Download - Concept of Pedagogy-1
THE LEARNING PYRAMID
Lecture
Reading
Audio Visual
Demonstration
Discussion Group
Practice by Doing
Teach others/Immediate Use
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If you listen
If you see
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If you say
If you say and do
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Level of Memory
Philips, P.J. (1950)
Taste
Touch
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Visual
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Stimuli
TELL ME AND I’LL LISTENTELL ME AND I’LL LISTEN
SHOW ME AND I’LL UNDERSTANDSHOW ME AND I’LL UNDERSTAND
INVOLVE ME AND I’LL LEARNINVOLVE ME AND I’LL LEARN
I LISTEN THEN I FORGETI LISTEN THEN I FORGET
I SEE THEN I REMEMBERI SEE THEN I REMEMBER
I DO THEN I UNDERSTANDI DO THEN I UNDERSTAND
The Classic Five-Minute Washroom The Classic Five-Minute Washroom Control TechniqueControl Technique
Problem 1:
Most students who ask to leave the class to use the washroom facilities genuinely do need to; however, there are a few students who ask to go to the washroom who do not need to go at all. They are either trying to avoid in-class work or they want to fool around in the hall or washroom.You, as a lecturer, are in doubt bind situation here. You have no way of telling whether a student really needs to go or not. To deny a request for washroom privileges could spell disaster as you well know and by the same token to let a student wander the halls avoiding work is also wrong. How do you stop or prevent abuse of washroom privileges while allowing for genuine needs in this area?
The Stick JarThe Stick Jar Problem 2 You want to keep all students on their toes. This
is perhaps the hardest task for all of us in the area of teaching. We want our audiences to pay attention to us one hundred percent of the time because we give one hundred percent effort in our presentations.How can we keep students’ attention at a high level?
WHY TEACHING ?WHY TEACHING ?
Change the behavior and character of students through the acquisition of knowledge and belief.
Thomas F.Green (1970s)
TEACHING CONCEPTTEACHING CONCEPT
Knowledge&
Skill
Planning
Organizing
Implementing
Facilitating
Assessing
TEACHING CONCEPTTEACHING CONCEPT
Four Groups of Ideology:
1. Behaviorists – Parlov, Thondike, Skinner
- learning is a change of behavior
stimulus vs response
2. Cognitive – Kohler, Bruner, Gagne, Ausubel, Piaget - Focus on mental ability
3. Social – Neobehavior
The combination of behavior and cognitive
Teaching through modeling. Learning
through observation
4. Humanist – Students’ learning depends on
their feeling and emotion. Therefore
teaching strategy must follow the development of students’ emotion
Training Through
Conditioning
Instructing throughIndoctrination
MentalIntelligence
Propagating
PhysicalPunishment
Threat
MEANING OF TEACHINGMEANING OF TEACHING
• Must create student’s interests
• Facilitate them
• Help them to solve problems
• Provide learning materials
• Increase student’s ability to derive skills
• Guide them towards positive learning attitudes
MEANING OF TEACHINGMEANING OF TEACHING
• Process – Systematic planning, implementing, assessment
• Communication/Interaction• Science – Teaching based on theory
given by educational expertise - systematic
• Arts – Apply teaching strategy appropriately.
TEACHING MODELTEACHING MODEL
Learning and teaching theories are formulated by educationists to form teaching model
Expository Teaching Model:
-Direct explanation, narration or demonstration-Students listen until they understand and then they record
Inquiry Teaching Model:
Contain questionnaire and procedure to derive answerand make conclusion from proposed questions.
Types of Inquiry Model
1. Scientific2. Social3. Juris-Prudential4. Suchman’s
Teacher Students
Conversation
Plan – Introduction – Discussion – Wind-up - Conclusion
Discussion Model:
• What to learn?• Why it should be learned?• How it can be learned?
Strategy:• Socratic – a series of questions to clarify the ideas• Didactic – Dialogue, seminar, debate or forum
Academic Discussion:
CONCEPT OF PEDAGOGYCONCEPT OF PEDAGOGY
• Pedagogy (ped-a-go-je) means the arts and science of educating children
• Came from the word pedagogue (Greek)
which means a tutor or talented educator who is able to teach efficiently.
• Pedagogy is an art of teaching that involves
the use of methods and technique of teaching
Individual differences
Interest
Talent
IQ
Pedagogy
Methods &Techniques
WHY PEDAGOGY?WHY PEDAGOGY?
• Select appropriate methods and techniques• Select suitable teaching aids• Encourage student-centered approach• Active participation from students• Attractive set induction• Variation of methods• Understand the importance of formative
evaluation• Incentive, appreciation and empathy rather than
punishment, critics and penalty.
INDUCTIVE APPROACHINDUCTIVE APPROACH
Concept
It is the process of collecting and interpreting informationthen make generalization or conclusion
Method
Suitable for all subjects especially technical subjectswhich always involved inquiry-discovery method.
The principles of using inductive approach
1. At the beginning of TL process, a teacher should provide examples to enable students to make conclusions. It must be followed by questions to help students to draw conclusion 2. Do not explain the content related to the conclusion. But guide them so that they can draw conclusion themselves
DEDUCTIVE APPROACHDEDUCTIVE APPROACH
Concept
The use of conclusions, theorem, laws, principles or regulations and apply it to a specific example. Sometimes these are used to make a new conclusion
Method
• Required in-depth understanding and able to summarize principles, theorem, laws, regulations etc and apply to specific examples
• Students are guided to create a new formulation
Aims of deductive approach Aims of deductive approach
• Problem solving
• To create a new generalization
• To proof hypothesis
INTEGRATIONINTEGRATION
The absorption of various kinds of skills in one teaching event. It is not a mere integration of languages,
but also an integration of skills from various subjects/disciplines.
The Characteristics of IntegrationThe Characteristics of Integration
• It is the integration of skills within single subject or a number of subjects
• Integration occurs holistically
• There is one focus skill
Implementing IntegrationImplementing Integration
• Identify the main skill then followed by ‘the by-side skills’
• Focused skill should be emphasized in the TL process – development stage
• This strategy must be planned based on lesson objectives, performance and the ability of students
• Proper/systematic plan aims to achieve the goal• In education, strategy means the ability to select
suitable approach in teaching by means of using appropriate methods and techniques
Concept of StrategyConcept of Strategy
CRITERIA FOR SELECTING CRITERIA FOR SELECTING T-L STRATEGY T-L STRATEGY
• Refer to the subject that will be taught• Based on the objective of the lesson ex. Discussion (domain cognitive)• Based on students’ capability ex. Homogenous – heterogeneous• Types of lesson activities ex. Looking for decision – questioning tech
• Selecting methods and techniques
based on teaching approach• Arrange methods and techniques
systematically• Distribute materials and organize time
wisely• Class management
SELECTING T-L STRATEGY SELECTING T-L STRATEGY
Consider two factors:
• Classroom environment
• Teaching-learning activities
SELECTING T-L STRATEGY SELECTING T-L STRATEGY
• Teacher-Centered
• Material-Centered
• Student-Centered
Teacher-Centered Teacher-Centered
• A teacher controls the class
• One-way approach - demo, lecture, story telling, group teaching
Characteristics of Teacher-CenteredCharacteristics of Teacher-Centered
• In TL activities, a teacher plays an important role – students as spectators
• One way communication – students as listeners
• Autocratic
• The teaching strategy mainly to achieve teachers’ objectives
Characteristics of Teacher-CenteredCharacteristics of Teacher-Centered
• Exclude human value and emotional development
• Prime concern is given to students achievement through tests and examination
• Memorization rather than interpretation• No student interactions – poor
interpersonal/social value• Students’ ability and interest are not a prime
concern
Material-Centered Material-Centered
• Two types of materials – Teaching materials and learning materials
• Teaching materials – chart, model, picture, slide, recorder, TV, projector etc
• Learning materials – books, printed matter, equipment, computer etc
• Self access• Entitles for both teacher and student centered
Characteristics of Material-CenteredCharacteristics of Material-Centered
• As a teaching aid in TL process• As a platform to develop communication and
interaction between teacher and student as well as teacher or student and material
• Using material needs skill in order to achieve maximum objective
• As a helper during teacher’s absence• As an attraction
Student-Centered Student-Centered
• Students actively participate in the learning process
• In a classroom teacher as facilitator• Time is always allocated for learning
activities• Two-way approach – group, discussion,
problem solving, simulation, role play, brain storming etc.
Characteristics of Student-CenteredCharacteristics of Student-Centered
• Students play important role whilst a teacher as a facilitator
• A two-way approach – questioning method invites students respond
• Democratic • TL aims to achieve students learning objectives• Develop students’ interpersonal skills through
learning activities – initiative and creative • Teaching strategy considers student differences
Selecting Methods & TechniquesSelecting Methods & Techniques
• Contents• Time• Teaching aids/materials• Students’ psychology• Students’ maturity• Facilities• Teaching approach & strategy• Objective• Etc
Teaching Methods
• Class• Group• Individual• Inquiry-discovery• Project• Problem-solving
Teaching Techniques
• Story Telling • Lecture• Facilitation• Discussion• Questioning• Demonstration• Role Play• Games• Simulation• Etc
T-L STRATEGY IN SMART PEDAGOGYT-L STRATEGY IN SMART PEDAGOGY
• Facilitation
• Student-Centered
• Material-Centered
• Mastery - individualized
• Collaborative
Self-PacedSelf-Access
Mastery Self-Directed
Individual SmartLearning
Mastery LearningMastery Learning
• Focused• Quality of teaching• Enough time• Mastery through sub-unit/program• Assessment – feedback
- correction
- congruent (test what they
have learnt)
Mastery LearningMastery Learning
Steps to carry out ability test
- Identify aspects to be tested
- Ascertain degree of proficiency
- Appropriate measuring instrument
- Administer test
- Evaluate students’ response
- Prepare report
Self-Paced Learning Self-Paced Learning
• Use of module and learning packages
• Use of program where step of knowledge is developed
• Audio-tutorial
• “Keller Plan” text books which provide levels of achievement using questions
• Use of computer
Self-Access LearningSelf-Access Learning
• No direct control from teachers
• Learning materials are provided and are lodged at the place called Self-Access Center
Self-Directed LearningSelf-Directed Learning
• Students feel to improve themselves – initiative
• Need commitment
SMART T-L STRATEGYSMART T-L STRATEGY
Learning Strategy
Directive
Collaborative
Metacognitive
GenerativeOutside Context
Observational
Mediative
Directive
• Ask students to practice, mastery
Observation
• Learning through observation
Mediative
• Students are assisted in learning on how to apply knowledge in solving problem
• Use reasoning, guidance and discussion
Outside Context
•Learning based on practice, seminar and doing their own project
Generative
•Students are guided on how to behave in certain situation using their differences in ability
•Use of various techniques in teaching suitable with students’ differences in ability
Meta Cognitive
•Thinking of higher level. Its main function is to plan, direct, control, examine and evaluate all cognitive thinking processes, covering critical and creative thinking, so as to make appropriate decision to solve problems
Collaborative
•Help students to develop interpersonal skill in carrying out the tasks
Teacher’s Ability ModelTeacher’s Ability Model
Organizing Ability
CommunicationAbility
Expressive Ability
CognitiveAbility
TeachingAbility
CreativeAbility
TeachingSkills
Method of TeachingMethod of Teaching
• The method of teaching includes a series of action or steps taken by a teacher to achieve a certain teaching and learning objectives
“Method of teaching is an organization and application of teaching technique, teaching materials, teaching aids and supplementary material by the teacher, with the aim of achieving the teaching and learning objective”
Clark, L.H & Starr, I.S (1970s)
Technique of TeachingTechnique of Teaching
• Teaching technique is considered an important element in the method of teaching. The success of achieving teaching and learning objective depends, to a large extent, on the current application of the teaching technique
Technique of TeachingTechnique of Teaching
“Teaching technique refers to a certain trap, strategy, or skill which is used by teachers to achieve teaching and learning objective optimally”
Anthony, E.M (1963)
FACILITATIONFACILITATION
• A process which activate a certain learning activity so that it can be carried out smoothly without hindrance.
• Facilitation skill is actually a lecturers’ successful effort in motivating his students to learn, guiding them to carry out learning activities efficiently, encouraging them to involve themselves actively in learning activities and smoothing all learning process continuously without any interference or half-way interruption.
FACILITATIONFACILITATION
• Most suitable technique for group activity such as discussion, debate, seminar, forum, brainstorming, buzz session and other student-centered approach
Seven Habits of Effective FacilitatorSeven Habits of Effective Facilitator
1. Be proactive – must know faci techniques
2. Begin with the end in mind – leadership habit. Each w/shop must have mission statement (objectives).
3. Put first thing first:
Quadrant – Dr Stephen R. CoveyQuadrant – Dr Stephen R. Covey
Quadrant 2
Not Urgent
and
Important
Quadrant 1
Urgent
and
Important
Quadrant 4
Not Urgent
and
Not Important
Quadrant 3
Urgent
and
Not Important
Crisis quadrant/problem Critical issues that potentially delaythe project
Time wastersUrgent to others butNot the project team
Time wastersNot urgent and notImportant to anyone
Should focusmost
4. Think win/win
5. Seek first to understand – listen until you understand
6. Synergize – cooperate creatively
7. Renewal – self maintenance habit
Click for more onFacilitation skills
Characteristics of Effective Facilitator Characteristics of Effective Facilitator
FacilitationTechniques
Reflecting
Focusing
Thematizing
Challenging
Disclosing
Goal Setting
Trialing
Attending
SCORING KEY
Dimension Item Responses Item Responses Dimension Score
a b c a b c
Centrality 1 +2 +1 -1 11 +2 +1 -1 ………
Integration 2 +1 -1 +2 12 -1 +2 +1 ………
Initiative 3 -1 +1 +2 13 -1 +2 +1 ………
Creativity 4 +1 +2 -1 14 +1 +2 -1 ………
Connections 5 -1 +2 +1 15 +2 +1 -1 ………
Help 6 +1 +2 -1 16 -1 +2 +1 ………
Wider Value 7 -1 +2 +1 17 +1 +2 -1 ………
Influence 8 +1 -1 +2 18 +2 +1 -1 ………
Development 9 +1 -1 +2 19 +2 +1 -1 ………
Problems 10 -1 +2 +1 20 +1 -1 +2 ………
Total ………….
Role effectiveness index = Total score + 20
60X 100 = %
DISCUSSIONDISCUSSION
• Involve lecturer and students or among students in small group
• Exchange idea or opinion/information – sometimes under the guidance of a lecturer
• Enable students to compare, analyze, interpret various ideas, learn from each other and adopt the best for self-improvement
Principles of DiscussionPrinciples of Discussion
• Selection of discussion topic
- experience, ability, interest
- avoid sensitive issues
- suitable to topic and time allocated
• Clear the aim of discussion
• Chairman and secretary should be selected
Principles of DiscussionPrinciples of Discussion
• Comply with the rule of discussion
• Lecturer is only a facilitator
• Record the necessary points
• Allow time for comment by a lecturer
Two Forms of Discussion:
• Class discussion – facilitate by a lecturer
• Group discussion or buzz session – led by student elected under the supervision of a lecturer
DEMONSTRATIONDEMONSTRATION
Require lecturer’s skill to show the way or steps to perform a certain activity in the class
Principles of DemonstrationPrinciples of Demonstration
Before
• Determine objective and content of demo
• Prepare equipment and apparatus
• Ensure all students can observe / listen
• Beware of safety measures
Principles of DemonstrationPrinciples of Demonstration
During
• Face students during demonstration
• Repeat the steps until students fully understood
• Encourage student to repeat if time permits
Principles of DemonstrationPrinciples of Demonstration
After
• Discuss the important parts
• Strengthening activity
PROBLEM-SOLVINGPROBLEM-SOLVING
• Students use their prior knowledge, experience, skill to solve the arisen problem
• Lecturer to guide students to identify the characteristics of the problem, recollect past experience, to select suitable strategy to carry out problem solving activities
Principles of PSPrinciples of PS
• Give students problematic types of questions as soon as they have acquired the relevant knowledge or skill
• Problem should be set according to their ability• Lecturer should guide students to understand
and identify the problem before the process of PS begins
• Open to multiple ways of PS• Avoid from teaching them directly. All thinking
process should be carried out by students
Dewey’s PS ModelDewey’s PS Model
To identifythe problem
To look forclues/info
To set uphypothesis
To test thehypothesis
To evaluate andrecord
Find conclusion
Polya’s PS ModelPolya’s PS Model
Preliminary stage
Strategyplanning
Strategyimplementation
Checkinganswers
Diagrammaticapproach
Analogyapproach
Lester’s PS ModelLester’s PS Model
Awareness ofthe problem
Understandingof the problem
Objectiveanalysis
Planning ofstrategies
ImplementationOf strategies
Procedures and evaluationof the solution
- analysis approach- deduction approach
GROUP TEACHINGGROUP TEACHING
• Similar ability – maths & language skills
(remedial & enrichment)
• Mixed ability – brainstorming, experiment,
project, games, quiz
Principles of Group TeachingPrinciples of Group Teaching
• Pre-assessment
• Appoint leader – assist lecturer and members
• Arrangement of chairs
• Clear instruction should be given before start with group activities
• Prepare required learning materials
Principles of Group TeachingPrinciples of Group Teaching
• Students are aloud to move around within their own group
• Change of members between groups should be done from time to time based on current performance
• Lecturer to supervise
• Conclude with discussion
SIMULATIONSIMULATION
Occur in a controlled condition and purposely created to resemble to actual situation with the aim to carry out teaching to serve certain problem
Three TypesThree Types
• Socio drama
• Role play
• Use of simulator
PROJECTPROJECT
• Learning through games, practical work, experiment, project, visit and other outdoor activities.
• Full interest because student learns in actual situations.
• Must mastered certain related skills • Develop potential physically and socially.• Individually or group activity.
Some ConsiderationSome Consideration
• Be specific of the project objective.
• Prepare material / instrument.
• Plan activities.
Types of ProjectTypes of Project
• Research• Handicraft• Educational visit
BEFORE- Identify place- Permission
-Arrange transport - Briefing
- Preparation
DURING
- Divide group- Participation
- Safety measures
AFTER
- Report
TEAM TEACHINGTEAM TEACHING
• Introduced in USA in 1956.• A group of teachers specializing in various subject.
• Team teaching covers 3 stages.
1. Teach large group 80 – 320 students.2. Teaching-learning for smaller group.3. Learning activities conducted individually.
Senior teacher Teacher Teacher trainee Tutor Technician / Lab / Lib officers
ConditionsConditions
• Physical facilities – lecture hall / theatre, classroom, laboratory, resource centre
- well equipped. • Time table – flexible.• Lecturers cooperation and staffs support.• Division of time for teaching-learning.
e.g. large class teaching act – 40%
small group act – 20%individual learning act – 40%
ImplementationImplementation
Senior lecturer - Specialist
Lecturer – Tutor
Large classroom
Tutor – Engineer Teacher
Small class
Supervise learning activities Assess coursework / script
Resource – Officers / Laboratory assistant
Librarian
Prepare equipment, laboratory, classroom
Supply materials for individual learning
ORGANIZING PRACTICAL ANDORGANIZING PRACTICAL AND LAB-BASED TEACHING-LEARNING LAB-BASED TEACHING-LEARNING
WHY PRACTICAL OR LAB TEACHING?WHY PRACTICAL OR LAB TEACHING?
• Train and develop manipulative skills• Problem-solving through practical works• To brief understanding in terms of concept and theory• To try out/to transform theoretical into real project• To enhance interest about the lesson• To search facts• To develop social skills• To expose real materials to students
STEPS FOR DOING PRACTICAL/LAB TEACHINGSTEPS FOR DOING PRACTICAL/LAB TEACHING
• Create instruction orally • Do not assume students understand as we do• Clarify the steps• Need to assess own skills• Prepare lab/workshop – conducive, safe• Begin demo (if necessary)• Start work• Lecturer facilitate• Assess the project
Planning Lab SessionPlanning Lab Session
• Store room
• Location of first aid
• Basic first aid rules
• Procedure for getting emergency assistance
ActivityActivity
• Create Safety Rules for your lab
PIE PIE
Plan
ImplementEvaluate
What you are going to do
What you have plannedWhat you have done
LAB TEACHING
Good Lab Teaching PracticeGood Lab Teaching Practice
• Objective of lab teaching – Students will get deeper understanding
• Need close communication between lab assistant and the lecturer in charge
PlanningPlanning
• What project?
• What theory related to project?
• How to organize cooperative study in the lab?
• What equipment used?
Group WorkGroup Work
• Projects are conducive to group learning
• Divide students into groups of 2 or 4 (depends on class size and quantity of equipment)
EquipmentEquipment
• Suitable for the project – neither so complex nor so rudimentary
• A fancy, expensive – distract students attention
• Antiquate instrument ‘dry labbing’ the results
• Suitable illuminate experience
ReviewingReviewing
• Rehearsing the procedure• Review the results• To avoid problem:
- Prepare lab assignment at least 1
week before and
- Try it out (lab assistant or JP)• Lab schedule should include time for the lecturer
or JP to review the results with the class – class discussion
Preparing LabPreparing Lab
• Preview texts and lab manuals used in the lab – meeting required
• Find out where supplies are stored and who orders course materials
• Give students the laboratory and safety rules in writing and verbally and enforce them
• Test all equipment
For Each Class Meeting For Each Class Meeting
• Know the material thoroughly
• Compare the content of your lab to the lecture – what information to enforce what to omit
• Know how to cope with equipment breakdown
• Complete demonstration
• Materials required are in the right amount
• Prepare lab notes, outlines, diagrams, and other necessary handouts
• Write those on board/slides before class
In The LabIn The Lab
• Short quiz (5-10minutes) at the beginning of the lab – inspire punctuality and focus on the lab
• Lecturing: What you will be doing
How it fits into past and future work What the students should learn
- Announce the day’s project- Explain the task – demo or show samples- Furnish information with handouts
• Supervising students’ work
- Make yourself available- Build rapport- Be around- Watch signs of students having difficulties:
Frustrated noisesConfused expressionsFlipping of text or lab manual pages
- Interrupt the entire class only when find many students in the same predicament
- Rephrase a student’s question before answering
• Summarizing
- Reviewing what students have learned
• Visual Aids
- Vary your presentation
- Assist students who best learn visually