teaching and learning in higher education training...
TRANSCRIPT
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©2016 Center of Teaching & Learning Development (CTLD), King Abdulaziz University, All rights reserved. No part of this training slides may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic methods, without the prior written permission of CTLD
Teaching and Learning in Higher
Education Training Package
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Topics of this Training Session _________________________________
2
Session I Effective Learning strategies
Session II Strategy of Large group Teaching
Session III Strategy of Small group Learning
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EFFECTIVE LEARNING STRATEGIES
Eman Aldigs , PhD
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Use of effective learning strategies according to
scientific bases and the rules and requirements of NCAAA
THE MAIN GOAL
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• Identify the difference between learning & teaching
• Define different effective learning strategies
• Demonstrate learners needs
• Apply different methods of teaching on different learning domains
• Adopt effective learning strategies
By the end of this Session you will be able to: __________________________________________
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• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
Topics _________________________________
• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
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re-think WHAT TEACHING IS about?
Teaching is the activity of facilitating learning.
The best approach to understanding the nature of teaching is establishing a
harmonious relationship between teacher, student and subject
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What is Teaching? _________________________________
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• Immediate usefulness
• Relevance
• Safe
• Engaging
• Respectful
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Our Students
• Surfers and scanners – NOT readers and digesters
• Expect constant and IMMEDIATE FEEDBACK
• Want DIRECTNESS over subtlety
• Technologically savvy BUT crave personal contact
• Always hurried – know what they want
• Want to learn
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Our Faculty
• Redefine traditional values
• Hard-working
• Passionate (can change the world)
• BELIEVE IN HIERARCHY
• May find it difficult to adapt to more flexible arrangements
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WHAT IS THE PURPOSE OF TEACHING?
HELP the student to:
Create an interest in learning for the topic in particular and more knowledge in general
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“WHAT DO THE STUDENTS NEED TO LEARN?”
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WHAT IS THE PURPOSE OF TEACHING?
Acquire, retain and utilize the knowledge
Achieve appropriate skills and use them with confidence
Develop proper life - long learning habits and attitudes
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• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
Topics _________________________________
• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
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WHAT IS LEARNING?
Learning is a process resulting in some change or modification in the
learners' way of thinking, feeling and doing.
The change may be temporary or permanent.
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PARADIGM SHIFT
Old – Instruction Paradigm
An educational institution exists to provide instruction
New – Learning Paradigm
An educational institution exists to produce learning
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Learning Model _______________________________
Learning is APPLIED and not simply assessed
Process
Input Output Skills
Data
Facts
vocabulary
Essay
Poster
Play
paper Building Pre-Requisite
Knowledge Application of Skill or
Concept
Building Relevance
knowledge
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“Student VOICE and CHOICE – Motivation”
ZEA 2012
20
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“The way we learn is to
CONNECT it to something else “
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INFORMATION ASSOCIATIONS
MEMORY CONNECTIONS
THINKING LEARNING
The path to learning _______________________________
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• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
Topics _________________________________
• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
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LEARNING = CONNECTIONS
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• Nothing we learn can stand in isolation
• New learning has to be related to what we already know
• Only the student themselves can make the information their own
• Nothing we learn can stand in isolation
• New learning has to be related to what we already know
• Only the student themselves can make the information their own
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LEARNING = CONNECTIONS
The teacher must carefully think through the instructional sequence and build
in opportunities for the students to interact with the information in a
relevant and meaningful manner
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ADULT LEARNERS
learn best when they feel a “need to know”
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• learn best in a non-threatening & flexible learning environment
• have life experiences & skills to draw upon
• require a variety of teaching methods to meet learning needs
• respond to learning when they feel acknowledged & respected
• learn best in a non-threatening & flexible learning environment
• have life experiences & skills to draw upon
• require a variety of teaching methods to meet learning needs
• respond to learning when they feel acknowledged & respected
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Student-Centered Learning _______________________________
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• Substitute active learning projects and experiences for lectures
• Hold students responsible for material not yet covered
• Assign open-ended questions and problems
• Use simulations, role-playing
• Use self-paced or cooperative (team) learning
Student-Centered Learning _______________________________
• Substitute active learning projects and experiences for lectures
• Hold students responsible for material not yet covered
• Assign open-ended questions and problems
• Use simulations, role-playing
• Use self-paced or cooperative (team) learning
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High performance is never an accident; it is always the result of high
intention, sincere effort, intelligent direction, careful planning, and skillful
execution; it represents the wise choice of many alternatives
Adapted from Willa A. Foster
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ROLE OF FACULTY
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OLD NEW
Faculty as disciplinary experts
who impart knowledge through
lecture
Faculty as Designers of
learning environments applying
best teaching methods
Actor on stage Coach interacting with a team
Delivering a lecture Designing and playing a team
game
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ROLE OF STUDENT
Moves from the role of note taker to active participant in the learning
process
Allows students to take control over their learning and, therefore, forces them
to take more responsibility in the classroom
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BENEFITS OF STUDENT-CENTERED LEARNING
Permits opportunities to CONNECT the CONTENT to REAL LIFE
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1. Opportunities for higher order thinking
2. Promotes greater student-faculty and student-student interaction
3. Increases student retention
4. Improvement of social interaction skills, greater acceptance of others,
and a greater sense of “community” in the class
5. Alternative forms of assessment
6. Innovation in both teaching and student involvement
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CHALLENGES TO IMPLEMENTING A PARADIGM SHIFT
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1. Lack of confidence in trying new methods
2. Fear loss of content coverage
3. Loss of control over the class
4. Lack of prepared materials for use in the class
5. The ego of the professor
6. Lack of background or training in the use of active learning approaches
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KEY STEPS FOR LONG TERM MEMORY STORAGE
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The Learning Pyramid _______________________________
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LECTURING
Research has shown that it is impossible for students to absorb all of the
information in a lecture
(limited short term memory)
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Student’s Expectations/WANTs
• Solid knowledge base & real-world applications
• Clear & organized presentation of material
• Stimulated, active and participatory
• Know why (how does this activity, reading connect to my future career?)
• Faculty to be enthusiastic, helpful and engaged
• Expect “customer service”
• Face-to-face contact but accept boundaries
• Solid knowledge base & real-world applications
• Clear & organized presentation of material
• Stimulated, active and participatory
• Know why (how does this activity, reading connect to my future career?)
• Faculty to be enthusiastic, helpful and engaged
• Expect “customer service”
• Face-to-face contact but accept boundaries
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FACULTY’S CHALLENGES
Time
Keeping up with their field
Dealing with students with varied backgrounds and skill levels
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Strategies
• MUST understand learners
• ACCEPT differences among students and between students and faculty
• ENGAGE students in setting goals and expectations
• Be FLEXIBLE, CREATIVE and try not to be surprised by anything that
happens in the classroom!
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4 ways LEARNERS in take INFORMATION
Engage at least two of these modalities
OR
Engage one of these modalities coupled with an emotional experience
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Active emotional engagement appears to be the KEY to learning.
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Sensory channels through which individuals give,
receive, and store information
Engage at least two modalities of learning
OR
Engage one of these modalities + emotional experience
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• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
Topics _________________________________
• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
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EFFECTIVE TEACHERS
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• Formulate specific goals and objectives and then select the best
methods for meeting those objectives
• Share the course objectives with the students to clarify expectations for the
students and open communication
• Work to build RELATIONSHIP with their students
• Establish a productive learning atmosphere
• Use effective communication skills
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TOUCH THE HEART, THEN TEACH THE STUDENT
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• When a teacher’s sensitivity to students increases, so does the
opportunity to reach them
• Until we connect with students emotionally, we may never be
able to connect with their minds
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POSITIVE
Tone
Attitude
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Positive Tone _________________________________
• Students come to class expecting us to set the tone
• If the tone we establish is positive and professional, they’ll match that tone
• If our attitude is negative and aggressive, they’ll respond in kind
• Encourage different points of view
• Maintain consistency
• Stimulate students about content
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Positive Attitude _________________________________
• Consistently compliment and praise students
• Look for opportunities to find people doing things right and praise
those people so they’ll keep on doing things right
• Praise must be clean
• Try not to include the word “But”
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• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
Topics _________________________________
• What is teaching?
• What is learning?
• Adults Learners Need
• Effective teachers
• Effective Teaching
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Curriculum Planning
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Effective Instruction
Teaching
Strategies
Learning
Outcomes
Assessment
Methods
Course Assessment Plan _______________________________
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TEACHING and LEARNING STRATEGIES
lecture, class discussion, small group discussion, and videotapes
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INSTRUCTIONAL STRATEGIES
This identifies how the curriculum is aligned with the projected outcome
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“A set of materials, activities, tools and techniques that are
designed(by instructor) to provide opportunities (for students)
to learn, practice, demonstrate and/or get feedback on their
performance on the performance criteria”
(Inside or outside classroom, with or without instructor)
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• Lectures
• Tutorial
• Lab
• Class Discussion
• Thinking-based Activity
• Problem-based Instruction
• Structured case summaries
• Case based discussion
69
• Log books
• Exercises
• Textbook Problems
• Online Discussion
• Project
• Group Project
• Reading/Self study
• Research
Possible Activities _______________________________
In-class activities Out of class activities
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o Knowledge
o Cognitive Skills
o Interpersonal Skills & Responsibility
o Communication, Information Technology, Numerical
o Psychomotor
Domains of Learning _______________________________ KSA’s
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• Lectures
• Quizzes
• Case Studies
• Questioning
Knowledge & Cognitive Learning _______________________________
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DISCUSSION
It is techniques used for pulling knowledge and ideas. It can be applied as
a small groups or larger group discussion composed of 5 to 7 individuals
assigned to discuss a certain topic within certain time limit
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Dis-advantages Advantages
1. Discussion can be very time
consuming and unfocused unless the
instructor makes an effort to direct
the flow.
1. The students are actively involved in
processing information and ideas
2. An instructor often has difficulty in
getting the students involved
2. Students can share their
experiences and participate in
making decisions
3. Class size must be restricted 3. It provides means of communication
and feedback between the lecturer and
the learner
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SMALL GROUPS
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Numbers
• 4 OK
• 5 - 6 is best
• 7 too large
Benefits
• non-talkers are more comfortable sharing
• greater level of self- commitment
• individuals less likely to be ignored
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ROLE PLAYING
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• Action focus
• Way to practice before doing it “for real”
• Behaviors can be tried in safe environment
• Increases insight into problems
• Diagnosing situations
• Pre-testing problem solutions
• Practicing needed skills
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CASE STUDY (TUTORIALS)
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• Snapshot of real situations
• Multiple uses for the exploration of issues
• Method to apply content from theory to practice
• Clearly defined tasks
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• Simulations
• Assessments
• Role Play
• Demonstration
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Simulations are best used to either:
• Introduce students to a new experience
so that they will ask questions
• Give them a chance to practice applying
principles learned by some other method
Simulation _______________________________
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ASSIGNMENT SHEET
Provide student with essential materials of a selected topics that can
studied individually as a home work
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Disadvantages Advantages
1. Necessitates special educational
competence
1. Enables students to work at his own
peace
2. No group dynamic 2. Facilitates decision-making
3. Not helpful for all types of
students
3. Allow teacher to save time that can
then be spent on more complex activities
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DEMONSTRATION
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• focus on physical skills
• preparation is critical
• step-by-step
• reinforced verbally
• visible to all
• practice
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PROBLEM BASED LEARNING
Define the Problem
What Do We Want Students to KNOW and Be Able to DO?
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Problem Analysis Why Can’t They DO It?
Implement Plan What Are WE Going To DO About
It?
Evaluate Did It WORK?
(Response to Intervention –RtI)
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PSYCHOMOTOR
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• Literature
• Poetry
• Films
• Art
• Guest Speakers
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Full length
• Case studies
Snippets
• 5-15 min. segments from full
length films
• You Tube
Films _______________________________
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Websites (blackboard)
• Organizations
• Images
• Facts & Statistics
• Resources
Communication, Information Technology, Numerical _______________________________
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EVALUATION
So did students learn?
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• Exams
• Paper
• Demonstration
• Project or Presentation
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INTERPERSONAL SKILLS & RESPONSIBILITY
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• What is teaching?
• What is learning?
• Adults Learners Need.
• Effective teachers.
• Effective Teaching.
Topics _________________________________
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ACTIVE LEARNING
Engage students in thinking critically or creatively, exploring
personal attitudes and values, giving and receiving feedback,
and reflecting upon the learning process
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