DrJJ-UniMy-OBTLA-11062013-ppt (pdf)

Outcome Based Education 11/06/2013

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1

email: [email protected], [email protected], [email protected];. Website: http://drjj.uitm.edu.my; HP#:+60193551621

Dr JJ was conferred the coveted & prestigious 2010 AAN Science Teaching

Award (HE), Oct 10 th, 2011

OutcomesOutcomes --Based Education & Constructive Alignment Based Education & Constructive Alignment Invited Lecture & Invited Lecture & WorskhopWorskhopUniversitiUniversiti Malaysia (Malaysia ( UniMYUniMY ))

JaafarJaafar JantanJantan aka Dr JJ. June 12aka Dr JJ. June 12 thth -- 1313thth , 2013, 2013

Howard Gardner

EdwardDeBonoEdwardDeBono

Koïchiro MatsuuraDirector General of UNESCO 1999-2009

This presentation is available on my websiteOBE Materials 2013. **DrJJ-UniMy-OBTLA-01162013-ppt (pdf)**new-11062013


� Born & Raised in the state of Hang JEBATJEBAT …� 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

DrJJ, Zollman, Law, TS Zul

http://drjj.uitm.edu.my





Objective (what I will do)Objective (what I will do) : DescribeDescribe the fundamentals; Concepts of learning, teaching, bridging the gap between what we want & what is the existing state, the science & art (craft)the science & art (craft) required in innovating constructively aligned TLAs

GOAL (long term)GOAL (long term) : Inspire & nurtureInspire & nurture Higher Education teachers to value to value and practiceand practice innovative and constructively alignedinnovative and constructively aligned curriculum, curriculum, learninglearning --teaching activitiesteaching activities and and assessment approachesassessment approaches .



Upon completion of this activity, you will be able to : (YOUR YOUR TAKE AWAY)TAKE AWAY)

1.1. DiscussDiscuss the impact of 21st Century Learning & Malaysian quality assurance on your classroom practices.

2.2. ExplainExplain the role of learning outcomes and curriculum mapping on your classroom teaching.

3.3. Critically reflectCritically reflect the relevancy and appropriateness of your understanding of learning and teaching

4.4. Critically reviewCritically review the existing course syllabus for alignment.5.5. PlanPlan a constructively aligned lesson.6.6. DeliverDeliver an effective, meaningful and constructively aligned classroom

teaching.



11/06/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 5


MQF-SciStd MQF

““ Life presents us & the graduatesLife presents us & the graduates as as ill defined, ill defined, complexcomplex , , unreliableunreliable , and contradictory with , and contradictory with difficult practical problemsdifficult practical problems and and moralmoral , , social, and social, and personal choicespersonal choices . .

Graduates need Graduates need the the capacity to capacity to identifyidentify and and define define problemsproblems , , recognize reliable from unreliable informationrecognize reliable from unreliable information , , analyze this informationanalyze this information , , andand integrate it from diverse, integrate it from diverse, often conflicting sourcesoften conflicting sources ,, making logical, concise making logical, concise arguments arguments for or against specific positionsfor or against specific positions ......””

Richard J. Shavelson (2007). Assessing Student Lear ning Responsibly:From History to a Bodacious Proposal1. Stanford Uni versity. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/Jan uary-February%202007/abstract-assessing-responsibly.html . Accessed July 3 rd, 2007.


Education in Malaysia is an onon --going effort towards further developing going effort towards further developing the potential of individuals in a holistic and inte grated mannerthe potential of individuals in a holistic and inte grated manner , so

as to produce individuals who are intellectually, spiritu ally, produce individuals who are intellectually, spiritu ally, emotionally and physically balanced and harmonious based on a emotionally and physically balanced and harmonious based on a firm belief in and devotion to Godfirm belief in and devotion to God . Such an effort is designed to produce produce Malaysian citizens who are knowledgeable and compet ent, who Malaysian citizens who are knowledgeable and compet ent, who

possess high moral standards and who are responsib le and possess high moral standards and who are responsib le and capable of achieving a high level of personal wellcapable of achieving a high level of personal well --being as well being as well

as being able to contribute to the betterment of th e family, as being able to contribute to the betterment of th e family, society and the nation at largesociety and the nation at large ..

Source: Curriculum Specifications Form 5 (2006). Integrated Curriculum for Secondary Schools. Curriculum Development Centre, Ministry of Education Malaysia.

Education ACT 1996:




PurposePurpose : develop individualdevelop individual ’’s potential s potential (existing potential??)(existing potential??) .

MethodMethod : holistic & integratedholistic & integrated .

TargetTarget : Balanced & Balanced & hamonioushamonious HumanHuman capital. capital. Intellect, emotion, spiritual, physicalIntellect, emotion, spiritual, physical .

Guiding PrincipleGuiding Principle : Belief & devotion to GODBelief & devotion to GODUltimate targetUltimate target : Malaysian citizens who are knowledgeable, of Malaysian citizens who are knowledgeable, of noble/distinguished characters/morals, responsible, able to noble/distinguished characters/morals, responsible, able to

selfself --prosper and contribute to the harmony & prosperity of the prosper and contribute to the harmony & prosperity of the family, society and countryfamily, society and country .

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007

Education ACT 1996: For Higher Education

Education in Malaysia is a continuous effortEducation in Malaysia is a continuous effort





Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007

11stst class Mentality Human class Mentality Human Capitals: Thinkers, visionary Capitals: Thinkers, visionary leaders, intellectuals, leaders, intellectuals, committed, confident, riskcommitted, confident, risk --takerstakers

33rdrd class Mentality: Human class Mentality: Human Capitals: Having Potential to Capitals: Having Potential to change, seriously thinking, can change, seriously thinking, can accept changes, begin to reflect accept changes, begin to reflect oneone ’’s abilitiess abilities


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 .

Personal Attributes:• Goal-oriented: proactive, selfproactive, self --

starting, selfstarting, self -- disciplined, disciplined, confident, resilient, confident, resilient, motivatedmotivated , and fiercely competitive.

• Intellectually engaging: creative, innovative, and possessing critical thinking skills.

• Quick learner, adaptable, adaptable, and flexibleand flexible .

• Entrepreneurial.

• Ethically and morally upright .

• Spiritually grounded.

•• Compassionate and caringCompassionate and caring(through volunteerism and social services).

Knowledge Attributes:• Mastery of core subjects and ability to apply that knowledgeapply that knowledge

• Mastery of Bahasa Malaysia and English, and at least one other global language.

•• A continuing passion for A continuing passion for knowledgeknowledge through lifelong learning .

• Excellent general knowledge and interest in current events.

• Appreciation of the arts, culture and sports.

•• Sound analytical and problemSound analytical and problem --solving skillssolving skills .

• Awareness of business and management principles, and technology.

MOHEMOHE’’ss Attributes of Human Capital with FirstAttributes of Human Capital with First --Class MentalityClass Mentality






Reflect & communicateReflect & communicate on the following tasks:� Rate yourself in terms of factual, conceptual, procedural & functional knowledge of

OBE-OBTL; 11--Novice, 2Novice, 2 --Advanced beginner, 3Advanced beginner, 3 --Competent, 4Competent, 4 --Proficient, 5Proficient, 5 --ExpertExpert� What do you hope to achieve in this workshop??. Why are you herehere --HONESTY PlsHONESTY Pls ..

‼‼ Write downWrite down your goalyour goal and statestate at least 2 learning outcomesat least 2 learning outcomes you intend to achieve.

� How do you intend to effectively & meaningfully achieve the outcomes??‼‼ List outList out your own committment in achieving the outcomesyour own committment in achieving the outcomes .-

� How can I facilitate your achievement of the intended outcomes?‼‼ List outList out 2 specific tasks and actions that you expect me to doyou expect me to do in facilitating facilitating

your achievementyour achievement .

Guidelines to perform the tasks• Individually, spend 5 minutes doing this task.• Pick a name for your learning community & a spokespe rson.. Spend 3 minutes to

discussdiscuss and concludeconclude the learning group’s decision on each of the task a bove.• Verbally communicate with the learning community the decision of the group (or

any alternative views).






"He who rejects change is the architect of decay."He who rejects change is the architect of decay.The only human institution which rejects progress i s the The only human institution which rejects progress i s the cemetery."cemetery."Harold WIlson, Prime Minister. NYT, Jan 24th, 1967. p age 12

A wise man is not governed by others, nor A wise man is not governed by others, nor does he try to govern them;does he try to govern them;he prefers that reason alone prevailhe prefers that reason alone prevail~La Bruyère, Characters, 1688





Developing 3 Domains of Education-LearnCognitive

Knowing, the HeadHeadThe KNOWLEDGE (F,C,P)

Intellectual Skills (FC)Reasoning Skills-Evidences

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

The way to RESPONDRESPOND

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS, PRECISE &ACCURATE ACTIONS



11/06/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 17Source: Grant 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.



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.

•• Reasoning (analyze, criticize, solve, propose, deve lop)Reasoning (analyze, criticize, solve, propose, deve lop)• which include analytical, critical thinking, and problem solving skills

•• Resilience (persistence)Resilience (persistence)• which encompasses life skills such as flexibility, adaptability, and

self-reliance•• ResponsibilityResponsibility

• wisdom, i.e. “the application of intelligence, creativity, and knowledge for a common goodfor a common good .”





Learning isLearning is�� what students know what students know (factual, conceptual, procedural & (factual, conceptual, procedural & metacognitivemetacognitive

knowledge) knowledge) -- growth in the knowledge dimensions.growth in the knowledge dimensions.�� what they can do with what they know what they can do with what they know (functional knowledge) (functional knowledge) ––

cognitive dimension process.cognitive dimension process.�� AttitudesAttitudes –– making choices making choices –– how we respondhow we respond ..�� SkillsSkills --acting on choices with precision.acting on choices with precision.


““ Learning should be relevant to the variety of gradu ates Learning should be relevant to the variety of gradu ates ‘‘ roles included roles included in their working, civic and personal life.in their working, civic and personal life. ”” Transformational OBETransformational OBE

“ It is an emphasis on what students It is an emphasis on what students can do with knowledge, rather than can do with knowledge, rather than what units of knowledge they havewhat units of knowledge they have , that best describes the essence of , that best describes the essence of 21st century skills21st century skills .” – attaining learning outcomes

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008





�� OutcomesOutcomes --BasedBased�� Curriculum InterdisciplinaryCurriculum Interdisciplinary�� ProjectProject --basedbased�� ResearchResearch --drivendriven�� Thematic & NOT textbookThematic & NOT textbook --driven driven

(textbook as a resource(textbook as a resource ))�� Connected to communityConnected to community�� IncorporatesIncorporates

�� BloomBloom ’’s HOTSs HOTS�� Multiple IntelligencesMultiple Intelligences�� Learning PreferencesLearning Preferences�� Technology & multimediaTechnology & multimedia�� Multiple literacyMultiple literacy�� Authentic Assessment (tasks)Authentic Assessment (tasks)

�� Students work independently & Students work independently & interdependentlyinterdependently


�� Knowledge is Knowledge is �� constructedconstructed through research through research

and application, and and application, and connected connected to previous knowledge, personal to previous knowledge, personal experienceexperience , interests, talents , interests, talents and passions and passions

�� is NOT memorization of factsis NOT memorization of facts�� Assessment isAssessment is

�� demonstration of understanding demonstration of understanding through application in a variety through application in a variety of contextsof contexts

�� NOT REGURGITATIONNOT REGURGITATION�� By self, peer & facilitatorsBy self, peer & facilitators�� By By multiplemultiple ATsATs to show to show

achievement of CLOsachievement of CLOs�� By using By using holistic rubricsholistic rubrics


QuizQuiz : RecognizeRecognize & MatchMatch the Music types shown in each graphic: Heavy Metal, Stevie Wonder, Gangsta Rap, House, Hip-hop

Techno (with Ecstacy)




If you are, you breath.If you breath, you talk.


If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..

If you talk, you ask.If you talk, you ask.If you If you askask ,, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..

If you If you findfind , you , you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..

If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .

Video courtesy of National Geographic Channel




11/06/2013


• Point of reference & joint understanding of HE Qualifications in

Malaysia

• An instrument that

• develops and classifies qualifications based on a set of criteria

that are approved nationally and benchmarked against

international best practices,

• and which clarifies the earned academic levels, learning , learning

outcomes of study areas and credit system based on student outcomes of study areas and credit system based on student

academic load (Student Learning Time, SLT).academic load (Student Learning Time, SLT).

• These criteria are accepted and used for all qualifications awarded by

recognised higher education providers. Hence, MQF integrates with

and links all national qualifications.

MQF






1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4.4. Communication skillsCommunication skills (A/S)5. Social skills, teamworkteamwork and responsibility

(A/S)6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning

skills (A/S)8. Managerial and entrepreneurial skills (A/S)9.9. LeadershipLeadership skills (A/S)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009 --KSAKSA

1. Knowledge (K)2. Practical skills (S)3. Social skills and responsibilities (S)4. Ethics, professionalism and

humanities (A)5.5. CommunicationCommunication , leadershipleadership and

team skills (A)team skills (A)6. Scientific methods, critical thinking

and problem solving skills (K)7. Lifelong learning and information

management (A)8. Entrepreneurship and managerial

skills (A)



1. Critical thinking and problem solving skills (C)-LO3)2. Communication skills (A)-LO43. Group working skills (A)-LO54. Ethics and professionalism (A)-LO65. Lifelong learning and information management (A)-LO76. Entrepreneurship skills (A)-LO87. Leadership skills (A)-LO9

Professional skills

Professional skills



11/06/2013


MQACode ofPractice

MQA Code of PracticeGood Practices:

….the quality assurance process is built on the following attributes:

��encourages a variety of teaching and learning metho dsencourages a variety of teaching and learning metho ds�ensures the choice of credible student assessment methods

appropriate for the teaching and learning methods chosen;�ensures there are adequate resources to deliver the curriculum;��is concerned with good outcomes rather than detaile d is concerned with good outcomes rather than detaile d

specifications of contentspecifications of content



11/06/2013


MQF has 8 levels of certification MQF has 8 levels of certification -- levels of capabilitieslevels of capabilities


MQF

Generic features & capabilities between levels of certificationsGeneric features & capabilities between levels of certifications








Your TASK :

Invidually, reflect and respond to the following qu estions. When done, engage with other group members.

Share your reflections with the rest of the learning community. Time on task: 10 mins.

1.1. WHY OBE? What's wrong with the existing education p hilosophy?WHY OBE? What's wrong with the existing education p hilosophy?2.2. Is OBE an approach to education or a prescription t o program strIs OBE an approach to education or a prescription t o program str ucture?ucture?3.3. How is OBE related to 21st Century Learning charact eristics?How is OBE related to 21st Century Learning charact eristics?4.4. How do these characteristics impact our existing cl assroom practHow do these characteristics impact our existing cl assroom pract ices?ices?5.5. What is the role of MQA in OBE? Explain.What is the role of MQA in OBE? Explain.






1. WHY OBE? What's wrong with the existing education philosophy?2. Is OBE an approach to education or a prescription to program structure?3. What are the 21st Century Learning characteristic s?4. How do these characteristics impact our existing classroom practices?5. What is the role of MQA in OBE? Explain.


1. Why are PEOs developed?2. What is the acceptable number for PEOs? Explain3. What are the attributes that must be embedded in PEOs?4. What are the PEOs communicating to the stakeholde rs? (academic staff,

students, parents, industry players)5. How should the PEOs be formulated?

Philosophy of OBE-OBTL

How DO Programs Support Vision & Mission of IHL??




1. What are PLOs?2. Why PLOs?3. How many and why?4. What is the difference between PLOs & PEOs?5. How are PLOs related to PEOs? Explain.6. What are the verbs most appropriate to be used in each PLO? What does

the verb tell you?7. Given a set of PEOs, PLOs, its matrix, a curricul um matrix, the taxonomy

matrix and the KI matrix, can you critically review them based on fundamental principles of OBE curriculum design?

8. What is the significance of Bloom's original taxo nomy, the revised taxonomy, Simpson's taxonomy and Krathwol taxonomy?

9. How would I know that my program has serve its pu rpose? What Purpose?10. How should I convince my stakeholders?


How to Design Curriculum to Support PEOs Attainment? ?


MQACode ofPractice



Traditional/Transitional OBETraditional/Transitional OBE emphasisesemphasises student mastery of student mastery of traditional subjecttraditional subject--related academic outcomes (usually with a strong related academic outcomes (usually with a strong focus on subjectfocus on subject--specific content) and some crossspecific content) and some cross--discipline discipline outcomes (such as the ability to solve problems or to work cooutcomes (such as the ability to solve problems or to work co--operatively). operatively).

Transformational OBETransformational OBE emphasisesemphasises longlong--term, crossterm, cross--curricular curricular outcomes that are related directly to studentsoutcomes that are related directly to students’’ future life roles (such future life roles (such as being a productive worker or a responsible citizen or a parenas being a productive worker or a responsible citizen or a parent). t). SpadySpady (1994)(1994)

Source: Killen, Roy (2005). Programming and assessm ent for quality teaching and learning. Chapter 2. Thomson Social Science Press



OutcomesOutcomes --Based EducationBased Education (OBE) is a philosophyphilosophy , an approachapproach to educationeducation based on products of learning experiences

Integrates Constructively Aligned Constructively Aligned TLAsTLAs , Assessment & Grading to the , Assessment & Grading to the Finished Product, the Finished Product, the Learning Learning OutcomesOutcomes

InvolvedInvolved Every Every stakeholders of stakeholders of higher educationhigher education

Prepares Prepares graduates as graduates as knowledgeable knowledgeable & responsible & responsible citizenscitizens




The OutcomesThe Outcomes --Based approach to course design is intended to Based approach to course design is intended to make the make the expectations of the designer/educator more expectations of the designer/educator more transparent to both the student and any transparent to both the student and any regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC) . .


Unlike the traditional modelUnlike the traditional model of course design in higher educationof course design in higher education

((focus on coveragefocus on coverage ), ), where the lecturer would decide what to include on where the lecturer would decide what to include on a syllabus, based on his or her own judgement of wh at was importa syllabus, based on his or her own judgement of wh at was import ant for ant for students to know; or on personal research or other interests;students to know; or on personal research or other interests;

the outcomesthe outcomes --based approachbased approach starts with a specification of what the starts with a specification of what the

student will be expected to achieve student will be expected to achieve (significant learning)(significant learning) by by the end of the program/course/unitthe end of the program/course/unit /lesson/lesson



"Learning outcomes represent

��culminating demonstrations of learning and achievem entculminating demonstrations of learning and achievem ent .

� They are not simply a listing ofnot simply a listing of discrete skills, nor broad statements of knowledge and comprehension.

��They describe performances that demonstrate that They describe performances that demonstrate that significant learning has been verified and achieved by significant learning has been verified and achieved by graduates of the programgraduates of the program ."

�A description of the Competency for the KSA attainm ent appropriate of university graduates.

LOs: Describe events on a bus

LOs: Imitate the hop, jump and leap



11/06/2013



MQF

















A programmeA programme ’’s stated s stated aimsaims , objectives and , objectives and learning outcomeslearning outcomes reflect what it reflect what it wants the learner to achieve. It is crucial for the se aims, objewants the learner to achieve. It is crucial for the se aims, obje ctives and learning ctives and learning outcomes to be outcomes to be expressed explicitly and be made known to learners and other expressed explicitly and be made known to learners and other stakeholders alikestakeholders alike ..

Benchmarked Standard (pp 25)Benchmarked Standard (pp 25)• The programme objectives must reflect the key elements of the outcomprogramme objectives must reflect the key elements of the outcom es of es of

higher education that are in line with national and global develhigher education that are in line with national and global devel opmentsopments .• The programme aims, objectives and learning outcomes mustmust be developed in

consultation with principal stakeholders which should include the academic staff.• The programme aims, objectives and learning outcomes mustmust be consistent with,

and supportive of, the HEP’s vision and mission.

Programme AimsProgramme AimsProgramme aim/s is an overarching statement on the purpose, philosophy and an overarching statement on the purpose, philosophy and rationale in offering the programmerationale in offering the programme .

EAC ABET WACOPPA



VisionVisionTo establish UiTM as a premier university of outstandi ng establish UiTM as a premier university of outstandi ng scholarship and academic excellencescholarship and academic excellence capable of providing leadership to providing leadership to BumiputerasBumiputeras ’’s dynamic involvement in all professional fields of worlds dynamic involvement in all professional fields of world --class class standardsstandards in order to produce globally competitive graduates of sound eth ical produce globally competitive graduates of sound eth ical standingstanding .

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fieldsenhance the knowledge and expertise of Bumiputeras in all fieldsof studyof study through professional programmes, research work and community service based on moral values and professional ethicsmoral values and professional ethics

EAC ABET WA





� Consistently be a prepre --eminent centre of academic excellence eminent centre of academic excellence in teaching and learningin teaching and learning in the field of management

VisionVision : Become an Eminent Management Universityan Eminent Management University

Source: http://www.uum.org.my/en/vision-and-mission

Note: The bullets were extracted by Dr JJ from UUM offi cial mission statement

� Consistently be a prepre --eminent centre of academic excellence in eminent centre of academic excellence in research, consultancy, and publicationresearch, consultancy, and publication in the field of management,

Mission Statement :

� Consistently bring forth highly competent human capital that is bring forth highly competent human capital that is commited to serving in the development of the natio n and all commited to serving in the development of the natio n and all humanityhumanity .



VISIONEnriching the best brains with a learning experience to enable them to get to the future faster

MISSIONTo enroll, educateeducate and and inspireinspire the brightest students the brightest students with a passion for learningwith a passion for learning to become the next become the next generation of creative thinkers, responsible generation of creative thinkers, responsible entrepreneurs and technology leaders in a global entrepreneurs and technology leaders in a global societysociety

EAC ABET WA





EAC ABET WACOPPA

The IT Baccalaureate programIT Baccalaureate program aims to support Malaysia’s aspirations of becoming an industrialized nation by producing globally recognized ITIT graduates with unwavering commitment and professionalism while critically and creatively provide solutions that are relevant to societal and Malaysia’s economic growth.



EAC ABET WACOPPA

Universiti Teknologi MARA’s DiplomaDiploma /Baccalaureate Music programBaccalaureate Music program aims to support Malaysia’s aspirations of becoming an industrialized nation by nurturing world-class bumiputra music professionals with unwavering integrity and commitment in critically and creatively providing ethical and responsible solutions that are relevant to 1Malaysia’s societal and economic growth.





Bloom

LOKI GuideTaxonomies ofLearning



ABETABET ’’s definition of PEOss definition of PEOs:The program must have publishedpublished Program Educational Objectives that are consistent with the mission of the institution, the needs of theconsistent with the mission of the institution, the needs of theprogramprogram ’’s various constituencies, and these criterias various constituencies, and these criteria .

There must be a documented and effective process, involving program documented and effective process, involving program constituencies, for the periodic review and revisio n of these prconstituencies, for the periodic review and revisio n of these pr ogram ogram educational objectiveseducational objectives .

EACEAC’’ss definitiondefinitionProgramme Objectives are specific goals consistent with the mission specific goals consistent with the mission and vision of the IHL, that are responsive to the e xpressed inteand vision of the IHL, that are responsive to the e xpressed inte rest of rest of programme stakeholders, programme stakeholders, describing the expected achievements of describing the expected achievements of graduates in their career and professional life few years after graduates in their career and professional life few years after graduationgraduation .

EAC ABET WACOPPA





EAC ABET WA

�� specific goals consistent with & supportive of the mission and vspecific goals consistent with & supportive of the mission and v ision ision of the IHLof the IHL

�� reflect the key elements of higher education (reflect the key elements of higher education ( knowledge, skills & knowledge, skills & responsesresponses ))

� in line with the national & global developments (contains the 9 MOHE contains the 9 MOHE LO domains or 8 MQF LO domains)LO domains or 8 MQF LO domains)

�� responsive to the expressed interest of programme s takeholders aresponsive to the expressed interest of programme s takeholders a nd nd describing the expected achievements or milestone o f graduates idescribing the expected achievements or milestone o f graduates i n n their career and professional life few years after graduationtheir career and professional life few years after graduation

�� employability attributes and selling points of your programemployability attributes and selling points of your program . The sentences begin with: (Within) Within a few years upon successful completion the program, our graduates (are) will be ….

COPPA



Generic Program Educational Objectives (PEOs are employa bility attributes and selling points of your program) for FSG Pre Diploma Programs . The sentences begin with

Within few years upon successfully completing the p rogram, our graduates (are) will be:

1. Bumiputra higher education students who deepens their knowledge and understanding of science concepts, laws, principles and laboratory experiences in their field of study.

2. Bumiputra higher education students who collaborate in teams and enhance leadership roles in learning by utilizing proficient verbal and writing abilities to solve problems in their field of study.

3. Bumiputra higher education students who enhance their self-learning abilities and their proficiency of using the internet and information communication technology to explore new ways of learning in their field of study.

4. Bumiputra higher education students who demonstrate academic integrity and moral values in completing their academic and college learning tasks.

Task

TCM Health EAC ABET WAEng Tech MQA-Std-Business





Generic Program Educational Objectives (PEOs are employa bility attributes and selling points of your program) for FSG Diploma Programs . The sentences begin with

Within few years upon successfully completing the p rogram, our graduates (are) will be:1. semiprofessionals in applied sciences who analyze and apply the knowledge,

understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industr ies.

2. semiprofessionals in applied sciences who lead an d engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continu e to advance their knowledge and abilities by utilizing ICT to explore business oppo rtunities in the science-related industry

4. semiprofessionals in applied sciences who demonst rate ethical and professional values in providing services to the recipients and provider of the science-related industry.

Task




Program Educational Objectives (PEOs are employability a ttributes and selling points of your program) for UniMY Foundation Program .

1. Students have strong knowledge in the field of ele ctronics, computing and information technologies

2. Attain knowledge of contemporary issues in techno logy through research and life-long learning activities.

3. Ability to function as an effective team player w ith the capability to lead and appreciate team work and leadership qualities.

4. Appreciate and uphold professional attitudes and ethics necessary in fulfilling their responsibilities towards the Almighty, clients and the society.

Task








What should graduating students know & be able to d o What should graduating students know & be able to d o upon successful completion of the program?upon successful completion of the program?

Will these be enough to support attainment of the Will these be enough to support attainment of the Program Educational Objectives?Program Educational Objectives?





MQF


MQF Framework for Diploma levelMQF Framework for Diploma level--Outcomes: Median C3,P4, A3Outcomes: Median C3,P4, A3http://drjj.uitm.edu.my

MQF





PLOs are what graduates will know and be able to do (upon successfully completing the program) to support attainment of PEOs. It is the min imum, practical & attainable competency level. The sentences begin with

1. Demonstrate knowledge and understanding of music (for example: music performance, historical studies, cultural studies, musicianship and music theories) and …….

2. Apply knowledge and understanding of ….. (music p erformance, historical studies, cultural studies, musicianship and music theories).

3. Display music competency skills including the use of music notation in reading, performing, composing, analyzing, and hearing music .;

4. Critically analyze musical performance, musical c omposition and formulate solutions to music-related well-defined (vaguely-defined; bro adly-defined) problems;


Upon successfully completing the program, our bumip utra graduates will be able:

Example of the first 3/4 Music LOs. Standards will fo llow the MQF certification level (refer to the MQF generic LOs for diploma or degree ). The rest can be adopted from other sources (generic attributes) or from MQF.



Generic Program Learning Outcomes (PLOs are what gra duates will know and be able to do to attain PEOs) for FSG Pre-Diploma Programs . The sentences begin with

Upon successfully completing the program, our bumip utra graduates will be able to:


MQF LOsDegree

1. Construct and acquire introductory and intermediate knowledge of science and mathematics at the Diploma level.2. Plan and safely conduct simple scientific investigations, organize and transform raw data into tables and graphs and propose appropriate mathematical models from the evidence of the investigations.3. Identify, classify and make clear the outcomes and procedures to solve ill-defined problems found in an introductory undergraduate science-related textbook.4. Communicate their ideas and arguments proficiently both verbally and in writing. 5. Demonstrate collaboration with team members across gender and ethnic background while performing and completing academic tasks.6. Practice honesty and integrity in performing and completing their academic tasks. 7. Demonstrate abilities to be independent in completing their academic tasks.8. Explore new and efficient strategies to become deep-learners.9. Demonstrate leadership abilities in completing a team-related academic tasks





Generic Program Learning OutcomesGeneric Program Learning Outcomes (PLOs are what graduates will know and be able to do to attain PEOs) for FSG Diploma ProgramsFSG Diploma Programs . The sentences begin withUpon successful completion of the program, our bumi putra graduates will be able to:

1. Apply knowledge and understanding of science and mathematics (& engineering).2. Safely prepare samples and operate a range of mach ineries and laboratory equipments.3. Plan, conduct and conclude scientific investigatio ns in their field of study.4. Apply the scientific reasoning in proposing solut ions for authentic problems in their

field of study.5. Verbally communicate scientific ideas with semipro fessionals and non-experts.6. Articulate scientific investigations in written f orm with semiprofessionals and non-

experts.7. Effectively engage in a multidisciplinary team.8. Demonstrate values, ethics, morality and professi onalism in their semiprofessional

pursuit.9. Manage information and engage in life-long learni ng.10.Apply managerial and entrepreneurial skills.11.Demonstrate leadership skills.


MQF LOsDiploma


1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4.4. Communication skillsCommunication skills (A/S)5. Social skills, teamworkteamwork and responsibility

(A/S)6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning

skills (A/S)8. Managerial and entrepreneurial skills (A/S)9.9. LeadershipLeadership skills (A/S)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009 --KSAKSA

i. Knowledge (K)ii. Practical skills (S)iii. Social skills and responsibilities (S)iv. Ethics, professionalism and

humanities (A)v.v. CommunicationCommunication , leadershipleadership and

team skills (A)team skills (A)vi. Scientific methods, critical thinking

and problem solving skills (K)vii. Lifelong learning and information

management (A)viii. Entrepreneurship and managerial

skills (A)






MQF-SciStd MQF



MQF-SciStd

MQF

Malaysia’s AspirationsMQF/MOHE LO Domains

HEP’s Vision & Mission

PEO1 PEO2 PEO3 PEO4

LO5LO4 LO6 LO9LO7 LO8LO2LO1 LO3

CLO2CLO1 CLO3 CLO3CLO1 CLO2CLO2CLO1 CLO3 CLO3CLO1 CLO2

Program Aims

11--Knowledge & 2Knowledge & 2 --SkillsSkills 66--Ethics &Ethics &ProfessionalismProfessionalism

33--Reasoning, 4Reasoning, 4 --Communication,Communication,55--Teamwork, 9Teamwork, 9 --LeadershipLeadership

77--Lifelong Learning,Lifelong Learning,Management &Management &

88--EntrepreneushipEntrepreneuship

Course1 Course3Course2 Course4






MQF-SciStd MQF





MQF-SciStd MQF3 MOHE LOs addressed by each course



MQF-SciStd MQF3 MOHE LOs addressed by each course





MQF-SciStd MQF

3 MOHE LOs addressed by each course



MQF-SciStd MQF





Your TASK :

As a group, discuss the appropriateness of UniMY Fou ndation Program PEOs, PLOs and curriculum mappiing

Share your reflections with the rest of the group me mbers. Time on task: 20 mins.




“You do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.

-Source:"Implementing the Seven Principles: Technol ogy as Lever" by Arthur W. Chickering and Stephen C. Ehrman n

“Learning is not a spectator sport .”

You must talk about what you are learning, write talk about what you are learning, write reflectively about it, relate it to past experience s, reflectively about it, relate it to past experience s, and apply it to your daily livesand apply it to your daily lives . You must make You must make what you learn part of yourselveswhat you learn part of yourselves .”






“The greatest enemy of understanding is The greatest enemy of understanding is coveragecoverage – I can’t repeat that often enough. If youIf you ’’ re re determined to cover a lot of things, you are determined to cover a lot of things, you are guaranteeing that most kids will not guaranteeing that most kids will not understandunderstand , because they haven, because they haven ’’ t had time enough to go t had time enough to go into things in depth, to figure out what the requis ite into things in depth, to figure out what the requis ite understanding is, and be able to perform that under standing in understanding is, and be able to perform that under standing in different situationsdifferent situations .”

(Gardner 1993: 24)


Assessment gives us essential information about what our Assessment gives us essential information about what our

studentsstudents are learningare learning and about theand about the extent to which extent to which

we are meeting our teaching goalswe are meeting our teaching goals.

But the true power of assessment comes in also using it to give using it to give

feedback to our studentsfeedback to our students. Improving the quality of Improving the quality of

learninglearning in our courses involves not just determining to what extent students have mastered course contentmastered course content at the endat the end of of

the coursethe course; improving the quality of learningimproving the quality of learning also involves

determining to what extent students are determining to what extent students are mastering mastering

contentcontent throughoutthroughout the coursethe course.

SOURCE: Excerpted from National Institute for Science Education (2001b)





Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.

From this quality perspective,�� understandingunderstanding (rather than memorisation),�� creativitycreativity (rather than reproduction),�� diversitydiversity (rather than conformity),�� initiativeinitiative (rather than compliance) and�� challengechallenge (rather than blind acceptance) become the yardsticks by become the yardsticks by

which we try to measure, describe and report studen t learningwhich we try to measure, describe and report studen t learning ' (Killen 2003:10).

An important consequence of directing our attention towards the assessment

of complex outcomes is that it changes the focus of it changes the focus of assessment from quantity assessment from quantity to qualityto quality




How do we How do we rise above challengesrise above challenges , announce , announce ““ here I amhere I am ””To To see hopesee hope where others see nonewhere others see none ..To find our own way, to To find our own way, to step into the unknownstep into the unknown ..

To discover new wonders and new horizon. To discover new wonders and new horizon. To To never say i cannever say i can ’’ tt ..To To be the one that makes a differencebe the one that makes a difference .. The one who dares to dreamThe one who dares to dream

How do we surpass our limitsHow do we surpass our limits . . To find the strength we never knew we hadTo find the strength we never knew we hadTo keep learning and keep growingTo keep learning and keep growing . . With no fear of failureWith no fear of failure

To To reach out to othersreach out to others , , no matter who they areno matter who they areTo To stand tall and stand firm for what we believe instand tall and stand firm for what we believe inTo To keep tryingkeep trying , to , to color the lives of otherscolor the lives of others


"If a child can"If a child can’’t learn the way we teach, maybe we should t learn the way we teach, maybe we should

teach the way they learn."teach the way they learn." Ignacio ‘Nacho’ Estrada



What kinds of learning DO YOU VALUE??What kinds of learning DO YOU VALUE??

HOW will you demonstrate these values in ways HOW will you demonstrate these values in ways that you design your instruction and in ways that you design your instruction and in ways that you collect evidences of those learning?that you collect evidences of those learning?

Are these consistent and aligned with the Are these consistent and aligned with the countrycountry ’’s mission, mission of the s mission, mission of the HEPsHEPs & the & the department??department??


For 3 minutes, write your definition of what teaching isdefinition of what teaching is and list out list out 2 characteristics or traits of meaningful & effecti ve teaching2 characteristics or traits of meaningful & effecti ve teaching .

Then for the next 3 minutes, write your definition of what learning isdefinition of what learning isand list out 2 traits of meaningful or deep approach le arnerslist out 2 traits of meaningful or deep approach le arners

For 5 minutes each , convince your neighbor that your definition is the best definition or synergize both of your definitions and you list

Choose a Choose a learning partner (person next to you perhaps)learning partner (person next to you perhaps) . Turn to . Turn to your learning partner & say your learning partner & say HELLOOOO PARTNERHELLOOOO PARTNER . Then shake . Then shake hands before beginning the following activity.hands before beginning the following activity.




I want to talk about learning . ButBut notnot the lifeless, sterile, the lifeless, sterile, futile, quickly forgotten stuff that is crammed int o the futile, quickly forgotten stuff that is crammed int o the mind of the poor helpless individual tied into his seat mind of the poor helpless individual tied into his seat

by ironclad bondsby ironclad bonds of conformityof conformity !! I am talking

about LEARNING LEARNING -- the insatiablethe insatiable ((its never enoughits never enough ))

curiosity that drives the adolescent boy to curiosity that drives the adolescent boy to ““ absorbabsorb ”” everything he can see or hear or read everything he can see or hear or read about gasoline enginesabout gasoline engines in order to improve the in order to improve the efficiency and speed of his 'cruiser'efficiency and speed of his 'cruiser' .. (my paraphrase: (my paraphrase:

being a functional learner, professional, father, s on, & being a functional learner, professional, father, s on, & citizenscitizens )) -cont


I am talking about the student who saysI am talking about the student who says , , "I am discovering, "I am discovering, drawing in from the outsidedrawing in from the outside , , and making that which is and making that which is drawn in, a real part ofdrawn in, a real part of meme."."

I am talking aboutI am talking about anyany learning in whichlearning in which the experience of the experience of the learner progresses along this line:the learner progresses along this line: "No, no, that's "No, no, that's not what I want"; not what I want"; "Wait! This is closer to what I "Wait! This is closer to what I am interested in, what I need"am interested in, what I need" ; "Ah, here it is! ; "Ah, here it is! Now I'm grasping and comprehending what Now I'm grasping and comprehending what II needneed and what I want to knowand what I want to know !!" Carl Rogers 1983: 18-19




“One theme of science education reform is understanding that science science involves ways of thinking and doing as well as involves ways of thinking and doing as well as

bodies of knowledgebodies of knowledge . Emphases are placed onEmphases are placed on thinking, thinking, problem solving, and habits of mindproblem solving, and habits of mind that promote that promote

exploration and discoveryexploration and discovery such as such as curiosity, questioning, curiosity, questioning, openness to ideas, learning from errors, and openness to ideas, learning from errors, and

persistencepersistence . Learning needs to occur in the context of real Learning needs to occur in the context of real investigation through inquiry and reasoning, which means investigation through inquiry and reasoning, which means

teaching for understanding, teaching for understanding, not memorization of factsnot memorization of facts ”(American Association for the Advancement of Science, 1989;National Science Teachers Association, 1992)

Source: NINA L. GREENWALD (2000). Learning From Problems. The Science Teacher. Retrieved June 8th, 2013 from http://people.uncw.edu/kubaskod/SEC_406_506/Classes/Class_7_PBL/LearningFromProblems.pdf.


Source: NINA L. GREENWALD (2001). Problem-Based Learning in Science. Ill-Defined Encounters Are the Right Kind!. Retrieved June 8th, 2013 from http://www.cct.umb.edu/pblscience.html

� learning is best, much more takes place, when the learner is the one who the learner is the one who looks deeper to create meaning and develop looks deeper to create meaning and develop understandingunderstanding . Wiggins and McTighe (1998)

�� students need tostudents need to "uncover" content for meaning, to question "uncover" content for meaning, to question and verify ideasand verify ideas if they are to be understoodif they are to be understood . Wiggins and McTighe (1998)

� a priority in teaching for understanding is sshaping content in ways that haping content in ways that engage students in making sense out of it through i nquiry and engage students in making sense out of it through i nquiry and application.application. Wiggins and McTighe (1998)

�� Understanding, is deep learning that goes well beyo nd simply Understanding, is deep learning that goes well beyo nd simply "knowing""knowing" , such as being able to do thought, such as being able to do thought --demanding things with a topic like demanding things with a topic like finding evidence and interpreting information in ne w waysfinding evidence and interpreting information in ne w ways . Perkins and Blythe (1994)



““ A paradigm shift is desirable in worldA paradigm shift is desirable in world --wide education.wide education. Under the Under the traditional, dominant traditional, dominant ‘‘ Instruction ParadigmInstruction Paradigm ’’ schools and colleges are schools and colleges are institutions that exist institutions that exist to provide instructionto provide instruction .. It is to be hoped that a It is to be hoped that a

‘‘Learning ParadigmLearning Paradigm ’’ might eventually take hold, whereby might eventually take hold, whereby

educational institutions in educational institutions in all all countries would exist countries would exist to to produce produce learninglearning . . This shift is both needed and wanted, This shift is both needed and wanted, and it would change everythingand it would change everything ..””

Barr & Tagg (1995). “From Teaching to Learning: A N ew Paradigm for Undergraduate Education” . Paraphrase by Hake, R. “Measuring Teaching and Learning Performance: Interconnected Issues”.


“...All three of these important dimensions of cognition—using abstract using abstract symbols, epistemology, and principled, ethical symbols, epistemology, and principled, ethical reasoningreasoning — as well as the ability to work cooperatively in as well as the ability to work cooperatively in teams with people different from oneself, teams with people different from oneself, require for their require for their development development that that students be actively involved in learningstudents be actively involved in learning .

It is unlikely that lectures aloneIt is unlikely that lectures alone can bring about thecan bring about theprofound cognitive reorganizations required, profound cognitive reorganizations required, produce produce the interpersonal skills that must be developedthe interpersonal skills that must be developed , , and and foster the substantial changes in disposition towar d foster the substantial changes in disposition towar d learning and human diversity required for these learning and human diversity required for these important changes to occurimportant changes to occur ...”

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL.





Source: Barr & Tagg (1995). From Teaching to Learning - A New Paradigm for Undergraduate Education. Change; Nov 1995; 27, 6; Research Library Core. Retrieved June 8th, 2013 from http://docushare3.dcc.edu/docushare/dsweb/Get/Version-3000/BarrTagg.pdf

Instruction Paradigm Learning Paradigm

Missions & Purposes





Criteria for Success







Teaching & Learning Structures





Nature of Roles




CMAP-S CMAP-ACMAP-EDU CMAP-M



LO:What the

students are able to know & do

Teaching :Getting the

students be able to know & do

Assessment :How well hasthe students

know & have done




Source: F

elder.,R.M

., Brent, R

ebeca(2003).

Designing and T

eaching Courses to S

atisfythe A

BE

T E

ngineering Criteria.

Journal of E

ngineering Education

, 92 (1), 7-25

Students Students CONSTRUCT CONSTRUCT MEANING from MEANING from what they learn what they learn

Curriculum is designed so that the learning learning activities and activities and assessment assessment tasks are aligned tasks are aligned with the learning with the learning outcomes that outcomes that are intended in are intended in the coursethe course .



Assessing declarativeAssessing declarativeknowledge:knowledge:��Essay examinationsEssay examinations��Multiple choice questionsMultiple choice questions��OpenOpen--book examinationsbook examinations��ClosedClosed--book examinationsbook examinations��Tests and quizzesTests and quizzes��AssignmentsAssignments��Ordered outcome itemsOrdered outcome items��Letter to a friendLetter to a friend��PresentationsPresentations

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

Assessing functioningAssessing functioningknowledge:knowledge:��Projects (individual)Projects (individual)��Projects (group)Projects (group)��PortfoliosPortfolios��PracticumsPracticums��LaboratoriesLaboratories��Reflective journalsReflective journals��Case studiesCase studies��PresentationsPresentations��AssignmentsAssignments

Rapid assessments Rapid assessments methods (for large methods (for large classes):classes):�Concept maps�Venn diagrams�Three-minute essays�Gobbets




Possible Possible TLAsTLAsset reading, lecture, field tripset reading, lecture, field triptutorial, written essaytutorial, written essayproject, assignmentproject, assignmentproject, case studyproject, case studyPBL, case study PBL, case study project, creative writingproject, creative writingexperiment, projectexperiment, projectreflective diaryreflective diary

LO verbsLO verbsAcquire contentAcquire contentExplainExplainIntegrateIntegrateApplyApplySolve problemSolve problemDesign, createDesign, createHypothesiseHypothesiseReflectReflect




Level 2 Level 3

Level 1Level 1BlameBlameStudentsStudents

Level 2Level 2Blame TeachersBlame Teachers

Pictures from the Video Pictures from the Video Understand Understanding & Understand Understanding & Teach TeachingTeach Teaching

Level 2






4.4. ElaborateElaborate : Investigate further

5.5. Assess/Evaluate: Assess/Evaluate: Answer question again

EngageEngage --ExploreExplore --ExplainExplain --ElaborateElaborate --Evaluate/AssessEvaluate/Assess

1.1. EngageEngage : Respond to the assessment question/s.

2.2. ExploreExplore : Use the Lesson Plan Provided & Perform the PheT simulation.

3.3. ExplainExplain your findings.


Course Learning Outcome 1 Course Learning Outcome 1 Students will be able to explainable to explain basic concepts and principlesbasic concepts and principlespertaining to electric current, electromotive-force (EMF), potential difference, brightness of a light bulbbrightness of a light bulb , power consumed by the bulb and resistance of the bulb for a simple circuit and for a complex for a simple circuit and for a complex circuit which are connected in series, in parallelcircuit which are connected in series, in parallel and a seriesseries --parallel combinationparallel combination .

2.2. Safely manipulateSafely manipulate equipments used in electricity and magnetism scientific inquiries. (LO2-P3). TLATLAs: Weekly Laboratory tasks. IndicatorsIndicators : Lab Performance Exam

3.3. DemonstrateDemonstrate scientific inquiries in electricity and magnetism. (LO3-CTPS3). TLATLAs: Group discussions and cooperation in labs & in class. IndicatorsIndicators : Journal Entries




Course Learning Outcome 1Course Learning Outcome 1Students will be able to explainable to explain basic concepts and principlesbasic concepts and principlespertaining to electric current, electromotive-force (EMF), potential difference, brightness of a light bulbbrightness of a light bulb , power consumed by the bulb and resistance of the bulb for a simple circuit and for a complex for a simple circuit and for a complex circuit which are connected in series, in parallelcircuit which are connected in series, in parallel and a seriesseries --parallel combinationparallel combination .

TLATLAs-

Learning CycleLearning Cycle : 5E5Es or 4Es+1A (EngageEngage --ExploreExplore --ExplainExplain --ElaborateElaborate --Evaluate/AssessEvaluate/Assess )

Assess Assess –– Diagnostic Diagnostic -- Formative Classroom Pre/PostFormative Classroom Pre/Post


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




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.

TLA – Explore-Explain-Elaborate-Assess (Post)


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 kno wing the

name of something and knowing something.—Richard Feynman


This talk can be downloaded from

http://drjj.uitm.edu.my/index.html#obe2012/DRJJ-PER FIK-talk-21112012.pdf








A discussion involves examining the various reasons for and examining the various reasons for and againstagainst some claim, or a multi-faceted exploration of some topic/issue. The core meaning of ‘discussion’ is a conversation between two or more people,

and so a discussion here should have at its heart the eveneven --handed handed consideration of a topic, looking at it from variou s consideration of a topic, looking at it from variou s sidessides . This involves more than reciting facts . This involves more than reciting facts oror describingdescribing somethingsomething . It is closer toIt is closer to evaluationevaluation , ,

only only it neither requires nor expects you to come down it neither requires nor expects you to come down on one side of the issueon one side of the issue . You need to make use of background information surrounding that claim or topic/issue.

The verb DiscussDiscuss :



Diagram of a neuron. Picture from Wikipedia (http://en.wikipedia.org/wiki/Neuron)http://www.human-memory.net/brain_neurons.html

Synaptic transmission. Picture from Wikipedia (http://en.wikipedia.org/wiki/Chemical_synapse)

InformationInformation --processing paradigm of intellectual processing paradigm of intellectual development & the Science of Learningdevelopment & the Science of Learning

PsychologyPsychology --NeurosciencesNeurosciences

Brain as the Brain as the main processor main processor of information.of information.Key Memory Key Memory

Systems & How Systems & How they Interactthey Interact

Buffering

Storage Media

RAM

WM features: information is held for a very short t ime, it has aWM features: information is held for a very short t ime, it has a very limited very limited capacity, but both the capacity and the efficiency with which a capacity, but both the capacity and the efficiency with which a given capacity given capacity is used develops with age and learning experienceis used develops with age and learning experience

PiagetPiaget ’’s Intellectual Development: The mind is seen as a m eanings Intellectual Development: The mind is seen as a m eaning --making making system that actively constructs understanding throu gh mental opesystem that actively constructs understanding throu gh mental ope rations on rations on representations of the external world.representations of the external world.



� "Although engineering students used memorized formul as successfulAlthough engineering students used memorized formul as successful ly to ly to solve physics problemssolve physics problems , there were 'there were ' widespread misconceptionswidespread misconceptions ' when they ' when they were required to provide 'were required to provide ' coherent verbal descriptions of abstract conceptscoherent verbal descriptions of abstract concepts ’’inherent in the problemsinherent in the 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.“

� Physics Education Research-Validated Learning evide nces on learning & teaching effectiveness since the 1980’s

� Development of Valid & Reliable Measuring Instrumen ts such as the

revolutionary Force Concept Inventory (FCI)Force Concept Inventory (FCI) & the inclusion of Physics Education Research as a branch of physics & reported in Physical Review Special Topics—Physics Education Research

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.


“Are college students truly learning? Definitely no t, Academically Adrift asserts. Surveys, transcripts, and the Collegiate Learning A ssessment show that nearly half of the students do not improve in critical thi nking, complex reasoning, and writing in their first two years. More than a third do not improve in four years.

Source: Academically Adrift: Limited Learning on Co llege Campuses By Richard Arum and Josipa Roksahttp://www.amazon.com/Academically-Adrift-Limited-L earning-Campuses/dp/0226028550

“Its major findings suggest that on average, students make only small gains in on average, students make only small gains in critical thinking and reasoning skills during colle ge; a substancritical thinking and reasoning skills during colle ge; a substan tial percent of tial percent of students make no discernible gain at all in these s kills; and lestudents make no discernible gain at all in these s kills; and le vels of vels of engagement in serious academic work, such as studyi ng and writinengagement in serious academic work, such as studyi ng and writin g, are low.. g, are low.. ““

“Our results with a different sample of institution s, a different sample of students, and a different standardized measure of critical thinking closely parallel those of Arum and Roksa. We conclude that the findings of Arum and We conclude that the findings of Arum and RoksaRoksa are not the artifact of an are not the artifact of an anomalous sample or instrument and need to be taken seriouslyanomalous sample or instrument and need to be taken seriously …” Pascarell, Wabash University, Iowa



Inside is Inside is NOT NOT

EMPTYEMPTY……

Inside is NOT NOT

EMPTYEMPTY…

Science of LearningScience of Learning


GET THE INSIDE OUT SO THAT GET THE INSIDE OUT SO THAT THE OUTSIDE CAN GO IN..THE OUTSIDE CAN GO IN..

“The most important single factor influencing The most important single factor influencing learning is what the learner already knows. learning is what the learner already knows. Ascertain this and teach him accordinglyAscertain this and teach him accordingly .“David Ausubel, 1968.

CONSTRUCTIVISM CONSTRUCTIVISM ––Knowledge is to be Knowledge is to be constructed..constructed..

Inside is Inside is NOT NOT

EMPTYEMPTY……

Inside is NOT NOT

EMPTYEMPTY…

Science of LearningScience of Learning


Existing Knowledge Could be�Misconceived�Aristotelian�Inhibits learning new

knowledge

GET THE INSIDE OUT SO THAT GET THE INSIDE OUT SO THAT THE OUTSIDE CAN GO IN..THE OUTSIDE CAN GO IN..

FantasiaFantasia ieie, illusory understanding or , illusory understanding or persistent misconceptionspersistent misconceptions . Potentially far more insidious than amnesia. Can be dangerous. The state in which students The state in which students are absolutely confident that they are absolutely confident that they understand something, but they don't. understand something, but they don't.







Bef:61%, Aft:37%

Bef:9%, Aft:10%

Bef:15%, Aft:23%

Bef:9%, Aft:13%

Bef:6%, Aft:17%

CRI=2,3

CRI 0 = have no clue

CRI 5 = very certain




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;


(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.




Comparing Pre (N=1354) & Posttest (N=1145) FCI chan ge in scores for question 15 . Answer is A.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E

Answer Options for P re & P ost Test

Pre APost APre BPost BPre CPost CPre DPost DPre EPost E

UPM: 21%, *23%Russia: 46.5 %

UiTM (N=1343) overall:21.4%UiTM’s American Degree

Foundation Program (N=47) overall: 38%

USM: 36.6%Bumi: 25%; Non-bumi: 40%

UK28% - 33% Finland: 45.7 %

UPSI (N=414) overall: 20.1% (T-test at the 95% confidence shows no significant difference in scores between bumi & non-bumi)

Overall for ALL bumi: 21.3% (N=1792). Overall for non-bumi: 27.4% (N=308).

UKM (N=177) overall: 22.3%Bumi: 20%; Non-bumi: 30%

USA27% - 73%

Scores from Malaysian Public Universities (DrJJ’s unpublished work)

Scores from overseas



USM (non-bumi)460%

UiTM ADP (bumi)376%

UKM (non-bumi)173%

(non-bumi)370%

USM (bumi)367%

UiTM ADP (bumi)460%

UnivFrequencyScore

Table of Frequency of Malaysian university students showing competency (score ≥60%) in FCI.

N=2100. Only 1% scored at and above competency







KNOW your LEARNERSKNOW your LEARNERSLearning PreferencesLearning Preferences

"...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)

Learning StylesLearning Styles


What makes meaningful learning difficult??-Learning Preferences

FelderFelder ’’s Model s Model -- 4 domains of information 4 domains of information handling: to understand new knowledgehandling: to understand new knowledge

Input

Perceived

Processed

Understood

Newknowledge

ILS



** USA findings,USA findings, ** ** DR. J.JDR. J.J’’ s (N = 1122)s (N = 1122)

*42, ** 42Intuitive

prefer theories & interpretations of factual information.

prefer data and facts. like facts & solve well establish methods,

resent being tested on materials that has not been explicitly

covered in class

*57, ** 58Sensing

Perception

Student’ Learning Preferences:Information Handling Domains Felder’s)

prefer the spoken or written word.

*30, ** 13Verbal

prefer charts, diagrams and pictures.

*69, ** 87Visual

Input

ILS ILS-A

*32, ** 40Reflective

do the processing in their heads

learn best by doing something physical with the information

*67, **60Active

Processing*USA findings,*USA findings, ** ** DR J.J.DR J.J.’’ s (N = 1122)s (N = 1122)

Student’ Learning Preferences:Information Handling Domains Felder’s)

must get “big picture” before individual pieces fall into place

*28, ** 40Global

easily make linear connections between individual steps

*71, ** 60Sequential

Understanding





An An ““ AA”” studentstudent ’’s responses 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 light… In addition to visible forces, invisible forces also exist. …. & more

A A ““ CC”” studentstudent ’’s responses response could be:Forces are agents of change. Physically, a force can be visually observed as changing the position of a sta tionary object or changing either the speed or the directio n or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab





As he was talking about MQF, he put up these words that were cirAs he was talking about MQF, he put up these words that were circled and cled and connected these words with other words.. He claimed the linking connected these words with other words.. He claimed the linking between these between these words, a term he coined proposition is a very strong visual reprwords, a term he coined proposition is a very strong visual representation of what is esentation of what is in our mind. He indicated the similarity and difference between in our mind. He indicated the similarity and difference between this so called this so called knowledge representation with the mind map. I wasnknowledge representation with the mind map. I wasn’’tt’’ quite sure what it all meant quite sure what it all meant and then it struck me like a lightning bolt how these very familand then it struck me like a lightning bolt how these very familiar terms I had always iar terms I had always argued with you. Amazingly, they were linked up smoothly in thisargued with you. Amazingly, they were linked up smoothly in this visual visual representation called Concept Maprepresentation called Concept Map…….. Linking 2 terms or concepts together by .. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them butusing linkwords not only clarify the connection between them but also appeared to also appeared to be a scientific claim of some sort..be a scientific claim of some sort..

My dear EF, it has been a while since we last wrote to each otheMy dear EF, it has been a while since we last wrote to each other. So, I decide to r. So, I decide to enlighten you with an interesting character I met today..enlighten you with an interesting character I met today..

He puts on a contagious smile and his outlook is quite dashing IHe puts on a contagious smile and his outlook is quite dashing I must say.. But what must say.. But what I really wanted to share with you today is the new and interestiI really wanted to share with you today is the new and interesting learning ng learning experience I had while with himexperience I had while with him…… Oh, did I mention that he knows CK??... Will write Oh, did I mention that he knows CK??... Will write to you about that in another letter..to you about that in another letter..



Source:Types of Teaching Styles. © 2011 CSN Online Campus - 6375 W. Charleston Blvd.- W2C, Las Vegas, Nevada 89146. Retrieved June 8th, 2013 from http://www.csn.edu/pages/2358.asp

Grasha-Reichmann Learning Style Scales (GRLSS) 1(974) sets out to determine college students' styles of classroom participationclassroom participation . The Grasha-Reichmann model focuses on student attitudes toward student attitudes toward

��learninglearning , classroom activitiesclassroom activities , teachersteachers , and peerspeers

AvoidantAvoidant students tend to be at the lower end of the grade distribution. They tend to have high absenteeism, they organize their work poorly, and take little responsibility for their learning.ParticipativeParticipative students are characterized as willing to accept responsibility for self-learning and relate well to their peers.CompetitiveCompetitive students are described as suspicious of their peers leading to competition for rewards and recognition.CollaborativeCollaborative students enjoy working harmoniously with their peers.DependentDependent students typically become frustrated when facing new challenges not directly addressed in the classroom.IndependentIndependent students prefer to work alone and require little direction from the teacher.


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

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

•Spatial intelligence•Interpersonal intelligence•Intrapersonal intelligence




1980: Dude, look at how savvy I was..boombox, Betamax camcorder,,calculator, cassette tape player,

2010: IPHONENo wonder I lack the strength & not developing the good-looking muscles…

Transform


1980: 20 GB data storage weighing 2 Megagrams & computer I used in 1986

2010: Jaw DroppersSamsung Mobile DevicesSony 1 TeraBytes Memory Card with 5 Gbps data transfer

Transform



Inside is Inside is EMPTYEMPTY……

Inside is Inside is EMPTYEMPTY……

Fill up

Fill up

So, was it filled??

Let’s Examine them,in writing..

Present Day Teaching, Learning & Present Day Teaching, Learning & Assessment??Assessment??

Outside knowledgeFrom teachers

(Direct Instruction),Books & from outside

learner’s brain







• 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 content knowledge that is organized, and their organization of information reflects a deep u nderstanding their organization of information reflects a deep u nderstanding of the subject of the subject mattermatter .

•• Experts' knowledge cannot be reduced to sets of iso lated facts oExperts' knowledge cannot be reduced to sets of iso lated facts o r propositions r propositions but, instead, reflects contexts of applicability, i .e., it is ''but, instead, reflects contexts of applicability, i .e., it is '' conditionalizedconditionalized ." ."

•• Experts are able to retrieve important aspects of t heir knowledgExperts are able to retrieve important aspects of t heir knowledg e with little e with little attentionalattentional efforteffort .

•• Though experts know their disciplines thoroughly, t his does not Though experts know their disciplines thoroughly, t his does not guarantee that guarantee that they are able to instruct others about the topicthey are able to instruct others about the topic .

• Experts have varying levels of flexibility in their approaches to new situations.

Five Themes that Changed Conceptions of Learning. S ummary of theFive Themes that Changed Conceptions of Learning. S ummary of the book book ““ HOW PEOPLE LEARNHOW PEOPLE LEARN ””

Source: John D. Bransford, Ann L. Brown, & Rodney C . Cooking, Editors (1999). “How People Learn: Brain , Mind, Experience, and School”. Committee Developmen ts in the Science of Learning. Commission on Social Sciences & Education, National Research Council. Na tional Academics Press.

Five Themes that Changed Conceptions of Learning. S ummary of theFive Themes that Changed Conceptions of Learning. S ummary of the book book ““ HOW PEOPLE LEARNHOW PEOPLE LEARN ””


1. Learning with understanding is facilitated when new and existing knowledge is new and existing knowledge is structured around the major concepts and principles of the discistructured around the major concepts and principles of the disci plinepline .

2.2. Learners use what they already know to construct ne w understandiLearners use what they already know to construct ne w understandi ngsngs .3. Learning is facilitated through the use of metacognitive strategies that identify, use of metacognitive strategies that identify,

monitor, and regulate cognitive processesmonitor, and regulate cognitive processes .4. Learners have different strategies, approaches, patterns of abilities, and learning earning

styles (preferences)styles (preferences) that are a function of the interaction between their heredity and their prior experiences.

5.5. LearnersLearners ’’ motivation to learn and sense of self affect what i s learned, hmotivation to learn and sense of self affect what i s learned, h ow ow much is learned, and how much effort will be put in to the learnimuch is learned, and how much effort will be put in to the learni ng processng process .

6. The practices and activities in which people engage whi le learning spractices and activities in which people engage whi le learning s hape hape what is learnedwhat is learned .

7.7. Learning is enhanced through socially supported int eractionsLearning is enhanced through socially supported int eractions .

John D. Bransford, Ann L. Brown, and Rodney R. Cocking, (editors, 1999). How People Learn: Brain, Mind, Experience, and School, NRC, 2000c. Committee on Developments in the Science of Learning. NATIONAL ACADEMY PRESS, Washington, D.C. Accessed Oct, 2009. http://www.nap.edu/openbook.php?isbn=0309065577.




Factors underpinning successful learning“Over the last couple of decades, I’ve asked over 100,000 people questions about howthey learn. My findings indicate that seven factors underpin successful learning:1.1. Wanting Wanting to learnto learn – curiosity, and the desire to succeed;2.2. Needing Needing to learnto learn – having good reasons to learn, taking ownership of targets deemed to

show successful learning;3.3. Learning by Learning by doingdoing – practice, repetition, experimenting, trial and error;4.4. Learning through Learning through feedbackfeedback – praise, critical comments, feedback from fellow learners and

expert tutors;5.5. Making sense Making sense of what is being learnedof what is being learned – students say ‘getting my head around it’

regarding concepts, theories and models;6.6. Deepening learning by Deepening learning by explaining explaining things to othersthings to others – practising communicating the

learning;7.7. Further deepening learning by Further deepening learning by making judgementsmaking judgements – for example applying criteria to their

own work (self-assessment) or to others’ work (peer-assessment).”

Phil Race (2011). “Learning for the Future”. Blue Skies: New thinking about the future of higher education A collection of short articles by leading commentators. Edited by Louis Coiffait. Pearson Centre for Policy and Learning. Pp122-125. Accessed Oct, 2011. http:// www.pearsonblueskies.com

Source:Types of Teaching Styles. © 2011 CSN Online Campus - 6375 W. Charleston Blvd.- W2C, Las Vegas, Nevada 89146. Retrieved June 8th, 2013 from http://www.csn.edu/pages/2358.asp

Formal AuthorityFormal Authority - approach focuses on content and can be very instructorvery instructor --centeredcentered . Evaluation is a must.

Demonstrator or Personal ModelDemonstrator or Personal Model concentrates on the performance of an academic procedure. Instructor model and students replicate.

FacilitatorFacilitator - focus on activities, focus on activities, emphasizes studentemphasizes student --centered learningcentered learning and there is much more responsibility placed and there is much more responsibility placed on the students to take the initiative for meeting the demands on the students to take the initiative for meeting the demands of various learning tasksof various learning tasks

DelegatorDelegator - place control and responsibility for learning on individuals or groups of students. This teacher will often give students a choice in designing and implementing their own complex learning projects and will act in a consultative role.





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

Prior KnowledgeKnowledge:Student participation:Role of professor:Role of Assessment:Emphasis:Assessment methodAcademic culture:

Domain:

Must be identified & addressedConstructed by studentsActiveFacilitator/learning partnerMany tests—for ongoing feedbackDeveloping deeper understandingMultidimensional productsCollaborative and supportive

Learner-centered

Teacher-centered versus Learner-centered (from Huba & Freed (2000).

All students are equalTransmitted by instructor PassiveLeader/authorityFew tests—mainly for gradingLearning correct answersUnidimensional testingIndividualistic and competitive

Teacher-centered


� Functions of brain (neopiagetian), neurons, synapses. MRIf

�� Gardner Multiple IntelligencesGardner Multiple Intelligences – beyond literacy, numeracy, analytical-mathematical

�� Learning PreferencesLearning Preferences – what & how learners respond to information

� Epistemology - Theories of learning - Brunner, Vygotsky, Piaget (abstraction & formalformal -concrete reasoningreasoning ),

� Approaches to Learning – Meaningful & DeepMeaningful & Deep - Strategic-Surface

�� ConstructivismConstructivism (prior knowledge knowledge assimilation) – Mental models & Schemata - Conceptual Inventories (CIs)

�� AssessmentAssessment FORFOR & ASAS learninglearning - Feedback, appropriate (valid, reliable, fair, practical), self-reflection (metacognition)

�� PedagogyPedagogy means “ to lead the childto lead the child ” - (science & art of teachingscience & art of teaching )

�� ScienceScience -the research done, knowledge & knowhow collected

�� AArt-knowing where to apply the skills (science) of teaching-crafting




SS = Student Centered Classrooms

TT = Teaching for Understanding

AA = Assessment for Learning

RR = Rigorous and Relevant Curriculum

TT = Teaching for Learner Differences





1.1. AcountabilityAcountability of Programs & HEPs on program effectivenessprogram effectiveness in nurturing and supporting students learning & how well students are learning-

�� Design curriculum that enableDesign curriculum that enable�� DEEP UNDERSTANDINGDEEP UNDERSTANDING (declarativedeclarative knwledge)�� TRANSFER of KNOWLEDGETRANSFER of KNOWLEDGE (functionalfunctional knowlege)�� Development of HABITS of MINDSDevelopment of HABITS of MINDS (metacognition)�� Scaffolding & development of cognitive abilitiesScaffolding & development of cognitive abilities -

increasing cognitive complexities from knowing to increasing cognitive complexities from knowing to innovateinnovate )))

� Design Learning & Teaching activities that support & align ed Learning & Teaching activities that support & align ed with development of cognitive abilitieswith development of cognitive abilities

� Provide valid & reliable evidence via appropriate indicator svalid & reliable evidence via appropriate indicator s innurturing & achievement of cognitive outcomesnurturing & achievement of cognitive outcomes



2.2. Demands of the 21Demands of the 21 stst CenturyCentury�� Depth & breadth of learningDepth & breadth of learning – beyond the content

�� Increasing levels of complexity in the cognitive, Increasing levels of complexity in the cognitive, psychomotor & affective domainspsychomotor & affective domains�� Practical & Research Skills relevant to the Practical & Research Skills relevant to the

disciplinediscipline�� Teamwork & Social skillsTeamwork & Social skills�� Communication Skills Communication Skills –– cogent writing & verbal cogent writing & verbal

abilitiesabilities�� Ethical & Professional skillsEthical & Professional skills�� LifeLife --long learning skillslong learning skills�� Managerial, entrepreneurial skillsManagerial, entrepreneurial skills�� Leadership skillsLeadership skills






Does your teaching encourage surface or deep approa chesto learning? Good teaching encourages a deep approach, and discourages a surface approach, to learning.

Reflect on your teaching so far, identify aspects o f your teaching that have (maybe unintentionally)

� encouraged a surface approach to learning:

� encouraged a deep approach to learning:

� What future actions would you take to encourage a d eep approach to learning in your students?

After the 3 minutes, turn to your learning partner, kneeAfter the 3 minutes, turn to your learning partner, knee --toto --knee, toeknee, toe --toto --toe and say toe and say HELLOOOO PARTNERHELLOOOO PARTNER & shake hands& shake hands …… Then for 3 minutes Then for 3 minutes each, share your reflections.each, share your reflections.


Examples of Active Learning Instructional Method

�Mini-research proposals or projects; a class research symposium

�Analyze case studies�Keeping journals or logs�Write and produce a newsletter�Concept mapping

�Think-Pair-Share�Collaborative learning

groups�Student-led review

sessions�Games�Analysis or reactions

to videos�Student debates�Student generated

exam questions




Examples of research-based Instructional Strategies that works

�Microcomputer Based Laboratory�Workshop Physics�Real-time Physics�Interactive Lecture Demonstrations�Tutorials�Tools for Scientific Thinking�Just In Time Physics�Peer Instruction�Activity Based Physics�Physics 2000�Physics Educational Technology

�Learning cycle �Overview Case

Physics �Problem Based

Learning�Contextual

learning�Inquiry-

discovery�Outcome based�Mastery learning


LO1

LOTS

LO3

HOTS

&

Under-standing




Assessment Is More Than Grades

Perfor-mance

LO2

LO4

LO3

LO5,6,7,8,9


Answer scheme

Rubric

• Lab experimentation

• Projects

• Presentation

• Studio work

Ability to diagnose,

analyse, implement and

suggest solution to

broadly-defined or

vaguely-defined problems

Critical thinking

and problem

solving

Rubric • Group project e.g.

organising an event,

conducting mini research

• Presentation

• Debate

Ability to lead a group of

students to undertake a

project.

Leadership

Rubric• Creative project - product

(art and design,

architecture, engineering)

• Performance (music,

theatre)

Ability to generate new

creation/ design e.g.

unique, original,

outstanding

Creativity

Suggested Grading

Instruments

Examples of Assessment

Tasks

Examples of Outcomes to

be Measured

Attributes to be

Assessed




Rubric

Checklist

• Proposal of business plan

• Conducting business project

Ability to develop a

feasible business plan.

Ability to apply knowledge,

skills and critical

understanding of the

theories, concepts, issues

and challenges in

conducting a business

project.

Entrepreneurial

skill

Rubric• Presentation

• Poster

• Reflection paper

Ability to show a

person’s/team’s principles

or standards of behaviour.

Values

Suggested Grading

Instruments

Examples of Assessment

Tasks

Examples of Outcomes to

be Measured

Elements to be

Assessed


Use this list for Your CLO & LLO




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table



Documents

DrJJ-UniMy-OBTLA-11062013-ppt (pdf)