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BUDAYA & PEMBELAJARAN EDU 3106

Taklimat Kursus 2011

Synopsis This course encompasses sociocultural aspects of various groups in Malaysia; learning styles based on different multicultural aspects; communications skills; multicultural relationship skills and issues. Kursus ini merangkumi aspek sosiobudaya pelbagai kelompok di Malaysia; gaya pembelajaran berdasarkan aspek kepelbagaian budaya; kemahiran berkomunikasi; kemahiran hubungan kelompok serta isu-isu kepelbagaian budaya.
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Name of Course Course Code Credit Contact Hours Medium of Instruction Prerequisite Semester

Culture and Learning (Budaya dan Pembelajaran) EDU 3106 3(3+0) 45 hours Bahasa Melayu/English Language Nil First / Second

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Learning Outcomes

1. Explain concepts of culture and ethnic groups in . 2. Explain concept of inequality in educational opportunities. 3. Analyze various socio-cultural aspects and its implication towards teaching and learning. 4. Create culturally friendly teaching-learning environment. 5. Communicate skillfully within ethnic groups. 6. Cope with multicultural and multilingual issues in the classroom. 7. Create culturally friendly environment in the classroom.
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Topic 1.

Content Culture And Ethnic Groups In . Meaning and concepts of culture and ethnic groups Types of ethnic groups and demography.

Hour 4

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2.

Awareness Of Socio-cultural Aspects Of Ethnic Groups Race Structure of society/ social class Beliefs Language Custom and rituals Gender

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3.

Implications Of Socio-cultural Diversity Teacher Student School Hidden curriculum

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4.

Inequality In Educational Opportunities Social class Gender Minority groups Exceptional students Issues on inequality in educational opportunities - Aborigines - Indigenous - Interior

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5.

Create Culturally Friendly Environment In The Classroom Managing physical environment Managing socioemotional environment Relationships among ethnics Managing teaching and learning Cultural and indigenous relevant pedagogy Pedagogy for combine classes Sociolinguistic Culturally responsive assessment

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6.

Communication Skills Of Teachers Verbal and non verbal Language register

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7.

Action Plan To Create Culturally Friendly Environment Plan and implement action plan - Aborigines - Indigenous - Interior

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Total Assessm Course work (50%) ent Examination (50%)

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Main References

Asma Abdullah & Pedersen,P.B.(2003). Understanding multicultural Malaysia:Delights,puzzles and irritations. KL: Pearson Educational Sdn. Bhd. Bennette,C.I.(2006).Comprehensive multicultural education:Theory and practice.(6th ed.) Needham,MA:Allyn & Bacon. Davis,B.M.(2006).How to teach students who dont look like you:Culturally relevant teaching strategies. CA:Corwin Press.

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Additional References

Dunn,R.S & Dunn,R.,Griggs,S.A.(2000). Practical approaches to using learning styles in higher education. :Bergin & Garvey. Good,T.L. & Brophy,J.E.(1997). Looking in classrooms. :Addison-Wesley Educational Pub. ,P.L.(2002).Cultural diversity in our schools. Belmont,CA.:Wadsworth Publishing Company. Nieto,S.(2002).Language,culture and teaching:Critical perspective for a new century.New Jersey: Erlbaum Associates. Pang,V.C.(2001).Multicultural education:A caringcentered,reflective approach.Boston:McGraw Hill. Sharifah Md. Nor(2000). Keberkesanan sekolah:Satu perspektif sosiologi. Serdang:Universiti Putra Malaysia. Woolfolk,A.E.(2007).Educational psychology, (10th ed). :Prentice Hall.
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American Psychological Association ( APA style )

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SingleSingle -authored book


Perloff, R. M. (1995). The dynamics of persuasion. Hillsdale, NJ: Erlbaum.

*Note: In the 5th edition of APA, there is NO underlining (everything that was underlined is now in italics).
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Reissued book
Newcomb, H. (Ed.). (1995). Television: The critical view (5th ed.). New York: Oxford University Press.
*Note: Capitals in the title of the book are restricted to the first letter of the first word of the title, the first letter of any proper names, and the first letter of the first word after a semicolon, period, or question mark.
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DualDual -authored book


Baran, S. J., & Davis, D. K. (1995). Mass communication theory: Foundations, ferment and future. Belmont, CA: Wadsworth. *Note: when listing authors, use an ampersand (&) in the reference list, not and.
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Essay or chapter in an edited book


Bryant, J. (1989). Message features and entertainment effects. In J. J. Bradac (Ed.), Message effects in communication sceince (pp. 231231-262). Newbury Park, CA: Sage. *Note: You must include the page numbers if youre just referencing one part of a book. Taklimat Kursus 2011 19

SingleSingle -authored article


Garramone, G. M. (1985). Effects of negative political advertising: The roles of sponsor and rebuttal. Journal of Broadcasting & Electronic Media, 29, 149149159. *Note: The first letter of every important word in the title of the journal is capitalized. Taklimat Kursus 2011

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Two or more authors (article)


Suzuki, S., & Rancer, A. S. (1994). Argumentativeness and verbal aggressiveness: Testing for conceptual and measurement equivalence across cultures. Communication Monographs, 61, 256256 -279. *Note: Can you find the volume number and page numbers in this citation?
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Unpublished convention paper


Thomas, S., & Gitlin, T. (1993, May). Who says theres a dominant ideology and what happens if that concept is falsified? Paper presented at the annual meeting of the International Communication Association, Washington, DC.
Note: Conference papers are less highly regarded than published works
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Internet articles based on a print source


VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. [Electronic version]. Journal of Bibliographic Research, 5, 117 117123. *Note: Sometimes electronic versions are different from the print versions.
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Article in an internetinternet-only journal


Frederickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and wellwell-being. Prevention & Treatment, 3. Retrieved November 20, 2000, from http://journals.apa.org/prevention/volume 3/pre0030001a.html
*Note: this would be the correct citation format for the article you abstracted for class
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How to Torture your Students


using PowerPoint?

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1. Put every word on your slide

Many people tend to put every word

they are going to say on their PowerPoint slides. Although this eliminates the need to memorize your talk, ultimately this makes your slides crowded, wordy and boring. You will lose your audience's attention before you even reach the bottom of your
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2. Create as many bullets as possible


You should avoid excessive bullet-pointing. Only bullet key points.

Too many bullet-points and your key messages will not stand out.
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In fact, the term "bullet-point comes from people firing guns at annoying presenters.
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Good Bad Bad Good

Bad

Good Bad

Good Bad

Good Bad Bad Good

Good

Good Bad

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Avoid chartjunk and chartoons

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Use real photo

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Basic font tips


Easy to read. Clear at any size. Helpful for moving eye through the
material.
TMP1613 Multimedia Technology

TMP1613 Multimedia Technology


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Use Headings

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DO NOT USE ALL CAPITAL LETTERS TO PUT EMPHASES ON WHAT YOU ARE SAYING!

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Font size not less than 24

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STRIKINGLY
visual your presentation is, the more people will remember it. And more importantly, they will

The more

REMEMBER YOU.
Paul Arden World's top advertising guru
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Use appropriate chart

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But too many colours. colours. you'll resemble a clown!

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