scholarship of teaching & scl/lce (part ii)

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


Students passively receive informationVS

Students are actively involved



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



Lecturer’s role is to be primary information giver & primary evaluator

VSLecturer’s role is to coach & facilitate



Teaching & assessing are separateVS

Teaching & assessing are intertwined



Assessment is used to monitor learningVS

Assessment is used to promote & diagnose learning



Emphasis is on wright answersVS

Emphasis is on generating better questions & learning from errors



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


Focus is on single disciplineVS

Approach is compatible with interdisciplinary investigation



Culture is competitive & individualisticVS

Culture is cooperative, collaborative & supportive



Only students are viewed as learnersVS

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

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


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

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


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

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

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

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

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


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

scholarship of teaching & scl/lce (part ii)

Documents

etcinstructional vs

errorsinstructional

iiinstructional vs learner

zebra vs lionteaching

bright vs dim

learning motivation

learnersvslecturer students

acquisition of knowledge