Curriculum, Instruction and Effective Teaching email: [email protected]...

Curriculum, Instruction and Effective Teaching

email: [email protected]: [email protected]@[email protected]

Website: http://www5.uitm.edu.my/faculties/fsg/drjj1.htmlWebsite: http://www5.uitm.edu.my/faculties/fsg/drjj1.html

Applied Sciences Education Research Group (ASERG)

Faculty of Applied SciencesUniversiti Teknologi MARA

Voice: 019-355-1621

Kursus Penilaian Tahap Kecekapan TK3 2003

“Universities are full of knowledge, Universities are full of knowledge, the freshmen the freshmen bring a little inbring a little in and the and the

seniors take none awayseniors take none away, and , and knowledge accumulatesknowledge accumulates.”

Abbott Lowell

TK3 2003. Held in April 2004, UiTM Shah Alam

Penceramah/Penyedia Modul: Prof. Madya Dr. Jaafar Jantan, Fakulti Sains Gunaan

Prof. Madya Dr. Abu Bakar Ibrahim, Fakulti Pendidikan

Module for Curriculum& Instruction

Ketua bidang:Prof. Dr. Hazadiah Mohd Dahan

Dekan, Fakulti Pendidikan

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Towards Producing Model Graduates 2006-

WCU

JJourneyourney towards

EEnrichmentnrichment and

BBalancealance utilizing

AArts and Sciencesrts and Sciences in

TTeachingeaching Curriculum ImplementationLecturer’s PersonalitiesInstructional Strategies

Content:Content: Getting into the moodIntroduction to CurriculumCurriculum Development

Models of curriculum development

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To transform UiTM into an excellentexcellent, magnificent magnificent and distinctive distinctive university.

To lead UiTM to produce world-classworld-class graduates who are knowledgeable, skillful and ethical and able to compete globally.

Aspirations of the Vice Chancellor

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Traits of Model Graduates 2006 (Restructuring of UiTM)

Knowlegeable

Skillful

Creative

Ethical

Critical

Analytical

Presentable Persona

Scientific Religiously-inclined

High morals

Independent

Mentally strong

Proactive Sensitive

Competitive

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Identify Strength & WeaknessIdentify Strength & Weakness

Get feedback from: Employer Lecturers Support staff Peers at work Community

Research (standard instruments or/and interviews)

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What are our students lacking??

Knowledge Communication Skills Writing skills Problem solving skills

(cognitive)– Scientific, analytical, critical,

creative, innovative Affective skills

– Proactive, competitive, ethical,presentable persona

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What are our students lacking??(Cont’d)

Teamwork Leadership qualities

Advance ICT skills–Report writing

–Spreadsheet (data analysis, graphing)

–Statistical software (SPSS)

–Email with attachment

–Creating websites

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Contributing Factors

Curriculum Curriculum Curriculum ImplementationCurriculum Implementation

Teaching and learning Teaching and learning strategies (cognitive) strategies (cognitive)

LecturersLecturers AssessmentAssessment

InfrastructureInfrastructure Policies/ManagementPolicies/Management ResearchResearch

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Reflection

““Kejayaan hari ini tidak akan Kejayaan hari ini tidak akan dinikmati jika kreativiti dan dinikmati jika kreativiti dan inovasi tidak dijadikan sebagai inovasi tidak dijadikan sebagai budaya kita.” budaya kita.”

Datuk Seri Abdullah Badawi

Perdana Menteri Malaysia

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Session 1: Introduction to Curriculum

Objectives/learning outcome:Objectives/learning outcome:

At the end of the session, participants should be able to :At the end of the session, participants should be able to :

1. Define curriculum, syllabus/course information, scheme of work and instructional plan.

2. Explain the three stages in curriculum development.

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Curriculum / Syllabus / Course Info / Instructional Plan

CURRICULUM

SYLLABUS/COURSE INFORMATION

SCHEME OF WORK

INSTRUCTIONAL PLAN

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CURRICULUM

an educational plan consisting of general goals, program objectives, course structure, credit hours, instructional strategies, assessment, - e.g. KBSR / KBSM, DIC, BSAC

SYLLABUS / COURSE INFORMATION

a plan for a particular course or subject consisting of learning outcomes, topics and sub-topics, instructional strategies, assessment

- e.g. CMT408 – Thermodynamics


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SCHEME OF WORK

a detailed outline of the course or syllabus consisting of a description of activities and course schedule (UiTM divided into 15 weeks).

INSTRUCTIONAL PLAN

a plan for a particular lesson or session – Goals and learning outcome– Instructional aids and activities, assessment


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COURSE INFORMATION

Code :CMT408Course :ThermodynamicsLevel :Credit Unit :04Contact Hour :05Part :02Course Status :(Core / Non-Core)Prerequisite : Course Objectives :Course Description :Course Content :Teaching Methodology :Assessment :Recommended Text (if any):References :

UNIVERSITI TEKNOLOGI MARACOURSE INFORMATION Confidential

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Wk Date Topic Activity/Assignment

1. Nov 13-14

2. Nov 17-21

3. Nov 24-28 MIDTERM BREAK

4. Dec 1-5

5. Dec 8-12(13/12 Sultan’s B’day)

Scheme of Work

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6. Dec 15-19

7. Dec 22-26(25/12 Christmas)

8. Dec 29-Jan 2(1/1 New Year)

9. Jan 5-9

10. Jan 12-16

11. Jan 19-23(22-23/1 Chinese NY)

Scheme of Work

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12. Jan 26-30

13. Feb 2-6(2/2 Hari Raya Haji &

Thaipusam)

14. Feb 9-13

15. Feb 16-20

16. Feb 23-26(22/2 Awal Muharram)

17. Feb 27-Mar 13 FINAL EXAMINATION

Scheme of Work Sample Sample

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FACULTY : _____________________________________PROGRAM : _____________________________________COURSE CODE/COURSE : _______________________________TOPIC:_____________ DATE:_____________ TIME:_____________

INTENDED LEARNING OUTCOMES:At the end of the lesson, students should be able to :

INSTRUCTIONAL AIDSREFERENCES

Instructional Plan

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STAGE INSTRUCTIONAL ACIVITY

LEARNING ACTIVITY

Introduction (5 mins)

Development

Activity 1

Activity 2

Conclusion (5 mins)

Instructional Plan

INSTRUCTIONAL PROCEDURE

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FOLLOW-UP-ACTIVITY

SELF EVALUATION

Note : This format is intended as a guideline only. Please make appropriate charges to suit your instructional proposes.

Instructional Plan

Sample – Heat and WorkSample – Heat and Work

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CURRICULUM DEVELOPMENT

In developing a curriculum or a course we are faced with three major decisions or questions:

What to teach ? (Planning)

How to teach it ? (Implementation)

How to evaluate it ? (Evaluation)

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PLANNING

IDENTIFYING PHILOSOPHY AND MISSION

SETTING GOALS AND OBJECTIVES

DESIGNING CURRICULUM

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IMPLEMENTATION

IMPLEMENTING CURRICULUM

MANAGING RESOURCES

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EVALUATION

MAKING EVALUATIONS

REDESIGNING CURRICULUM

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SESSION 3 : CURRICULUM DEVELOPMENT

OBJECTIVES:OBJECTIVES:At the end of the session, participants should be able to:1. Describe and explain the four stages in the Tyler’s

model.2. Describe the Contemporary model of curriculum

development.

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THE TYLER’S MODEL OR OBJECTIVES MODEL (Ralph Tyler,1950)

Tyler’s model is considered as the most common model in the field of curriculum development.

The Tyler's Rationale

• What educational purposes should the school seek to attain?

• What educational experiences can be provided that are likely to attain these purposes?

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Tyler’s model is considered as the most common model in the field of curriculum development.

The Tyler's Rationale

3.How can these educational experiences be effectively organized?

4.How can we determine whether these purposes are being attained?

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The Tyler's Model

Steps 1. Stating objectives2. Selecting learning experiences3. Organizing learning experiences

4. Selecting evaluation methods

OBJECTIVES CONTENT METHOD EVALUATION

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OBJECTIVES

Formulate objectives1. Consider needs of learner, society, experts2. Objective Screened – in line with : the philosophy,

vision, goals and objectives3. Consider the psychology of the learner4. Precise and specific for assessment


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Sample of curriculum Aims/Objectives

What a graduate should know and be able to do on completion of the program?

To gain the degree the learner will have demonstrated

i)subject knowledge and understanding,

ii)cognitive skills

iii)discipline-related practical and professional skills

iv)key/transferable skills and other general skills specified in the leaning outcomes of modules within the program.

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Sample of curriculum Aims/Objectives (cont’d)

These outcomes will have been achieved by participation in lecture, tutorial and seminar programs, involvement in workshops, laboratory and other practically based activities and carrying out independent study.

Achievement of learning outcomes is assessed in a variety of ways which includes examinations, assessed coursework, written assignments, laboratory reports, oral and poster presentations, project reports, literature reviews, portfolio assessment.

What a graduate should know and be able to do on completion of the program?

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i. underpinning principles of inorganic, organic, physical and analytical chemistry

ii. options available in forensic, industrial, drug design and analytical and materials chemistry

iii. industrial, social and environmental context of chemistry iv. experimental design

Knowledge and understanding in the context of the subject

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safe handling of chemical materials synthesis and characterization of molecules obtain, record an evaluate chemical measurement the planning, design and execution of practical investigations safe and competent operation of standard chemical

equipment conduct risk assessments concerning the use of chemical

substances and laboratory procedures

Subject specific practical/professional skills

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i. demonstrate knowledge and understanding of essential facts, concepts, principles

ii. apply knowledge and understanding to the solution of problems

iii. evaluate, interpret and synthesize chemical information and data

iv. recognize and implement good measurement science and practice.

Bloom’s Cognitive skills

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Key/transferable skills

i. communicate effectively to a range of audiences by verbal, written and other means

ii. numerical and computational skills appropriate to scientists iii. information-retrieval skills iv. information-technology skills such as word-processing, spreadsheets, www,

databases v. ability to work effectively as part of a team vi. time-management and organizational skills vii. study skills needed for continuing professional development

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CONTENT

Course structure• Syllabus/course/subject• Learning experiences• Topics and sub-topics


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METHOD

• Organization• Principles of continuity• Principles of sequence• Principles of integration

• Instructional strategies• Teaching• Learning


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EVALUATION

Objectives attained• FormativeFormative for improvement• SummativeSummative for decision making


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THE CONTEMPORARY MODEL(FRAMEWORK FOR CURRICULUM DEVELOPMENT)

Identification and analysis of needs

Specification and formulation of objective

Selection and organization of contents, activities, learning experiences, etc.

Implementation

Evaluation

Feedback

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SESSION 4 : Instructional Strategies

Objectives:

At the end of the session, participants should be able to:

1. Define instructions and state the culture changes in education.

2. Define and state the purposes of learning outcome.

3. State the three conditions of a good instructional objectives.

4. Unite a general objective and specific objectives.

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SESSION 4 : Instructional Strategies

Objectives:

At the end of the session, participants should be able to:

5. State the advantages and the disadvantages of the lecture method

6. Prepare an instructional plan.

PTK 2003 - ReflectPTK 2003 - Reflect

““Learning is not a spectator sport. Students Learning is not a spectator sport. Students do not learn much just sitting in classes do not learn much just sitting in classes listening to teachers, memorizing listening to teachers, memorizing prepackaged assignments, and spitting out prepackaged assignments, and spitting out answers. They must talk about what they are answers. They must talk about what they are learning, write reflectively about it, relate it learning, write reflectively about it, relate it to past experiences, and apply it to their daily to past experiences, and apply it to their daily lives. They must make what they learn part of lives. They must make what they learn part of themselves.” themselves.”

-Source:"Implementing the Seven Principles: Technology as Lever" by Arthur W. Chickering and Stephen C. Ehrmann

PTK 2003 – Why Consider?PTK 2003 – Why Consider?

“Individuals can achieve excellence thru excellence thru Knowledge transferKnowledge transfer………”

UiTM’s Philosophy

PTK 2003--LearningPTK 2003--Learning

KnowledgeKnowledge

Not to be imparted or transferred

Depends on existing belief system

It is to be constructed

Brain is not a sponge

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What is INSTRUCTION ?

The process of presenting or implementing the curriculum content or plan.

The actual engagements of learners with planned learning opportunities (Saylor, 1981).

Instruction involves both teaching and learning:– a. various methods and strategies– b. teaching and learning styles and preferences.

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INSTRUCTIONAL OBJECTIVES

Well defined objectives are useful in :

-Defining the intents of an educational plan

-Helping teachers to plan steps or strategies necessary to achieve the plan

-Helping students to know what is expected of them at the end of the program

-Helping the teachers, administrators and society to assess the products of the system

Why need learning outcomes/objectives??Why need learning outcomes/objectives??

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CONDITIONS

Robert Mager (1962) suggested that objectives of learning need to be specific in terms of :

-What the learner will be able to do when he has mastered the objectives (using verbs that denote observable action).

-Under what conditions he will be able to do it (indicating correctness, speed, rate of response, etc.).

E.g.: Given an unfinished metal casting, be able to machine the surface according to the specification indicated on the attached drawing

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GENERAL AND SPECIFIC OBJECTIVES

Groundlund (1970) suggest writing objectives at two levels:

•General objectives

•Specific objectives

He suggest that we define general instructional objectives, each followed by a sample of specific behavioral outcomes which are representative of the general instructional objectives.

In such a scheme, teaching may be directed towards achievement of the general objectives.

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GENERAL AND SPECIFIC OBJECTIVES

x Have a good understanding of the microbial system

x Have a good knowledge of the relationship between physical and biochemical structures and the nutritional requirements

Avoid un-measurable objectives:

State the different types of microbial system

Explain the relationship between the physical and biochemical structures and the nutritional requirements

Measurable objectives:

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Instructional Methods

TYPES OF DELIVERY

Lectures, direct teaching Studio

Tutorials Role Plays

Case Studies Workshop

Brainstorm Fieldwork

Small group discussion

Laboratory Work

Advantages Disadvantages Preparation

Very specific learning targets.

Students are told reasons why content is important - helps to clarify lesson objective.

Relatively easy to measure student gains.

Can stifle teacher creativity.

Requires well-organized content preparation and good oral communication skills.

Steps must be followed in prescribed order.

Content must be organized in advance.

Types of Instruction-Direct Teaching


Is a widely accepted instructional method.

Good for teaching specific facts and basic skills.

May not be effective for higher-order thinking skills, depending on the knowledge base and skill of the teacher.

Teacher should have information about student prerequisites for the lesson.

Types of Instruction-Direct Teaching


Factual material is presented in a direct, logical manner.

May provide experiences that inspire

Useful for large groups.

Proficient oral skills are necessary.

Audience is often passive.

Learning is difficult to gauge.

Communication is one-way.

Not appropriate for children below grade 4.

There should be a clear introduction and summary.

Effectiveness related to time and scope of content.

Is always audience specific; often includes examples, anecdotes.

Types of Instruction-Lecture

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METHODS

CULTURE CHANGES IN EDUCATION

FROM - TO

Teaching - Learning

Teacher - Learner

Demarcation - FlexibilityFixed method - Continuouslyof learning improving methods

Memorizing skills - Analytical thinking skills

Rote learning - Joyful learning

Product - Process

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Quote

“It can be said unequivocally that good good teachingteaching is far more complex, difficult and complex, difficult and demanding than mediocre researchdemanding than mediocre research, which

may explain why professors try hard to professors try hard to avoid itavoid it.”

-Page Smith

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What makes good teaching very complex and difficult?? (from research findings)

everyone can learneveryone can learn and students do not all learn in the and students do not all learn in the same wayssame ways

knowledge is constructed, so uncover prior knowledge knowledge is constructed, so uncover prior knowledge and build on it.and build on it.

genuine understanding … or generative knowledge… genuine understanding … or generative knowledge… is a high priority, so continuity and connections in is a high priority, so continuity and connections in learning are emphasized;learning are emphasized;

students, as learners, are teachers; students, as learners, are teachers; teachers must also teachers must also be learnersbe learners;;

Myths about Teaching ©2001-2002 Judith Lloyd Yero Myths about Teaching ©2001-2002 Judith Lloyd Yero Teacher’s Mind Resources: http://www.TeachersMind.comTeacher’s Mind Resources: http://www.TeachersMind.com

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What makes good teaching very complex and difficult??

teaching is guided by the students’s strengths teaching is guided by the students’s strengths and interests;and interests;

self-reliance and independence of students is self-reliance and independence of students is the ultimate goal;the ultimate goal;

time must be spent teaching students how to time must be spent teaching students how to learn (learning about learning);learn (learning about learning);

learning requires risk taking and mistakeslearning requires risk taking and mistakes


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What makes good teaching very complex and difficult?? (Observation )

Students lack direction or sense of purposeStudents lack direction or sense of purpose Students need to be motivatedStudents need to be motivated Students need attention and approvalStudents need attention and approval Students have varied personalities and Students have varied personalities and

interestsinterests


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Quote

“The goal of intellectual education is not not how to repeat or retain ready-made truthshow to repeat or retain ready-made truths…

It is in learning to master the truth by learning to master the truth by oneself at the risk of losing a lot of time and oneself at the risk of losing a lot of time and going thru all the roundabout waysgoing thru all the roundabout ways that are

inherent in real activity.”

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)

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1. Students have different learning preferences

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28

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86

57

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0102030405060708090

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Active Visual Sensors Global

USA

DR JJ

Learning Views/The WallLearning Views/The Wall (We don’t need no education)

Domains of Information Handling:

Process: Active vs. Reflective

Understand: Sequential vs. Global

Input: Visual vs verbal

Perceive: Sensory vs intuition

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What makes good teaching very What makes good teaching very complex and difficult?? complex and difficult??

2. Students have different strength in different intelligences (Howard Gardner’s Multiples IQ)

Linguistic Intelligence:Logical-Mathematical Intelligence:Spatial Intelligence:Bodily Kinesthetic:Musical Intelligence:Interpersonal Intelligence:Intrapersonal Intelligence:Naturalist Intelligence:


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3. Students construct their own mental models (constructivist theory of learning)

4. Students lack the skills to organize their knowledge (knowledge is not connected and fragmented, use a concept map to organize knowledge)

5. Students don’t know how to ask questions and learn to be critical)

“Nothing in life is to be feared. It is only to be understood “

Marie Curie

Nobel Laureate

Physics 1903 ,Chemistry 1911

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Action Plan: Change

Change is inevitable Change is necessary To transform UiTM, we have to transform our

students! But first

Change is a shark in the ocean. Change never stops, never sleeps: it must always keep

moving. The good news is if you hate the way things are, they will change. The bad news is if you love the way things are, they are certain

to change as well. The only thing inevitable about life is change, not death. Change is

here to stay!

PTK 2003—Maximize LearningPTK 2003—Maximize Learning

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Quote

Author: Alvin TofflerSource: Lessons from the Art of Juggling; How to Achieve Your Full Potential in Business, Learning and Life by Michael Gelb and Tony Buzan

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

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How to Best Teach??

Distribution Function Principle:

No unique way to address the question :No unique way to address the question :

““What is the best way to teach a subject?”What is the best way to teach a subject?”

Our individual experiences (Our individual experiences (transmittalist transmittalist instructioninstruction) may have little relevance to how to ) may have little relevance to how to

best teach our students.best teach our students.

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SESSION 5: LECTURER PERSONALITY

At the end of the session, participant should beable to :1. Describe the personality / profile of a lecturer at

UiTM.2. List the qualities of an effective lecturer3. List and describe the three major roles and

responsibilities of a lecturer.

OBJECTIVES:OBJECTIVES:

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LECTURER PERSONALITY/PROFILE

KNOWLEDGE

SKILLS

ATTITUDE

LECTURERLECTURER

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SUBJECT MATTER Area of Expertise General Knowledge Research and Development

KNOWLEDGEKNOWLEDGE

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CURRICULUM AND SYLLABUS DESIGN

Curriculum Development Syllabus Design Scheme of Work Lesson Plan

KNOWLEDGEKNOWLEDGE

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EDUCATIONAL PSYCHOLOGY

Theories of Learning Growth and Development Learning Style / Preferences Motivation

KNOWLEDGEKNOWLEDGE

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SKILLSSKILLS

COMMUNICATION SKILLS Oral Written

PEDAGOGY / ANDRAGOGY Approaches, Methods and Techniques

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INSTRUCTIONAL MATERIALS

Preparation / Adaptation Selection Utilization Evaluation

SKILLSSKILLS

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EVALUATION

Testing, Measurement and Evaluation Test Construction and Evaluation Student Evaluation

SUPERVISION Thesis, Practicum, Practical, etc.

SKILLSSKILLS

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TEACHER PERSONALITY Roles and Responsibilities Positive Qualities Role Model

PUBLIC / COMMUNITY SERVICE

ATTITUDE

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Characteristics of an Effective Lecturer

The following is a list of characteristics of effective trainers identified by Karen Lawson (1998):

Put a tick next to those that describe you.

Knowledge of Subject Empathetic

Genuine Understanding

Well organized Sense of humor

Goal oriented Uses a variety of methods

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Strong presence; poise Warm; approachable Professional appearance Tactful Ability to relate content to Good voice quality participants' situations Enthusiastic Patient Good listener Flexible; spontaneous Positive Attitude Positive self-concept Participant centered Credible Honest and open Ability to relate to others Respectful of participants at all levels Emotional stability Objective Diagnostician Coach and counselor Articulate

Additional Characteristics :

Characteristics of an Effective Lecturer

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TEACHING / INSTRUCTION Teaching / Instructional Non-teaching duties

RESEARCH / SCHOLARLY ACTIVITIES

PUBLIC COMMUNITY SERVICE Within UiTM Outside UiTM

Roles and Responsibilities of a Lecturer

Conclusion

The task of the excellent teacher is to stimulate ‘apparently ordinary‘apparently ordinary”” people to unusual effortunusual effort. The tough problem istough problem is not in identifying winners: it is making winners out of ordinary making winners out of ordinary people.people.

K. Patricia Cross

email: email: [email protected]; [email protected]: Website: http://www5.uitm.edu.my/faculties/fsg/drjj1.hthttp://www5.uitm.edu.my/faculties/fsg/drjj1.htmlml

Applied Sciences Education Research Group (ASERG)

Faculty of Applied SciencesUniversiti Teknologi MARA

Voice: 019-355-1621

Curriculum, Instruction and Effective Teaching email: [email protected]...

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