T.J. Iskandar Bin Abd. AzizWeb Manager - Public Affairs Department

Lecturer - Graphics & Multimedia DepartmentCollege of Information Technology

Universiti Tenaga Nasional (UNITEN)tjiskandar@uniten.edu.my

PART IINTRODUCTION TO

PEDAGOGY

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Objectives

Upon completion of this session, you should be able to: understand the importance of learning beliefs describe three basic learning theories understand the basic terms and concept related to pedagogy and andragogy understand the taxonomies of educational objectives

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Your Learning Beliefs

Why is it important to know your own learning beliefs ?

Some examples : Learning is an active process of doing. Learning is a social process of collaborating with

others. Learning occurs when we make connections to our

experiences. Learning is a process of inquiry, of searching out and

exploring the questions that matter in our lives.

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Learning vs Teaching

Students preferentially take in and process information in different ways: by seeing and

hearing reflecting and acting reasoning logically

and intuitively analyzing and

visualizing memorizing

Teaching methods also vary. Some instructors : give lecture Show demonstration lead students to self-

discovery focus on principles

and concepts focus on applications emphasize memory

and understanding

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Behaviorism Cognitivism Constructivism

Learning isChange in overt behavior

due to conditioningProgramming of a new rule for

information processingPersonal discovery based

on insight

Types of learningDiscrimination,generalization,

association, chaining

Short term sensory storage,short term memory, long term

sensory storage, long termmemory

Problem solving

Instructionalstrategies

Present and provide forpractice and feedback

Plan for cognitive learningstrategies

Provide for active, self-regulating, reflective

learning

Media strategies Variety of traditional Media and CAI

Computer based instruction Responsive environment

Key concept Reinforcement Elaboration Intrinsic motivation

3 Basic Learning Theories

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Domains Of Knowledge

A conceptual tools that describe and label the achievement or ability of learner related to : the ability to do things (Psychomotor) the ability to think (Cognitive) the ability to feels (Affective) the ability to relate to others

(Interpersonal)Knowing what level, or what domain you aim for, will help you write your

instructional objectives, and develop your instruction effectively

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Perception & Learning Styles/Modality

People are not all alike and see the world differently, in a way that makes the most sense to them as individuals. This is called perception.

Human perceptions shape what we think how we make decisions how we define what’s important.

Our individual perception also determines our natural learning strengths, or learning style or modality.

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Please 'observe' this black-and-white image

• geographical location ???

• a mammalian coat (cow) ???

• a bearded man ???

• Apparently, what each person 'sees' (or 'observes') depends more on what is already stored in that person's brain. • This is what we called as perception• This suggests that learning from our environment (through our senses) is an active, rather than a passive, process.

•Anything else ???

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What is learning styles ?

We are not basically alike we do not all benefit from the same approach.

Each individual = own unique learning strengths and weaknesses.

Differences = complex combination of personality, mental processing, confidence, attitude, sensory intake processes, etc

Vital for instructor use variety of methods to reach different styles and modalities of learner.

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Howard Gardner's Theory of Multiple Intelligence

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Multiple Intelligence ???

Academic subjects = mostly linguistic and logical-linguistic and logical-mathematicalmathematical

What happened to the other skills ? Is an IQ result a good predictor of happiness, of

economic success, of success in relationships, of success in life? • Not really. In a modern society, of

course, linguistic and logical-linguistic and logical-mathematical ability are very importantmathematical ability are very important, but there are six other intelligences to look into. • Master all these intelligences = full brain power.

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What Is Pedagogy?

Greek word = “paidagogospaidagogos” paido(boy/childboy/child) +

agogos(leaderleader) Pedagogue = A school teacher; an

educator art or science of teaching (esp. for

children) the instruction in teaching methods any activities that impart knowledge

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Productive Pedagogies Framework

Higher-order thinking = Higher-order thinking = transformation of information and ideas.

This transformation occurs when students: combine facts and ideas Synthesize generalize Explain hypothesize or arrive at some

conclusion or interpretation.

Lower-order thinkingLower-order thinking = recite factual information or to employ rules and algorithms through repetitive routines.

Students are given pre-specified knowledge ranging from simple facts and information to more complex concepts.

Such knowledge is conveyed to students through a reading, work sheet, lecture or other direct instructional medium.

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Andragogy – modern theory of adult learning & training

Pedagogy – Traditionally applied to the teaching of children

Knowles' assumptions (on adult learners) The need to knowThe need to know — need to know why they need

to learn something before undertaking to learn it. Learner self-conceptLearner self-concept — need to be responsible

for their own decisions and to be treated as capable of self-direction

Andragogy : Malcolm Knowles

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Andragogy : Malcolm Knowles

Role of learners' experienceRole of learners' experience — have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.

Readiness to learnReadiness to learn — ready to learn those things they need to know in order to cope effectively with life situations.

Orientation to learningOrientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.

(Knowles 1990)

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Taxonomy of Educational Objectives

to provide a tool for classifying instructional objectives.

The Taxonomy is hierarchical hierarchical (levels increase in

difficulty /sophistication) Cumulative (each level builds on and

subsumes the ones below). Can be used to provide a basis for

assessment to ensure students progress to the highest level of understanding.

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Benjamin Bloom

1956 – He found that 95% of the test questions that the students have to answer involved recalling information.

The test was done to classify the levels of intellectual behavior, which is important in learning.

“Taxonomy” is known as a system of categorizing and organizing material and each level is subsumed by the higher levels.

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Bloom identified six levels in cognitive learning domain which is shown below:

Knowledge

Comprehension

Evaluation

Analysis

Application

Synthesis

ESAACK

Basic Level

High level

Medium Level

Taxonomy of Educational Objectives

Domain 1 : Cognitive

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Each level in cognitive learning are described below:-

Taxonomy Level Active Verbs Examples/Related Activities

1. Knowledge

The ability to recall or recognize content in a form virtually identical to the form in which it was presented.

Tell, Describe, Name, Recall, Choose, List, Define, Identify, Relate, State, Remember, Report, Recognize, Match, Memorize, Reproduce, Label

Define a vocabulary word. Who, What, Where, When Identify the main parts of . Recall the names of five explorers of the New World.

2. Comprehension/ Understanding

the ability to grasp the meaning of information.

Show, Explain, Summarize, Find, Review, Interpret, Restate, Translate, Describe, Paraphrase, Change, Give the main idea, Give examples, Convert

Write a summary of the story. Describe different kinds of bicycles. Explain the importance of knowing about? Review a magazine or newspaper article and tell the class about it.

Taxonomy of Educational Objectives

Domain 1 : Cognitive

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Taxonomy Level Active Verbs Examples/Related Activities

3.  Application

- The ability to use learning in a new and unique situation without a prompt.

Apply, Solve, Illustrate, Paint, Use, Put in order, Practice, Show, Draw, Solve, Employ, Demonstrate, Prepare, Report, Collect, Act out, Construct, Relate, Record

Make a model, puzzle, diorama, map, diagram, or picture of . . . Sculpture, dramatize, paint, or sketch a scene from a favorite book or movie.

4. Analysis

- The ability to break down material into its component parts and identify the relationship of the parts to each other and the whole.

Compare/Contrast, Survey, Dissect, Outline, Classify, Investigate, Detect, Separate, Same/Different, Arrange, Distinguish, Categorize, Differentiate, Calculate, Research,

Design a diagram, graph, chart, questionnaire, or survey using information you have collected on a topic. Make a time line of a book or time period.

Taxonomy of Educational Objectives

Domain 1 : Cognitive

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Taxonomy Level Active Verbs Examples/Related Activities

5. Synthesis

- Putting together the parts in order to create something that is new or different the learner.

Imagine, Create, Predict, Construct, Improve, Pretend, Invent, Organize, Design, Suppose, What if, Compose, Plan, Modify, Produce, Change, Forecast, Hypothesize, Derive, Devise, Reconstruct

Draw a cartoon. Make a recipe. Make a formula or solution for . . . Compose a song. Create a TV/Radio show. Write a commercial.Create a game.

6. Evaluation

- The ability to arrive at a valid conclusion or make a judgment based upon criteria that the learner uses to justify the conclusion or judgment.

Judge, Debate, Solve, Verify, Justify, Support, Select/Choose, Recommend, Decide, Appraise, Argue, Validate, Rate, Measure, Estimate, Evaluate, Assess, Criticize, Defend, Dispute

Form a panel and have a debate.Conduct a survey & report the results.Write an editorial for a newspaper.Critique a movie, book, or play.Conduct a court trial.Write a self-evaluation of your learning.

Taxonomy of Educational Objectives

Domain 1 : Cognitive

Test Plan With Bloom’s TaxonomyTest Plan With Bloom’s TaxonomyCOIT-S2-0506-Test Plan

Course : CGMB 324 : Multimedia System Design Created By : T.J.Iskandar Bin Abd Aziz

Exam : FinalSemester : Sem 1, 2007/2008

Topics Knowledge Comprehension Application Analysis Synthesis Evaluation

1.      Topic 1 3 3

2.      Topic 23 6 9

3.      Topic 3 3 5 8

4.      Topic 4 6 4 4 14

5.      Topic 5 5 5 6 9 25

6.      Topic 6 3 6 4 9 22

7.      Topic 7 4 4 5 6 19

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17 16 10 13 16 28 100

10043% 57%

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The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets.

Affective Domain - important if the teaching purpose is to change attitudes/behavior rather than to transmit/process information Receiving. Responding. Valuing. Organization. Characterization by a Value

Taxonomy of Educational Objectives

Domain 2 : Affective

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Areas - manipulative skills required in business training Reflex movements Basic-fundamental movements. Perceptual abilities. Physical abilities. Skilled movements. Non-discursive communication. Sample objectives:

writes smoothly and legibly accurately reproduces a picture, map, etc operates a [machine] skillfully plays the piano skillfully; demonstrates correct swimming form

Taxonomy of Educational Objectives

Domain 3 : Psychomotor