UNIT 3 Teaching&Learning

7/28/2019 UNIT 3 Teaching&Learning

1/18

TRAINING ON OUTCOME BASED EDUCATION

YEAR 2011


2/18

UNIT 3

TEACHING AND LEARNING ACTIVITIES

-

OVERVIEW


3/18

CONTENT

Learning Outcomes Introduction

T&L Strategies

1 2

3 4

5 6T& L Methods

7 8

Designing TLA to Align to ILA

Principles Of Good PracticeIn T&L

Conclusion

Delivery Modes


4/18

LEARNING OUTCOMES

1

Associate a variety of teaching &learningtechniques in order to achieve course learning

outcomes. (C2,A2)

2 Explain specific teaching techniques to

achieve several learning outcomes.(C2,A2)

3

Describe several teaching techniques toachieve specific learning outcome.(C2,A2)

At the end of this session, participants should beable to:


5/18

CourseDelivery

Pursuit oflearning

outcomes

Supported byassessments

Involves planningfor teaching,

assessing,moderating,

recording andreporting

Able todevice

appropriatemodes ofdelivery

Ensure studentstake responsibility

for their ownlearning

INTRODUCTION


6/18

TEACHING AND LEARNING

STRATEGIES

Modify teachingstrategies and

learning based onstudents

characteristics.

Be responsive tostudents' abilitiesand potential to

get the bestresult.

Be flexible andmore tolerance in

learning andteachingactivities.

Student-CenteredLearning (SCL):

Ability to developdifferent skills,

Involves activelearning,

Involves severaldisciplines(multidisciplinary),and

Typically involvesgroup work.


7/18

KEY ASPECTS IN CHOOSING A

STRATEGY

KEYASPECTS

Teachingstrategy fit

for itspurpose

Resourcesavailable forteaching theprogramme

Relate tothe level ofthe student


8/18


STRATEGY

If the learning outcomesinclude demonstration of skills(e.g. problem solving), thenthe teaching strategy mustprovide the opportunity for the

student to learn about theskill, practice the skill (ideallyreceiving formative feedback)and demonstrate it.

Example1


9/18


STRATEGY

Significant face to facecontact with staff is likely toaid students in grasping basicconcepts at level 1 and

lecturers may wish todetermine their teachingstrategy for different modulesacross a programme

Example2


10/18

TEACHER-CENTERED vs STUDENT-

CENTERED LEARNING

ELEMENTS

KNOWLEDGE

STUDENT PARTICIPATION

ROLE OF LECTURER

ROLE OF ASSESSMENT

EMPHASIS

ASSESSMENT METHOD

ACADEMIC CULTURE

TEACHER-CENTERED

Transmitted from

Instruction

Passive

Leader/Authority

Few Tests, Mainly for

Grading

Learning Correct Answers

One-Dimensional Testing

Competitive, Individualistic

STUDENT-CENTERED

Constructed by Students

Active

Facilitator/Partner in

Learning

Many Tests, for Ongoing

Feedback

Developing Deeper

Understanding

Multidimensional Testing

Collaborative, Supportive


11/18

SCENARIO WITHIN STUDENT-

CENTERED LEARNING

Active LearningExperiences

High, MeaningfulExpectations

Regular, Timely,and Specific

Feedback

Informal Learning;Values, Beliefs,Preconceptions

Student Styles andDevelopmental

Levels

Real-WorldApplications

Criteria andMethods for

StudentAssessment

Student-LecturerInteractions

Student-StudentInteractions


12/18

DELIVERY MODES

Lecture Guest Speaker

DeliveryModes

Face-to-Face

Active

Cooperative/

Collaborative

Technology-Based

Delivery

Experiential

Method

Work-BasedLearning

(WBL)

Presentation

Tutorial Seminar

Colloquium

Problem-Based

Case Study

Project-Based Online learning

Teleconference

Simulation

Practical

Industrial Training

Work Attachment

Field Trip

Visit

Lab

Demonstration Workshop


13/18

DESIGNING TLA TO ALIGN TO ILO

Designcourse ILO

Activatethe verbs

inPLO/CLO

Designsuitable

TLA

Facilitatestudentsachieving

the ILO


14/18

RECOMMENDED TLA WITH

RESPECT TO ILO

The point is not how you are going to teach but how and what you want yourstudents to learn.

NOTE! Many of these TLAs can be assessments tasks as well. Then you haveexcellent alignment.

Typical ILO

Describe

Explain

IntegrateApply

Solve problem

Design, create

Hypothesise

Reflect

Possible TLA

reading/lecture followed by presentation

tutorial, written essay, peer assessment

project, assignment

project, case study, work-based learning

PBL, case study

project, creative writing

experiment, projectreflective diary


15/18

FOUR COMMON TEACHING

SITUATIONS & ASSOCIATED TLASituation Teaching

Activities

Learning Activities

LECTURE Talk, explain,

clarify

Listen, take notes, accept, query, discuss

with peers, one-minute paper

TUTORIAL Set/answer

questions,

provide feedback

Pre-read, prepare questions, learn from

peers, critique, analyse

PROJECT Set brief, provide

ongoing feedback

Apply, create, self-monitor, communicate,

teamwork

PBL Set problems

provide feedback

Set learning goals, design, apply, access

desired content and skills, integrate,

solve problems


16/18

REFLECTION

ILO and TLA

T&L StrategiesKey Aspects in

Choosing aStrategy

Teacher-Centered vs

SCL

Scenariowithin SCL

T&L ModesTeachingStrategyMethods

Designing TLAto Align to ILO


17/18

REFLECTION

Four CommonTeaching Situations& Associated TLA

Linking DeliveryModes to LO

Linking DeliveryModes to

Assessment

Principles of GoodPractices In T&L


18/18

CONCLUSION

Analyze the strengths andweaknesses of T&L delivery

Analyze the preparation of eachmode of delivery

Link choice of delivery modes toassessment

Share some principles of goodpractices in teaching and learning

Documents

UNIT 3 Teaching&Learning