PART II PEDAGOGICAL APPROACHES FOR HIGHER LEARNING

1. PART IIPEDAGOGICAL APPROACHES FOR HIGHER LEARNING T.J. Iskandar Bin Abd. Aziz Web Manager - Public Affairs Department Lecturer - Graphics & Multimedia Department College of Information Technology Universiti Tenaga Nasional (UNITEN) tjiskandar@uniten.edu.my

2. 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

3. 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

4. Words of Encouragement The MEDIOCRE teacher tells The GOOD teacher explains The SUPERIOR teacher demonstrate The EXCELLENT teacher inspire

5. The Effective Lecturer • Organisation • course planning • lectures preparation • lecture & presentation clarity • time/schedule (adapted from Cannon, 1992) • Subject Knowledge • up-to-date knowledge • able to help student understand concept or solve problems • Instruction & Strategies • interrelated skills & abilities • strategies • explaining • demonstrating • discussing • teaching aids • Relationships • genuine interest in student • enthusiasm in subject taught • attentiveness & helpfulness • sense of humour • Evaluation & Feedback • reliability • validity • own teaching feedback

6. Teaching Strategies • Effective instructors use an array of teaching strategies 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.

7. Teaching Strategies • Variations in manner and style • Active participation • Small group activity • Reading or problem solving activities • Demonstrating • Anything else??? • Direct teaching • Cooperative learning • Lecture • One-to-one discussion • Brainstorming • Videos/Slides/CBT • Discussion • Case Studies • Role Playing • Surveys • Guest Speakers

8. 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?

9. Giving Information Generate Understanding CreateInterest 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:

10. 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

11. Prepare Objectives • Define the purpose or objectives of the lecture • Write it down !!! Identify Content • Write the main ideas • Look for illustrations • Any jokes or cartoon to be included ? Finalize Plan • Intro + purpose • First Key Points • Second Key Points • N-Key Points • Summary Lecture Preparation

12. 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?

13. 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

14. 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.

15. Characteristics of ID Selecting contents based on data from empirical study or pre-defined curriculum. Teaching Strategy based onlearning theoryand styles Assessmentbased on standards of achievement. The use of technology to optimize cost and efficiency – i.e. Courseware, PPT slides

16. 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

17. 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. Content Sequencing Learning Outcomes Methods Assessment

18. 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 Instruction

19. The Events of Instruction

20. Conclusion 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 absorb, analyze, and synthesize.