unit 3 teaching&learning
TRANSCRIPT
-
7/28/2019 UNIT 3 Teaching&Learning
1/18
TRAINING ON OUTCOME BASED EDUCATION
YEAR 2011
-
7/28/2019 UNIT 3 Teaching&Learning
2/18
UNIT 3
TEACHING AND LEARNING ACTIVITIES
-
OVERVIEW
-
7/28/2019 UNIT 3 Teaching&Learning
3/18
CONTENT
Learning Outcomes Introduction
T&L Strategies
1 2
3 4
5 6T& L Methods
7 8
Designing TLA to Align to ILA
Principles Of Good PracticeIn T&L
Conclusion
Delivery Modes
-
7/28/2019 UNIT 3 Teaching&Learning
4/18
LEARNING OUTCOMES
1
Associate a variety of teaching &learningtechniques in order to achieve course learning
outcomes. (C2,A2)
2 Explain specific teaching techniques to
achieve several learning outcomes.(C2,A2)
3
Describe several teaching techniques toachieve specific learning outcome.(C2,A2)
At the end of this session, participants should beable to:
-
7/28/2019 UNIT 3 Teaching&Learning
5/18
CourseDelivery
Pursuit oflearning
outcomes
Supported byassessments
Involves planningfor teaching,
assessing,moderating,
recording andreporting
Able todevice
appropriatemodes ofdelivery
Ensure studentstake responsibility
for their ownlearning
INTRODUCTION
-
7/28/2019 UNIT 3 Teaching&Learning
6/18
TEACHING AND LEARNING
STRATEGIES
Modify teachingstrategies and
learning based onstudents
characteristics.
Be responsive tostudents' abilitiesand potential to
get the bestresult.
Be flexible andmore tolerance in
learning andteachingactivities.
Student-CenteredLearning (SCL):
Ability to developdifferent skills,
Involves activelearning,
Involves severaldisciplines(multidisciplinary),and
Typically involvesgroup work.
-
7/28/2019 UNIT 3 Teaching&Learning
7/18
KEY ASPECTS IN CHOOSING A
STRATEGY
KEYASPECTS
Teachingstrategy fit
for itspurpose
Resourcesavailable forteaching theprogramme
Relate tothe level ofthe student
-
7/28/2019 UNIT 3 Teaching&Learning
8/18
KEY ASPECTS IN CHOOSING A
STRATEGY
If the learning outcomesinclude demonstration of skills(e.g. problem solving), thenthe teaching strategy mustprovide the opportunity for the
student to learn about theskill, practice the skill (ideallyreceiving formative feedback)and demonstrate it.
Example1
-
7/28/2019 UNIT 3 Teaching&Learning
9/18
KEY ASPECTS IN CHOOSING A
STRATEGY
Significant face to facecontact with staff is likely toaid students in grasping basicconcepts at level 1 and
lecturers may wish todetermine their teachingstrategy for different modulesacross a programme
Example2
-
7/28/2019 UNIT 3 Teaching&Learning
10/18
TEACHER-CENTERED vs STUDENT-
CENTERED LEARNING
ELEMENTS
KNOWLEDGE
STUDENT PARTICIPATION
ROLE OF LECTURER
ROLE OF ASSESSMENT
EMPHASIS
ASSESSMENT METHOD
ACADEMIC CULTURE
TEACHER-CENTERED
Transmitted from
Instruction
Passive
Leader/Authority
Few Tests, Mainly for
Grading
Learning Correct Answers
One-Dimensional Testing
Competitive, Individualistic
STUDENT-CENTERED
Constructed by Students
Active
Facilitator/Partner in
Learning
Many Tests, for Ongoing
Feedback
Developing Deeper
Understanding
Multidimensional Testing
Collaborative, Supportive
-
7/28/2019 UNIT 3 Teaching&Learning
11/18
SCENARIO WITHIN STUDENT-
CENTERED LEARNING
Active LearningExperiences
High, MeaningfulExpectations
Regular, Timely,and Specific
Feedback
Informal Learning;Values, Beliefs,Preconceptions
Student Styles andDevelopmental
Levels
Real-WorldApplications
Criteria andMethods for
StudentAssessment
Student-LecturerInteractions
Student-StudentInteractions
-
7/28/2019 UNIT 3 Teaching&Learning
12/18
DELIVERY MODES
Lecture Guest Speaker
DeliveryModes
Face-to-Face
Active
Cooperative/
Collaborative
Technology-Based
Delivery
Experiential
Method
Work-BasedLearning
(WBL)
Presentation
Tutorial Seminar
Colloquium
Problem-Based
Case Study
Project-Based Online learning
Teleconference
Simulation
Practical
Industrial Training
Work Attachment
Field Trip
Visit
Lab
Demonstration Workshop
-
7/28/2019 UNIT 3 Teaching&Learning
13/18
DESIGNING TLA TO ALIGN TO ILO
Designcourse ILO
Activatethe verbs
inPLO/CLO
Designsuitable
TLA
Facilitatestudentsachieving
the ILO
-
7/28/2019 UNIT 3 Teaching&Learning
14/18
RECOMMENDED TLA WITH
RESPECT TO ILO
The point is not how you are going to teach but how and what you want yourstudents to learn.
NOTE! Many of these TLAs can be assessments tasks as well. Then you haveexcellent alignment.
Typical ILO
Describe
Explain
IntegrateApply
Solve problem
Design, create
Hypothesise
Reflect
Possible TLA
reading/lecture followed by presentation
tutorial, written essay, peer assessment
project, assignment
project, case study, work-based learning
PBL, case study
project, creative writing
experiment, projectreflective diary
-
7/28/2019 UNIT 3 Teaching&Learning
15/18
FOUR COMMON TEACHING
SITUATIONS & ASSOCIATED TLASituation Teaching
Activities
Learning Activities
LECTURE Talk, explain,
clarify
Listen, take notes, accept, query, discuss
with peers, one-minute paper
TUTORIAL Set/answer
questions,
provide feedback
Pre-read, prepare questions, learn from
peers, critique, analyse
PROJECT Set brief, provide
ongoing feedback
Apply, create, self-monitor, communicate,
teamwork
PBL Set problems
provide feedback
Set learning goals, design, apply, access
desired content and skills, integrate,
solve problems
-
7/28/2019 UNIT 3 Teaching&Learning
16/18
REFLECTION
ILO and TLA
T&L StrategiesKey Aspects in
Choosing aStrategy
Teacher-Centered vs
SCL
Scenariowithin SCL
T&L ModesTeachingStrategyMethods
Designing TLAto Align to ILO
-
7/28/2019 UNIT 3 Teaching&Learning
17/18
REFLECTION
Four CommonTeaching Situations& Associated TLA
Linking DeliveryModes to LO
Linking DeliveryModes to
Assessment
Principles of GoodPractices In T&L
-
7/28/2019 UNIT 3 Teaching&Learning
18/18
CONCLUSION
Analyze the strengths andweaknesses of T&L delivery
Analyze the preparation of eachmode of delivery
Link choice of delivery modes toassessment
Share some principles of goodpractices in teaching and learning