TM-0077 Effective Teaching Plan R1(handsout).pptcms.binus.edu/DataSource/Resource/2010010616522183700000000/IDB... · mengenai tujuan dan ruang lingkup ti k Panduan yang memberikan

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Effective Teaching gPlan

Widia Center of Excellence for Teaching & Learning(WiTeL) ( )

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

Widia Center of Excellence for Teaching and Learning

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OUTCOMES

At th d f thi i th ti i t ill bAt the end of this session, the participant will be able to: - Explain component of Curriculum Component

Consistency- Identify the component of Learning Environment- Design the Structure of the Lesson


Multi-Channel Learning M lti Ch l L i i BiNus Learning SystemMulti Channel Learning is BiNus Learning SystemMCL combines several channels of learning:– Face-to-face (F2F) – Self-study, – E-Learning/Online Learning (Guided Self-Learning

Class)


Class)

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Teaching-Learning Material


Learning Material Satuan Acara Perkuliahan

(SAP)

Module Plan(MP)

Course Outline(CO)

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Teaching-Learning Material SAP-Satuan Acara MP-Module Plan CO-Course OutlineSAP Satuan Acara Perkuliahan

Suatu panduan yang memberikan petunjuk umum mengenai tujuan dan ruang lingkup

t i k

Panduan yang memberikan petunjuk secara rinci, mengenai pokok bahasan, tujuan instruksional khusus, aktivitas pembelajaran d di / f i

CO Course Outline

struktur/susunan materi dari suatu matakuliah yang merupakan hasil konversi dari Media/Referensi

d M d l Pl


materi yang akan dipelajari pada satu matakuliah selama satu semester.

dan media/referensi dalam setiap pertemuan perkuliahan baik tatap muka (F2F) maupun Guided Self Learning Class (GSLC).

pada Module Plan menjadi bentuk digital yang siap digunakan oleh dosen dan mahasiswa.

Curriculum Component Consistency

Learning Outcomes

Teaching andLearning Activities

Assessment


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

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Constructive Alignment (Biggs, 2003)

Outcomes

What are the outcomes we want students to achieve?

Specify what learners’ new behaviours will be after a

learning experience.

Assessment

How will students demonstrate that

they have achieved these

Teaching and Learning Activities

What are the teaching and

learning activities


g p

They state the knowledge, skills, and attitudes that the

students will gain through your course

outcomes?that will support the students in

achieving these outcomes?

Domain of LearningBerorientasi kepada kemampuan “berfikir” ,

COGNITIVE

AFFECTIVE

p p ,dari level intelektual yang paling sederhana(recalling) sampai ke level yang complex (evaluation)

Berhubungan dengan perasaan, emosi, sikap hati (attitude), nilai (values); dari level penerimaan sampai kepada tarafinternalisasi


PSYCHOMOTOR

internalisasi

Berorientasi kepada kemampuan motorik, dari level imitation sampai kepada level naturalisation

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COGNITIVE DOMAIN


Affective Domain Psychomotor Domain

1. Receiving Phenomena

2. Responding to Phenomena

3. Valuing

4. Organization

1. Imitation

2. Manipulation

3. Precision

4. Articulation


Reference : Krathwohl, Bloom dan Masia, 1964

5. Characterization 5. Naturalization

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Cognitive in SAP-MP

LEARNING OUTCOMES (3’)Matakuliah TIK LevelMetodologiPenelitian

Mahasiswa dapat menerangkan hakikatpenelitian ilmiah

ManajemenKeuangan

Mahasiswa dapat menghitung WACC menggunakan biaya komponen-komponen modal termasuk yang baru


diterbitkanManajemenKeuangan

Mahasiswa dapat merancangkanpengelolaan kas, persediaan, dan piutangberdasarkan minimalisasi biaya

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Components of Course Design

LearningLearning Outcomes


Feedback And

Assessment



Teaching & Learning Activities (TLA)

• LecturingLecturing

• Group - Discussion• Role-Play

• Think – Pair – Share (Sharing in Pair)

• BrainstormingStudent-Centered Learning• Question and Answer

• Quiz

• Case Study, Problem-Solving• Demonstration (Example)


Learning

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Student Centered Learning

• Facilitate Effective Learning (active participation)

• Empower learners to discover and construct knowledge

• Learner Responsibility


Components of Course Design

L iLearning Outcomes


Feedback And

Assessment



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Assessment

Group Presentation– Group Presentation – Class assignment; Exercise– Homework; Quizzes;– Essay; Multiple Choice

St d t’ lf t– Student’s self assessment– Mid Term Examination/ Final Examination – Project Work; Case Study


Classroom Environment

L-T-H-TR

• Range of total students : 40-80

• Heterogeneos Students• Classroom Setting • Physical Environmenty

– LCD– PC– White Board


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Structure the Lecturing

Preparation

Introduction

Body/Content


Closing

Preparation Essentials

• Lecturer Presentation and Material (SAP-MP-CO)

• Knowing Your Students (Semesters, Program Study,

GPA)

M di (A di Vi l Aid ) & R• Media (Audio-Visual Aids) & Resources

• Scheduling & Mode of Delivery


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The Introduction The Body The Closing

• Preview

• Stimulating Interest

• Need

• Less Lecturing; Vary the activities

• Attention Span

• Review the Outcomes

• Two-way Feedback


Need

• Topic & Range

• Outcomes

• Use Audio-Visual (Media) Effectively

• Reinforce for Future Learning

Tips for First Week Lecturing • Learning ContractLearning Contract

– Kehadiran– Text Book– Aturan Nilai– Partisipasi (F2F, GSLC, Group Discussion, etc)

• Building a Rapport with Your Students• Building a Rapport with Your Students– Demographic of students ( GPA, prior learning in

related subject, learning habit, learner characteristics)


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http://witel.binus.edu Widia Center of Excellence for Teaching and Learning

Documents

TM-0077 Effective Teaching Plan R1(handsout).pptcms.binus.edu/DataSource/Resource/2010010616522183700000000/IDB... · mengenai tujuan dan ruang lingkup ti k Panduan yang memberikan