Scholarship of Teaching&

SCL/LCE (part III)

Teaching the Content

TOPIK PEMBICARAAN

Teaching for Understanding

Teaching for Transfer

TEACHING FOR

UNDERSTANDING

The Difference Between Experts & Novices

Large Knowledge base that is structured around foundation principles of the discipline

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

How Do You Describe Students Who

UNDERSTAND???

Students who Understand Can

1. Access information in different ways2. Explain in his/her own words

3. Apply information to new situation4. See relationships between sub-components

of information

5. Reconstruct details given partial description6. Infer effects when given causes

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.43 Jossey Bass, 2004

UNDERSTAND

Imply a Grasp Of Relationships Among Bits Of Informations &

Ability To Construct New Pieces Of Informations From What Is Known

So Far

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

Helping Students Recognize Structure

1. Concept Map2. Advance Organizer → Outline

3. Verbal clues4. Text Structures

5. Analogical reasoning

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

Chapter Map

Title of Chapter

Primary Headings

SubheadingsSecondary Subheadings

Saundra Y. McGuire, Teach Students HOW to Learn: Metacognition is the Key!

Helping Students Recognize Structure

1. Concept Map2. Advance Organizer → Outline

3. Verbal clues4. Text Structures

5. Analogical reasoning

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

ISSUES TO ADDRESS...

• How do atoms assemble into solid structures? (for now, focus on metals)

• How does the density of a material depend on its structure?

• When do material properties vary with the sample (i.e., part) orientation?

Chapter 3: The Structures of Metals

Helping Students Recognize Structure

1. Concept Map2. Advance Organizer Outline

3. Verbal clues4. Text Structures

5. Analogical reasoning

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

The Challange of Structural Thinking

It is hard to deconstruct our own thinking → aware of the components that make up our

decisions & understanding

Bring to a conscious level our own structural understanding

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

Students Distracted by Gadget???

Shallow Learning &

Dangerous

Teaching the Content

TOPIK PEMBICARAAN

Teaching for Understanding

Teaching for Transfer

Near Transfer vs Far Transfer

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004

Suggestions that Support Transfer

Be sure students learn the content to be transferred

Make the initial learning situation more like the transfer situation

Vary the practice situation

Students know what is being transferred

Teaching students when to transfer a rule

M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004

About Development as a Professional Educator

• Student feedback can improve teaching & learning

• Improvement is an opportunity not a dirty word

• Instructional growth is not always easy

• Improvement begins & end with faculty member

• Teaching excellence is a journey not a destination

M. Weimer, Inspired College Teaching, a Career Long Resource for Professional Growth, p. 2-21, Jossey Bass, 2004