Professional Documents
Culture Documents
Reading 10%
Demonstration 30%
If you 10%
read
If you 20%
listen
If you see 30%
Taste 1.0%
Touch 1.5%
Smell 3.5%
Hear 11.0%
Visual 83.0%
TELL ME AND I’LL LISTEN
I DO THEN I UNDERSTAND
The Classic Five-Minute Washroom
Control Technique
Problem 1:
Most students who ask to leave the class to use the washroom
facilities genuinely do need to; however, there are a few students
who ask to go to the washroom who do not need to go at all. They
are either trying to avoid in-class work or they want to fool around in
the hall or washroom.
You, as a lecturer, are in doubt bind situation here. You have no
way of telling whether a student really needs to go or not. To deny a
request for washroom privileges could spell disaster as you well
know and by the same token to let a student wander the halls
avoiding work is also wrong. How do you stop or prevent abuse of
washroom privileges while allowing for genuine needs in this area?
The Stick Jar
Problem 2
Assessing Planning
Knowledge
&
Skill
Organizing
Facilitating
Implementing
TEACHING CONCEPT
Physical Training
Through
Punishment
Conditioning Mental
Intelligence
Instructing through
Indoctrination
Threat
MEANING OF TEACHING
8. Scientific
9. Social
10. Juris-Prudential
11. Suchman’s
Discussion Model:
Teacher Students
Conversation
• What to learn?
• Why it should be learned?
• How it can be learned?
Strategy:
• Socratic – a series of questions to clarify the ideas
• Didactic – Dialogue, seminar, debate or forum
CONCEPT OF PEDAGOGY
Interest IQ
Talent
WHY PEDAGOGY?
Concept
Concept
• Problem solving
• To create a new generalization
• To proof hypothesis
INTEGRATION
• Classroom environment
• Teaching-learning activities
SELECTING T-L STRATEGY
• Teacher-Centered
• Material-Centered
• Student-Centered
Teacher-Centered
• Contents
• Time
• Teaching aids/materials
• Students’ psychology
• Students’ maturity
• Facilities
• Teaching approach & strategy
• Objective
• Etc
Teaching Methods
• Class
• Group
• Individual
• Inquiry-discovery
• Project
• Problem-solving
Teaching Techniques
• Story Telling
• Lecture
• Facilitation
• Discussion
• Questioning
• Demonstration
• Role Play
• Games
• Simulation
• Etc
T-L STRATEGY IN SMART PEDAGOGY
• Facilitation
• Student-Centered
• Material-Centered
• Mastery - individualized
• Collaborative
Mastery Self-Directed
Individual Smart
Learning
Self-Access Self-Paced
Mastery Learning
• Focused
• Quality of teaching
• Enough time
• Mastery through sub-unit/program
• Assessment – feedback
- correction
- congruent (test what they
have learnt)
Mastery Learning
Directive
Observational Collaborative
Learning
Mediative Metacognitive
Strategy
Observation
• Learning through observation
Mediative
• Students are assisted in learning on how to apply
knowledge in solving problem
• Use reasoning, guidance and discussion
Outside Context
•Learning based on practice, seminar and doing their own
project
Generative
•Students are guided on how to behave in certain situation
using their differences in ability
•Use of various techniques in teaching suitable with
students’ differences in ability
Meta Cognitive
•Thinking of higher level. Its main function is to plan,
direct, control, examine and evaluate all cognitive
thinking processes, covering critical and creative
thinking, so as to make appropriate decision to solve
problems
Collaborative
•Help students to develop interpersonal skill in carrying
out the tasks
Teacher’s Ability Model
Creative
Ability
Teaching Organizing
Ability Ability
Teaching
Skills
Cognitive Communication
Ability Ability
Expressive
Ability
Method of Teaching
Attending
Trialing Reflecting
Disclosing Thematizing
Challenging
SCORING KEY
Total ………….
Before
During
After
To evaluate and
To identify To look for To set up To test the
record
the problem clues/info hypothesis hypothesis Find conclusion
Polya’s PS Model
Diagrammatic
approach
Preliminary Strategy Strategy Checking
stage planning implementation answers Analogy
approach
Lester’s PS Model
• Pre-assessment
• Appoint leader – assist lecturer and
members
• Arrangement of chairs
• Clear instruction should be given before
start with group activities
• Prepare required learning materials
Principles of Group Teaching
• Socio drama
• Role play
• Use of simulator
PROJECT
- Divide group
AFTER - Participation
- Safety measures
- Report
TEAM TEACHING
- well equipped.
• Time table – flexible.
• Lecturers cooperation and staffs support.
• Division of time for teaching-learning.
e.g. large class teaching act – 40%
Prepare equipment,
Resource – Officers / Laboratory assistant laboratory, classroom
• Store room
• Location of first aid
• Basic first aid rules
• Procedure for getting emergency
assistance
Activity
PIE
Evaluate Implement
What you have done What you have planned
Good Lab Teaching Practice
• What project?
• What theory related to project?
• How to organize cooperative study in the
lab?
• What equipment used?
Group Work