Learning Innovations & Instructional Leadership 08/05/2012 Copyright DR JJ, ASERG, UiTM, Shah Alam 1 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 “ When I really understand something, When I really understand something, it is as if I had discovered it myself it is as if I had discovered it myself “ Journey ourney towards Enrichment nrichment and Balance alance utilizing Arts and Sciences rts and Sciences in Teaching & Learning eaching & Learning Richard Feynman, Physicist & Nobel laureate in 1965 (Quantum Electrodynamics) J ourney ourney towards Enrichment & nrichment & Balance alance utilizing utilizing Arts rts & & sciences sciences of of Teaching eaching & & Learning Learning Dr Dr JJ JJ’s Teaching Philosophy Teaching Philosophy 5/8/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 email: [email protected], [email protected]; [email protected]. Website: http://drjj.uitm.edu.my ; HP#:+60193551621 Dr JJ was conferred the coveted & prestigious (HE) 2010 AAN Science Teaching Award, Oct 10 th , 2011 ACADEMIC CONFERENCE, UNIVERSITI TEKNOLOGI ACADEMIC CONFERENCE, UNIVERSITI TEKNOLOGI MARA, KUALA PILAH CAMPUS MARA, KUALA PILAH CAMPUS KEYNOTE SPEAKER KEYNOTE SPEAKER Jaafar Jaafar Jantan Jantan aka Dr JJ. May 8 aka Dr JJ. May 8 th th , 2012 , 2012 Howard Gardner Edward DeBono Edward DeBono Koïchiro Matsuura Director General of UNESCO 1999-2009 This presentation is available on my website: AKEPT-Acad. Leadership- 2011 (ppt-pdf)
““When I really understand something, When I really understand something, it is as if I had discovered it myself it is as if I had discovered it myself ““
JJourneyourney towards
EEnrichmentnrichment and
BBalancealance utilizing
AArts and Sciencesrts and Sciences in
TTeaching & Learningeaching & Learning
Richard Feynman, Physicist & Nobel laureate in 1965 (Quantum Electrodynamics)
JJourney ourney towards EEnrichment & nrichment & BBalance alance utilizingutilizing
AArts rts & & sciences sciences of of TTeaching eaching & & LearningLearning
Dr Dr JJJJ ’’ss Teaching PhilosophyTeaching Philosophy
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"If a child can"If a child can’’t learn the way we teach, maybe we should t learn the way we teach, maybe we should
teach the way they learn."teach the way they learn." Ignacio ‘Nacho’ Estrada
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Upon completion of this keynote address, you will be able to
ReflectReflect on your own practices in on your own practices in TLAsTLAs and propose Innovation and propose Innovation strategies to facilitate learnersstrategies to facilitate learners ’’ holistic growth in & out of the holistic growth in & out of the classroom.. classroom..
Your Task (should you choose to accept)Your Task (should you choose to accept) : Write a letter to an individual of : Write a letter to an individual of your choice describing your existing instructional approaches anyour choice describing your existing instructional approaches an d explain d explain your proposed innovation/s in fostering/producing l earning.your proposed innovation/s in fostering/producing l earning.
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TeacherStudents
Outcomes & Content
Setting
Can there be teaching without students? Can there be teaching when there are students, but no teacher? Can there be LEARNINGLEARNING when there are students, but no teacher? Can there be teaching without a subject?
Teaching involves a teacher and a student Teaching involves a teacher and a student interacting over a subject in a setting. interacting over a subject in a setting.
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Source: Project Report: Developing a Bartlett Strategy for Innovative Learninghttp://www.ucl.ac.uk/calt-extra/secondments/reports/%23BAR-2%2C%20Louie%20Sieh%20-%20final%20report3.pdf. Accessed Mar 28th, 2012.
‘‘ InnovationInnovation ’ is defined in the Concise Oxford Dictionary as the
bringing in of bringing in of ““ new methods, ideas, etcnew methods, ideas, etc ”” . To . To innovate simply means to innovate simply means to ““ make changesmake changes ”” .
“ Innovative learning is a deliberate change in a Innovative learning is a deliberate change in a positive direction that originates from those positive direction that originates from those directly involved in the act of learning or directly involved in the act of learning or teachingteaching ”” .
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The TWSIA committee defines an innovative course or educational
experience as one that, by design, engages and challenges design, engages and challenges studentsstudents , resulting in greater student interest, a resulting in greater student interest, a deeper level of understanding and/or a lasting chan ge deeper level of understanding and/or a lasting chan ge in the students' perception of an issue or topicin the students' perception of an issue or topic .The innovative method, practice or strategy used ma y not be new in the
world, but its implementation may be out of the ordinary its implementation may be out of the ordinary in your field of practice or new to youin your field of practice or new to you . It is more than simply
using new technologies; rather it is an approach to teaching and learning that results in a much-enhanced, even transformative, educational experience for students .
Source: SAKAI project. TWSIA 2011 Definition of Innovation.https://confluence.sakaiproject.org/display/PED/TWSIA+2011+Definition+of+Innovation. Accessed March 28th, 2012
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Steve Jobs,Steve Jobs, remembered fondly remembered fondly todaytoday for the many ways in which he changed the world, was more an was more an innovatorinnovator than an inventor. He did not He did not create the firstcreate the first --ever personal ever personal computer, or the first digital music computer, or the first digital music player, or the player, or the cellphonecellphone ---- but he took but he took each and honed it, made it each and honed it, made it accessible, useful, reliable and very, accessible, useful, reliable and very, very coolvery cool
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'If we always do what we've always done, we will If we always do what we've always done, we will
get what we've always gotget what we've always got.' Adam Urbanski
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Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007
11stst class Mentality Human class Mentality Human Capitals: Thinkers, visionary Capitals: Thinkers, visionary leaders, intellectuals, leaders, intellectuals, committed, confident, riskcommitted, confident, risk --takerstakers
33rdrd class Mentality Human class Mentality Human Capitals: Having Potential to Capitals: Having Potential to change, think seriously, willing change, think seriously, willing to accept challenges, begin to to accept challenges, begin to reflect onereflect one ’’s abilitiess abilities
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Source: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learning Compiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble
Knowledge:Student participation:Role of professor:Role of Assessment:Emphasis:Assessment methodAcademic culture:
Domain:
Constructed by studentsActiveFacilitator/learning partnerMany tests—for ongoing feedbackDeveloping deeper understandingMultidimensional productsCollaborative and supportive
Transmitted by instructor PassiveLeader/authorityFew tests—mainly for gradingLearning correct answersUnidimensional testingIndividualistic and competitive
Learner-centeredTeacher-centered
Teacher-centered versus Learner-centered (from Huba & Freed (2000).
• Experts notice features and meaningful patterns of information that are not noticed by novices.
• Experts have acquired a great deal of content knowledge that is organized, and content knowledge that is organized, and their organization of information reflects a deep u nderstanding their organization of information reflects a deep u nderstanding of the subject of the subject mattermatter .
•• Experts' knowledge cannot be reduced to sets of iso lated facts oExperts' knowledge cannot be reduced to sets of iso lated facts o r propositions r propositions but, instead, reflects contexts of applicability, i .e., it is ''but, instead, reflects contexts of applicability, i .e., it is '' conditionalizedconditionalized ." ."
•• Experts are able to retrieve important aspects of t heir knowledgExperts are able to retrieve important aspects of t heir knowledg e with little e with little attentionalattentional efforteffort .
•• Though experts know their disciplines thoroughly, t his does not Though experts know their disciplines thoroughly, t his does not guarantee that guarantee that they are able to instruct others about the topicthey are able to instruct others about the topic .
• Experts have varying levels of flexibility in their approaches to new situations.
Five Themes that Changed Conceptions of Learning. S ummary of theFive Themes that Changed Conceptions of Learning. S ummary of the book book ““ HOW PEOPLE LEARNHOW PEOPLE LEARN ””
Source: John D. Bransford, Ann L. Brown, & Rodney C . Cooking, Editors (1999). “How People Learn: Brain , Mind, Experience, and School”. Committee Developmen ts in the Science of Learning. Commission on Social Sciences & Education, National Research Council. Na tional Academics Press.
Five Themes that Changed Conceptions of Learning. S ummary of theFive Themes that Changed Conceptions of Learning. S ummary of the book book ““ HOW PEOPLE LEARNHOW PEOPLE LEARN ””
You do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spittingout answers. You must talk about what you are learn ing, write reflectively about it, relate it to past experience s, and apply it to your daily lives. You must make what you learn p art of yourselves.”
-Source:"Implementing the Seven Principles: Technol ogy as Lever" by Arthur W. Chickering and Stephen C. Ehrmann
“Learning is not a spectator sport .
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Inside is Inside is NOT NOT
EMPTYEMPTY……
Inside is NOT NOT
EMPTYEMPTY…
Science of LearningScience of Learning
PsychologyPsychology --NeurosciencesNeurosciences
GET THE INSIDE OUT SO THAT GET THE INSIDE OUT SO THAT THE OUTSIDE CAN GO IN..THE OUTSIDE CAN GO IN..
“The most important single factor influencing The most important single factor influencing learning is what the learner already knows. learning is what the learner already knows. Ascertain this and teach him accordinglyAscertain this and teach him accordingly .“David Ausubel, 1968.
CONSTRUCTIVISM CONSTRUCTIVISM ––Knowledge is to be Knowledge is to be constructed..constructed..
Existing Knowledge Could beMisconceivedAristotelianInhibits learning new
knowledge
GET THE INSIDE OUT SO THAT GET THE INSIDE OUT SO THAT THE OUTSIDE CAN GO IN..THE OUTSIDE CAN GO IN..
FantasiaFantasia ieie, illusory understanding or , illusory understanding or persistent misconceptionspersistent misconceptions . Potentially far more insidious than amnesia. Can be dangerous. The state in which students The state in which students are absolutely confident that they are absolutely confident that they understand something, but they don't. understand something, but they don't.
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Learning OutcomeLearning Outcome : Students will be able to explainStudents will be able to explain the effect of effect of circuit branching on electric current flowing throu gh electricalcircuit branching on electric current flowing throu gh electrical loads, loads, electric potential across the loads and electric po wer consumed electric potential across the loads and electric po wer consumed by by the loadsthe loads .
Step 1: Diagnose or identify initial or existing belief.Step 2: Use the result to plan & deliver your teaching approach.Step 3: Measure learning gain.Step 4: Evaluate-Provide Remedial
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The five bulbs are identical and the batteries are identical and ideal. Rank the five bulbs from brightest to dimmest. Explain your reasoning.
McDermott & Shaffer at the Univ of Washington administered to more than 1000 students. Only 15% correct pre/post response , samples are from introductory calculus-based physics courses. PhD students – 70 % correct responses
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The five bulbs are identical and the batteries are identical and ideal. Rank the five bulbs from brightest to dimmest. Explain your reasoning.
McDermott at Univ of Washington. Administered to more than 1000 students. 0 % correct pre/post response , samples are from introductory calculus-based physics courses.
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20.6 Series Wiring
There are many circuits in which more than one device is connected toa voltage source.
Series wiring means that the devices are connected i n such a waythat there is the same electric current (same amou nt of charges in one second) through each device .
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20.6 Series Wiring
Example 8 Resistors in a Series Circuit
A 6.00 Ω resistor and a 3.00 Ω resistor are connected in series witha 12.0 V battery. Assuming the battery contributes no resistance to the circuit, find (a) the current, (b) the power dissipated in each resistor,and (c) the total power delivered to the resistors by the battery.
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20.7 Parallel Wiring
Parallel wiring means that the devices areconnected in such a way that the same voltage is applied across each device.
When two resistors are connected in parallel, each receives current from the battery as if the other was not present.
Therefore the two resistors connected inparallel draw more current than does eitherresistor alone.
If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..
If you talk, you If you talk, you askask ..If you ask,If you ask, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..
If you find, you If you find, you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..
If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .
