PART IIPEDAGOGICAL APPROACHES

FOR HIGHER LEARNING

T.J. Iskandar Bin Abd. AzizWeb Manager - Public Affairs Department

Lecturer - Graphics & Multimedia DepartmentCollege of Information Technology

Universiti Tenaga Nasional (UNITEN)tjiskandar@uniten.edu.my

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Objectives

Upon completion of this session, you should be able to: understand the important characteristics of an effective lecturer identify the common types of strategies that can be implemented in T & L describe the important characteristics of instructional design understand the Gagne’s Systematic Approach to Training

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Who You Are?

You have mastered a certain area in specific field and you love working in them..

You are an expert and can be a useful resource

You are asked to deliver as an expert and do it effectively

How do you think you are being measured ?

The conduct of your students and their performance results

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The MEDIOCREMEDIOCRE teacher tellstellsThe GOODGOOD teacher explainsexplains

The SUPERIORSUPERIOR teacher demonstratedemonstrateThe EXCELLENTEXCELLENT teacher inspireinspire

The MEDIOCREMEDIOCRE teacher tellstellsThe GOODGOOD teacher explainsexplains

The SUPERIORSUPERIOR teacher demonstratedemonstrateThe EXCELLENTEXCELLENT teacher inspireinspire

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Subject Knowledge• up-to-date knowledge• able to help student understand concept or solve problems

Subject Knowledge• up-to-date knowledge• able to help student understand concept or solve problems

Organisation• course planning • lectures preparation• lecture & presentation clarity• time/schedule

Organisation• course planning • lectures preparation• lecture & presentation clarity• time/schedule

Relationships• genuine interest in student• enthusiasm in subject taught• attentiveness & helpfulness • sense of humour

Relationships• genuine interest in student• enthusiasm in subject taught• attentiveness & helpfulness • sense of humour

Instruction & Strategies • interrelated skills & abilities• strategies

• explaining• demonstrating• discussing• teaching aids

Instruction & Strategies • interrelated skills & abilities• strategies

• explaining• demonstrating• discussing• teaching aids

Evaluation & Feedback• reliability• validity• own teaching feedback

Evaluation & Feedback• reliability• validity• own teaching feedback

The Effective Lecturer

(adapted from Cannon, 1992)

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Teaching Strategies

Effective instructors use an array of teaching use an array of teaching strategiesstrategies because there is no single, universal approach that suits all situations.

Different strategies used in different combinations with different groupings of students will improve learning outcomes.

Some strategies are better suited to teaching certain skills and fields of knowledge than are others.

Some strategies are better suited to certain student backgrounds, learning styles and abilities.

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Teaching Strategies

Direct teaching Cooperative learning Lecture One-to-one discussion Brainstorming Videos/Slides/CBT Discussion Case Studies Role Playing Surveys Guest Speakers

Variations in manner and style Active participation Small group activity Reading or problem solving

activities Demonstrating Anything else???

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Teaching in Large Group

Large group teaching is dominated by the lecture method

Common problems: How can we improve the quality of our lectures? How to encourage more active participation of

students?

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Lecture Method

Oral methods of giving info, generate understanding and creating interest

Without interest, attention is lost little understanding Without information there is nothing to be understood The task of lecturing:

Giving Information

Generate Understanding

Create Interest

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Basic Skills of Lecturing

Explaining – using examples & illustrations Orientation – opening a lecture, intro to a topic or

theme Closure – summarize and linking topics Liveliness – generate interest & hold attention Teaching aids – use of technology Giving directions – how to do things / solve

problems Comparing – giving similarities/differences Narrating – reading a book to illustrate or exemplify Varying students activities

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Lecture Preparation

Finalize PlanFinalize Plan

• Intro + purpose

• First Key Points

• Second Key Points

• N-Key Points

• Summary

• Intro + purpose

• First Key Points

• Second Key Points

• N-Key Points

• Summary

Prepare ObjectivesPrepare Objectives

• Define the purpose or objectives of the lecture

• Write it down !!!

• Define the purpose or objectives of the lecture

• Write it down !!!Identify ContentIdentify Content

• Write the main ideas

• Look for illustrations

• Any jokes or cartoon to be included ?

• Write the main ideas

• Look for illustrations

• Any jokes or cartoon to be included ?

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Evaluating The Lecture

How much time was taken to prepare for the lecture?

Were the notes helpful? Were the visual aids clear and easy to read? How to improve preparation and presentation? Were the purpose of the lecture achieved? How did the students react? Did you provide questions or activity that stimulate

discussions?

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Important Tips

Care about what your students are doing Observe whether students enjoy the

subject / your class Be concern with students’ understanding Encourage students and make the

subject exciting Put energy and ingenuity in your teaching Show hard work and the students will too

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Instructional Design

It is the entire process of analyzing learning needs, goals and the development of a delivery system to meet those needs.

It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.

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Characteristics of ID

I. Selecting contents based on data from empirical study or pre-defined curriculum.

II. Teaching Strategy based on learning theory and styles

III. Assessment based on standards of achievement.

IV. The use of technology to optimize cost and efficiency – i.e. Courseware, PPT slides

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Overview of ID

Instructional Design (ID) involves: Identifying what is needed to be

learnt Plan to make sure learning is going

on Measuring learning outcomes to test

whether our objectives has been met Refine everything including

involvement, teaching and strategy until we achieves the objectives

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Learning Outcomes

Assessment

Content Sequencing

Methods

• ID aims for a learner-centered rather than the traditional teacher-centered approach to instruction, so that effective learning can take place.• This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners’ needs.

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Systematic Approach to Training : Robert M. Gagné

Focus on the outcomes or behaviors, that result from training.

He identified the mental conditions for learning based on the Information Processing model of the mental events that occur when adult are presented with various stimuli.

He created a nine-step process The Events of InstructionThe Events of Instruction

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Instructional Event Internal Mental Process

1. Gain attention Stimuli activates receptors

2. Inform learners of objectives Creates level of expectation for learning

3. Stimulate recall of prior learning Retrieval and activation of short-term memory

4. Present the content Selective perception of content

5. Provide "learning guidance" Semantic encoding for storage long-term memory

6. Elicit performance (practice) Responds to questions to enhance encoding and verification

7. Provide feedback Reinforcement and assessment of correct performance

8. Assess performance Retrieval and reinforcement of content as final evaluation

9. Enhance retention and transfer to the job

Retrieval and generalization of learned skill to new situation

The Events of InstructionThe Events of Instruction

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As information is assembled into a data

base of schemas and ideas are gathered

for how to impart that information, think

of all these important theories and

concepts. These speak to the infinite

capacity of the human mind to absorbabsorb,

analyzeanalyze, and synthesizesynthesize.

Conclusion