatisfy criteria)

1. Judgments in terms of internal evidence

2. Judgments in terms of external criteria


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HOTS VS LOTW


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Contoh Beragam TIKMatakuliah TIK Topik Level

Metodologi

Penelitian

Mahasiswa dapat menerangkan hakikat penelitian ilmiah Konsep dasar

penelitian

Metodologi

Penelitian

Mahasiswa dapat menemukan variabel penelitian Masalah penelitian

Statistik Mahasiswa dapat menunjukkan hubungan antara antar

variabel (korelasi)

Regresi dan

korelasi

Statistik Mahasiswa dapat membuktikan pengujian parameter

koefisien regresi

Regresi dan

kolerasi

Filsafat dan EtikaIlmu Komunikasi

Mahasiswa dapat menunjukkan urgensitas (pentingnya)Etika Ilmu Komunikasi dalam dunia komunikasi

Urgensi Etika IlmuKomunikasi

Manajemen

Keuangan

Mahasiswa dapat menghitung WACC menggunakan biaya

komponen-komponen modal termasuk yang baru

diterbitkan

BiayaModal

Manajemen

Keuangan

Mahasiswa dapat merancangkan pengelolaan kas,

persediaan, dan piutang berdasarkan minimisasi biaya

ManajemenModal

Kerja


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Affective Domain

Characterization

r anization

Valuin

Respondin to Phenomena

Receivin Phenomena

Ref : Krathwohl, Bloom dan Masia, 1964


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Arti l ti

Pre isi

M ip l ti

Psychomotor Domain

N t r liz ti

Imit ti

Ref : Harrow, 1972


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Documents

Developing Effective Teaching Plan - Session 1