Scholarship of Teaching & SCL/LCE (part II)

Scholarship of Teaching&SCL/LCE (part II)

Instructional Vs Learner Centered (1) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Knowledge is transmitted from lecturer to students VS Students construct knowledge through gathering & synthesizing information & integrating it with the general skills of inquiry, communication, critical thinking, problem solving etc.

Instructional Vs Learner Centered (2) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Students passively receive information VS Students are actively involved

Instructional Vs Learner Centered (3) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Emphasis on acquisition of knowledge outside the context in which it will be used VS Emphasis is on using & communicating knowledge effectively to address enduring & emerging issues & problems in real life contexts

Instructional Vs Learner Centered (4) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Lecturer’s role is to be primary information giver & primary evaluator VS Lecturer’s role is to coach & facilitate

Instructional Vs Learner Centered (5) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Teaching & assessing are separate VS Teaching & assessing are intertwined

Instructional Vs Learner Centered (6) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Assessment is used to monitor learning VS Assessment is used to promote & diagnose learning

Instructional Vs Learner Centered (7) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Emphasis is on wright answers VS Emphasis is on generating better questions & learning from errors

Instructional Vs Learner Centered (8) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Desired learning is assessed indirectly through the use of objectively scored tests VS Desired learning is assessed directly through papers, projects, performances,portfolios, etc

Instructional Vs Learner Centered (9) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Focus is on single discipline VS Approach is compatible with interdisciplinary investigation

Instructional Vs Learner Centered (10) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Culture is competitive & individualistic VS Culture is cooperative, collaborative & supportive

Instructional Vs Learner Centered (11) Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000 Only students are viewed as learners VS Lecturer & students learn together

DO YOU HAVE THESE PROBLEMS? • Students forgot what you taught after the final examination • Students can not apply their knowledge in a new situation (near transfer) • Students can not solve problems (far transfer) P. Blumberg: Developing Learner Centered Teaching, p.3, Jossey Bass, 2008

Students are not Tough ??? Zebra vs Lion

TOPIK PEMBICARAAN Teaching the Content Teaching for Understanding Teaching for Transfer

TEACHING THE CONTENTTO OVERCOMERETENTION PROBLEMS

Cognitive Theory Rehearsal Context Long Term Memory (permanent) Encoding Sensory Memory Working Memory Attention Retrieval Decay in 1-4 sec. Decay in 20 sec.

Menimbulkan Student’s AttentionIdentify key features → clear definition → lists critical features of the concept M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.15, Jossey Bass, 2004

Identify Key Featuresto be Learned1. Carefully analyze any concept to be learned,identify key features → give clear definition.2. Situations learners are going to use this new information → what will be present → what to pay attention & what to ignore M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.15, Jossey Bass, 2004

1.3 THE STRESS AT A CRACK TIP (cont’) • Tegangan dekat ujung retak mendekati tak berhingga → • terjadi singularitas. • 2. Distribusi tegangan sangat curam disekitar ujung retak • Intensitas medan tegangan disekitar ujung retak digambarkan oleh suku a

Focus Student Attention by HighlightingKey Features1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font5. Contrasting colored text6. Progressive disclosure7. Bright vs dim M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

Do not Overload student’s short term memoryShort term memory can only hold 7 (+ & - 2) pieces of informations at one time.Limit each lecture to 5 main ideasFlashing words & cute sounds divide learners attentionWhen overloaded students will become verbatim M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.17, Jossey Bass, 2004

Cognitive Theory Rehearsal Context Long Term Memory (permanent) Encoding Sensory Memory Working Memory Attention Retrieval Decay in 1-4 sec. Decay in 20 sec.

Support Students Encoding Content1. Organization2. Elaboration3. Imagery4. Prior knowledge5. Deep processing 6. Meaningfulness7. Structural understanding M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

1.3 THE STRESS AT A CRACK TIP (cont’) • Tegangan dekat ujung retak mendekati tak berhingga  • terjadi singularitas. • 2. Distribusi tegangan sangat curam disekitar ujung retak • Intensitas medan tegangan disekitar ujung retak digambarkan oleh suku a

INTRODUCTION TO DAMTOL Exfoliation Corrosion

Failure Modes in A/C Structures (cont’) Exfoliation (cont’) Exfoliation attack follows elongated grain path planes created by forming processes e.g. rolling, extruding or forging The picture has to represent WHAT IS TO BE REMEMBERED

THE IMPORTANCE OF PRIOR KNOWLEDGE

Fish is Fish

Deep processing of content involves making connections between what learners are trying to encode & whatever they already know about the topic → use examples the learners can connect withMeaningfulness: something that has a lot of connections to a learner’s prior knowledge or with other things also being learned→ use more concrete examples M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.27 & p.29, Jossey Bass, 2004

Encoding by Structural Understanding: encoding based on the organization of the material, how various parts fit together as a whole → e.g. creating outline, concept map M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.31, Jossey Bass, 2004

Give Students Opportunity to Actively Work with the Matetrial → Fluency & TransferMultiple opportunity to use information they learned → automaticity → less cognitive processing capacity → can be used for more complex cognitive taskVaried practice situations → learners pick out similar things across situations M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p. 31-33 ,Jossey Bass, 2004

Teach Them Integrity Do Not Cheat

Scholarship of Teaching & SCL/LCE (part II)