scholarship of teaching & scl/lce (part ii)
Post on 21-Mar-2016
35 Views
Preview:
DESCRIPTION
TRANSCRIPT
Scholarship of Teaching&
SCL/LCE (part II)
Instructional Vs Learner Centered (1)
Knowledge is transmitted from lecturer to students
VSStudents construct knowledge through gathering & synthesizing information & integrating it with the general skills of
inquiry, communication, critical thinking, problem solving etc.
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (2)
Students passively receive informationVS
Students are actively involved
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (3)
Emphasis on acquisition of knowledge outside the context in which it will be
usedVS
Emphasis is on using & communicating knowledge effectively to address
enduring & emerging issues & problems in real life contexts
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (4)
Lecturer’s role is to be primary information giver & primary evaluator
VSLecturer’s role is to coach & facilitate
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (5)
Teaching & assessing are separateVS
Teaching & assessing are intertwined
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (6)
Assessment is used to monitor learningVS
Assessment is used to promote & diagnose learning
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (7)
Emphasis is on wright answersVS
Emphasis is on generating better questions & learning from errors
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (8)
Desired learning is assessed indirectly through the use of objectively scored
testsVS
Desired learning is assessed directly through papers, projects,
performances,portfolios, etcHuba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (9)
Focus is on single disciplineVS
Approach is compatible with interdisciplinary investigation
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (10)
Culture is competitive & individualisticVS
Culture is cooperative, collaborative & supportive
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
Instructional Vs Learner Centered (11)
Only students are viewed as learnersVS
Lecturer & students learn together
Huba & Freed, Learner Centered Assessment on College Campuses, Allyn & Bacon, 2000
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
Teaching the Content
TOPIK PEMBICARAAN
Teaching for Understanding
Teaching for Transfer
TEACHING THE CONTENT
TO OVERCOMERETENTION PROBLEMS
Cognitive Theory
Sensory Memory
Working Memory
Long
Term
Memory
(permanent)
AttentionEncoding
Retrieval
Decayin 20 sec.
Decayin 1-4 sec.
Rehearsal Context
Menimbulkan Student’s Attention
Identify 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 Features to be Learned
1. 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’)
1. Tegangan dekat ujung retak mendekati tak berhingga → terjadi singularitas.2. Distribusi tegangan sangat curam disekitar ujung retak3. Intensitas medan tegangan disekitar ujung retak digambarkan
oleh suku a
)(2
fra
ij
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Focus Student Attention by Highlighting Key Features
1. Verbal cues (verbally)2. Use of outlines3. Underlining text4. Using bold font
5. Contrasting colored text6. Progressive disclosure
7. Bright vs dim
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Do not Overload student’s short term memory
Short term memory can only hold 7 (+ & - 2) pieces of informations at one time.
Limit each lecture to 5 main ideas
Flashing words & cute sounds divide learners attention
When overloaded students will become verbatimM.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.17, Jossey Bass, 2004
Cognitive Theory
Sensory Memory
Working Memory
Long
Term
Memory
(permanent)
AttentionEncoding
Retrieval
Decayin 20 sec.
Decayin 1-4 sec.
Rehearsal Context
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
1.3 THE STRESS AT A CRACK TIP (cont’)
1. Tegangan dekat ujung retak mendekati tak berhingga terjadi singularitas.2. Distribusi tegangan sangat curam disekitar ujung retak3. Intensitas medan tegangan disekitar ujung retak digambarkan
oleh suku a
)(2
fra
ij
23cos
2cos
2sin
2
23sin
2sin1
2cos
2
23sin
2sin1
2cos
2
ra
ra
ra
xy
y
x
)(2
fra
ij
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
Exfoliation Corrosion
INTRODUCTION TO DAMTOL
Exfoliation (cont’)Failure Modes in A/C Structures (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
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
THE IMPORTANCE OF PRIOR
KNOWLEDGE
Fish is Fish
Fish is Fish
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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
with
Meaningfulness: 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
Support Students Encoding Content
1. Organization2. Elaboration
3. Imagery4. Prior knowledge
5. Deep processing 6. Meaningfulness
7. Structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, 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 & Transfer
Multiple opportunity to use information they learned → automaticity → less cognitive
processing capacity → can be used for more complex cognitive task
Varied 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
top related