DRJJ-SKIK-KPM-28102014

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 Learning Philosophy I believe the children are our future... Teach them well and let them lead the way.. . Show them all the beauty they possess inside Give them a sense of pride, To make it easier Let the childrens ’ laughter, Remind us how we used to be.. I decided long ago, Never to walk in anyone’s shadow If I fail, if I succeed, At least I'll live as I believe No matter what they take from me They can't take away my dignity Written by  Michael Masser  and  Linda Creed   (lyrics) and originally recorded by  George Benson  for the 1977  Muhammad Ali  biopic  The Greatest . Popularized by Whitney Houston. The words describe Creed’s feelings about coping with great challenges that one must face in life, being strong during those challenges whether you succeed or fail, and passing that strength on to children to carry with them into their adult lives. She died in 1986. Because the greatest love of all, Is happening to me I found the greatest love of all, Inside of me

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 INNOVATE - JUST GO BEYOND...... How do we find out who we are and what we are truly capable of.. JUST GO BEYOND...... How do we rise above challenges , announce “here I am” To see hope where others see none . To find our own way, to step into the unknown . To discover new wonders and new horizon. To never say i can’t . To be the one that makes a difference . The one who dares to dream How do we surpass our limits . To find the strength we never knew we had To keep learning and keep growing . With no fear of failure To reach out to others , no matter who they are To stand tall and stand firm for what we believe in To keep trying , to color the lives of others

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 http://drjj.uitm.edu.my The Scope - Reflect on Existing L&T Practices The Problem-Posing Approach (The Learning Paradigm) ?? Which approach of education have you/we and will you/we embrace, practice and assess? Hope this talk will motivate you to reflect on your L&T approaches and methods to its alignment on the targeted take-away Philosophical Approach to L&T Do We Understand How Students Learn?? Do We Understand Why We Teach the Way We Do? Banking Approach (Instruction Paradigm) or Are We Contented with the Way We Teach??

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4 email: [email protected], [email protected]; [email protected] Website: http://drjj.uitm.edu.my ; HP#:+60193551621 Dr JJ was conferred the coveted & prestigious (HE) 2010 AAN Science Teaching Award, Oct 10 th , 2011 Plenary Talk Innovation in Teaching Physics by Embedding Constructive Alignment and Utilizing Free Simulations and Technology as Enablers Creativity and Innovation in Curriculum Seminar 2014 Jaafar Jantan (Assoc Prof, Dr.) aka Dr JJ Recipient of 2010 HE Teaching Award (Pure Sciences), National Academic Award Nouvelle Hotel, Kuala Lumpur 28 th Oct 2014; Howard Gardner Edward DeBono Edward DeBono Koïchiro Matsuura Director General of UNESCO 1999-2009 “If we always do what we've always done, we will get what we've always got .” Adam Urbanski “You have to learn the rules of the game , and then you have to play better than anyone else .” - Einstein

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. 2011 5 TRANSFORMING TEACHING FOR LEARNING "Nothing in life is to be feared. It is to be understood.." Marie Curie Activity: Visit http://padlet.com/DrJJ2014/SKIK14Value. Respond to the questions. What do you value most in your teaching? How have you or will you translate those VALUES into classroom practices??

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6 Goal http://drjj.uitm.edu.my GOAL (long term) : Inspire & nurture (physics-STEM)) teachers to value and practice innovative instructional approaches in improving students’ learning gains and to employ free internet physics simulated programs in their Learning & Teaching activities. . LEARNING OUTCOME : Upon completion of this lecture, you will be able to : ( YOUR TAKE AWAY) Reflect on your existing classroom practices with respect to the students learning gains what works , what needs to change and on what basis , how must changes be made...

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 7 Learning Physics/STEM http://drjj.uitm.edu.my Could learning physics/STEM be theorize as: WHAT IS PHYSICS/STEM? WHY LEARN PHYSICS/STEM? HOW DO TEACHERS (YOU) TEACH PHYSICS/STEM & STUDENTS LEARN PHYSICS/STEM? WHAT ARE LEARNING GAINS & WHY LEARNING GAINS? WHAT IS STUDENT-CENTERED LEARNING? WHY STUDENT-CENTERED LEARNING? HOW TO DO BOTH? Michio Kaku Laws of harmony that can be written on vibrating string Interaction with Nature… Studying interaction of matter & energy

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 8 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 8 A Change of State Uncover & Discover Learn, Unlearn & Relearn Autonomous Learners Lifelong Learners Habits of Mind-Metacognition Learning Gains

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 9 10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 http://drjj.uitm.edu.my Freire on Education Liberating the Human Mind Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993. . http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28 th , 2013. “ Knowledge emerges only through invention (learn, unlearn, construct, understand concepts and its application) , and re-invention (re-learn, re-configure, innovate, create) through the restless, impatient, continuing , hopeful inquiry human beings pursue in the world, with the world, and with each other .”

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 10 Where DO I Begin To Tell the Story How I Won the (2010) AAN ..... PeFaLeC, APPIE

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Howard Gardner INNOVATE Deliberate Change in a POSITIVE direction The CRAFT - The ARTS J ourney towards E nrichment and B alance utilizing A rts and Sciences in T eaching & Learning Arts - How we teach Science - Why we teach, the way we do Journey-Pathway Enrichment-Developing Potential Balance-Holistic TSWZ, DIB, me

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 12 Aligning Lesson Outcomes Learning Activities Assessment Tasks CMAP-S CMAP-A CMAP-EDU CMAP-M http://drjj.uitm.edu.my Activity Constructive Alignment Elaborate : Investigate further Assess/Evaluate: Answer question again Engage-Explore-Explain-Elaborate-Evaluate/Assess Engage : Respond to the assessment question/s. Explore : Use the Lesson Plan Provided & Perform the PheT simulation. Explain your findings.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 13 Theme Electricity: Course Learning Outcome 1 Students will be able to explain basic concepts and principles pertaining to electric current, electromotive-force (EMF), potential difference, brightness of a light bulb , power consumed by the bulb and resistance of the bulb for a simple circuit and for a complex circuit which are connected in series, in parallel and a series-parallel combination . (LO1, C2) Constructivism-Constructive Alignment Outcomes-TLAs-Assessment-Technology Safely manipulate equipments used in electricity and magnetism scientific inquiries. (LO2-P3). TLA s: Weekly Laboratory tasks. Indicators : Observation, Score on Lab Performance Exam Demonstrate scientific inquiries in electricity and magnetism. (LO3-CTPS3). TLA s: Group discussions and cooperation in labs & in class. Indicators : Journal Entries or Video Recording

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 14 Course Learning Outcome 1 Students will be able to explain basic concepts and principles pertaining to electric current, electromotive-force (EMF), potential difference, brightness of a light bulb , power consumed by the bulb and resistance of the bulb for a simple circuit and for a complex circuit which are connected in series, in parallel and a series-parallel combination . TLA s- Learning Cycle : 5E s or 4Es+1A ( Engage-Explore-Explain-Elaborate-Evaluate/Assess ) Assess – Diagnostic - Formative Classroom Pre/Post Constructivism-Constructive Alignment Outcomes-TLAs-Assessment-Technology

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 15 The five bulbs are identical and the batteries are identical and ideal. Rank the five bulbs from brightest to dimmest. Explain your reasoning. McDermott & Shaffer at the Univ of Washington administered to more than 1000 students. Only 15% correct pre/post response , samples are from introductory calculus-based physics courses. PhD students – 70 % correct responses Conceptual Question-Complexity level-Understand (Explain)

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 16 The five bulbs are identical and the batteries are identical and ideal. Rank the five bulbs from brightest to dimmest. Explain your reasoning. McDermott at Univ of Washington. Administered to more than 1000 students. 0 % correct pre/post response , samples are from introductory calculus-based physics courses. Conceptual Question-Complexity level-Understand (Explain) & Analyze TLA – Explore-Explain-Elaborate-Assess (Post)

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 17 http://drjj.uitm.edu.my Level 2 Level 3 Level 1 Blame Students Level 2 Blame Teachers Pictures from the Video Understand Understanding & Teach Teaching Level 2

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 18 If you are, you breath.  If you breath, you talk.  http://drjj.uitm.edu.my 21st Century University Education Live Curious: Life-long Learning If you understand, you know .  If you know, you want to know more…  And if you want to know more, you are alive . If you talk, you ask .  If you ask, you think .  If you think, you search .  If you search, you experience .  If you experience, you learn .   If you find, you doubt .  If you doubt, you question .  If you question, you understand .   If you learn, you grow .  If you grow, you wish.  If you wish, you find .  WIS-DOM Thank You..

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 19 APPENDIX

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27/10/2014 DR JJ-AAN 2010-Copyright DrJJ, ASERG, FSG, UiTM. June 2011 20 http://drjj.uitm.edu.my Constructive Alignment Assessment Task (Item) Concept Map

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27/10/2014 21 http://drjj.uitm.edu.my Constructive Alignment Assessment Task (Item) Concept Map

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Copyright DrJJ, ASERG, FSG, UiTM. March 2011 22 CMAP-S CMAP-A CMAP-EDU CMAP-M http://drjj.uitm.edu.my Student-Centered Learning Learner Diversity Know their Learning Preferences

What makes meaningful learning difficult??- Learning Preferences:

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 23 What makes meaningful learning difficult??- Learning Preferences Felder’s Model - 4 domains of information handling: to understand new knowledge Input Perceived Processed Understood New knowledge ILS

Student’ Learning Preferences: Information Handling Domains Felder’s):

* USA findings, ** DR. J.J’s (N = 1122) Perception Sensing *57, ** 58 prefer data and facts. like facts & solve well establish methods, resent being tested on materials that has not been explicitly covered in class Intuitive *42, ** 42 prefer theories & interpretations of factual information. Student’ Learning Preferences: Information Handling Domains Felder’s) Input Visual *69, ** 87 prefer charts, diagrams and pictures. Verbal *30, ** 13 prefer the spoken or written word. ILS ILS-A

Student’ Learning Preferences: Information Handling Domains Felder’s):

Processing Active *67, **60 learn best by doing something physical with the information Reflective *32, ** 40 do the processing in their heads *USA findings, ** DR J.J.’s (N = 1122) Student’ Learning Preferences: Information Handling Domains Felder’s) Understanding Sequential *71, ** 60 easily make linear connections between individual steps Global *28, ** 40 must get “big picture” before individual pieces fall into place

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 26 The TWSIA committee defines an innovative course or educational experience as one that, by design, engages and challenges students , resulting in greater student interest, a deeper level of understanding and/or a lasting change in the students' perception of an issue or topic . The innovative method, practice or strategy used may not be new in the world, but its implementation may be out of the ordinary in your field of practice or new to you . It is more than simply using new technologies; rather it is an approach to teaching and learning that results in a much-enhanced, even transformative, educational experience for students . Concept of Innovation Source: SAKAI (vibrant community cretating tech that enhances teaching, learning & research) project. TWSIA (teaching With SAKAI Innovation Award) 2011 Definition of Innovation. https://confluence.sakaiproject.org/display/PED/TWSIA+2011+Definition+of+Innovation. Accessed March 28th, 2012

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 27 Recognize, Reward, Validate, Punctuate Awards for Teaching Excellence celebrate teachers (individuals and teams) renowned for teaching excellence , who have outstanding presentation skills and who have made a significant contribution to enhancing the quality of learning and teaching in higher education . Many academic staff go out of their way to deliver excellent teaching to their students . We think that this should be rewarded. Awards are to recognise such people and to demonstrate that students appreciate the value that good teaching adds to their learning Uncover & Discover Learn, Unlearn & Relearn Videos of the 2009-2010 AAN recipients. http://web.usm.my/aan2010/video.htm Awards for Teaching Excellence - WHY Awards for Teaching Excellence – WHAT

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 28 Qualities of Highly Effective Teacher Innovative, Competent, Care, Collaborate Learn, Share, Dream, Enjoy Passion, reason, substance, listen, question, responsive, flexible, entertain, humor, cares, nurtures visionary, fun

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 29 Teacher-Centered Vs Learner-Centered http://drjj.uitm.edu.my Source: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learning Compiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble Domain: Learner-centered Knowledge: Student participation: Role of professor: Role of Assessment: Emphasis: Assessment method Academic culture: Constructed by students Active Facilitator/learning partner Many tests—for ongoing feedback Developing deeper understanding Multidimensional products Collaborative and supportive Teacher-centered versus Learner-centered (from Huba & Freed (2000). Teacher-centered Transmitted by instructor Passive Leader/authority Few tests—mainly for grading Learning correct answers Unidimensional testing Individualistic and competitive

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 30 Time to REFLECT... "If a child can’t learn the way we teach, maybe we should teach the way they learn."  Ignacio ‘Nacho’ Estrada

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 31 The Journey -Science of Learning & Teaching AND Art of Teaching Functions of brain (neopiagetian), neurons, synapses. MRIf Gardner Multiple Intelligences – beyond literacy, numeracy, analytical-mathematical Learning Preferences – what & how learners respond to information Epistemology - Theories of learning - Brunner, Vygotsky, Piaget (abstraction & formal -concrete reasoning ), Approaches to Learning – Meaningful & Deep - Strategic-Surface Constructivism (prior knowledge knowledge assimilation) – Mental models & Schemata - Conceptual Inventories (CIs) Assessment FOR & AS learning - Feedback, appropriate (valid, reliable, fair, practical), self-reflection (metacognition) Pedagogy means “ to lead the child ” - ( science & art of teaching ) Science -the research done, knowledge & knowhow collected A rt-knowing where to apply the skills (science) of teaching-crafting

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 32 Create Your VISION Know your purpose, targets Know your clients Read, understand & practice Investigate Engage & Share Influence Others to Change - LEAD Celebrate Success YOUR JOURNEY BEYOND Dr JJ's..

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 33 Curriculum Design - Outcomes-Based TLAs - Engage & Coach Learners Constructively Align Instruction with Learning Outcomes The Tranformation: Innovate Employ Multiple Research-Validated Instructional Methods Employ Pedagogial -Content-Knowledge (CRAFT) Nurture Habits of Mind

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34 Transform - Towards Learning Paradigm Assessment-Culture of Evidence Multiple Assessment Tasks for Learners to PROVIDE & VALIDATE EVIDENCES Indirect Evidence of Learning (Survey - Perceptions of Learning Experiences) Assessment - OBA - FOR LEARNING FORMATIVE - DIAGNOSE-FEEDBACK-CONTINUOUS SUMMATIVE - OF LEARNING Multiple Complexity (HOTS-Problem-Based Task)

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 35 Deep Understanding-Reasoning-Skills-Responses Align with Learning Outcomes Attainment FAIR-VALID-RELIABLE GRADING - OBG PRE-DETERMINED, SHARED & AGREED UPON PERFORMANCE STANDARDS Transform - Towards Learning Paradigm Assessment-Culture of Evidence

Motion & Collision graphical representation of an event:

Motion & Collision graphical representation of an event Position, velocity & acceleration

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Collision Object at rest or moving in a straight line remains so unless acted on by a force (push pull) Newton’s First Law - Law of Inertia Inertia : object’s property in resisting change physically measured by its mass

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The work required to bring a car to a halt depends on its kinetic energy.

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 39 http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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Copyright DrJJ, ASERG, FSG, UiTM. March 2012 40 10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 40 Use this list for Your CLO & LLO

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 41 http://drjj.uitm.edu.my

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 42 What is a Force?

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 43 Explain, in depth what is a Force? An “A” student’s response : As like a “C” student plus Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more A “C” student’s response could be: Forces are agents of change. Physically, a force can be visually observed as changing the position of a stationary object or changing either the speed or the direction or both if the object was initially in motion. SYLL Test Lab SYLL Test Lab

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10/27/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 44 Examples of research-based Instructional Strategies that works Microcomputer Based Laboratory Workshop Physics Real-time Physics Interactive Lecture Demonstrations Tutorials Tools for Scientific Thinking Just In Time Physics Peer Instruction Activity Based Physics Physics 2000 Physics Educational Technology Learning cycle Overview Case Physics Problem Based Learning Contextual learning Inquiry-discovery Outcome based Mastery learning Paradigm Shift-The Evolution Research-Based Best Practices

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