Learning Innovations & Instructional Leadership 17/03/2014d20uo2axdbh83k.cloudfront.net/20140317/661b322169fa73e0a8fc8… · DrJJ-USM-CDAE2013-SCL-25102013 ((ppt-pdf) “You have

Learning Innovations & Instructional Leadership 17/03/2014

Copyright DRJJ, ASERG, FSG, UiTM. March 2010Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1

Dr JJ was conferred the coveted & prestigious (HE) 2010 Anugerah Akademik Negara, (Science Teaching) Award, Oct 10 th, 2011

MAKTAB RENDAH SAINS MARA MAKTAB RENDAH SAINS MARA PHYSICS SUMMITPHYSICS SUMMIT

De PALMA, AMPANG, KUALA LUMPURDe PALMA, AMPANG, KUALA LUMPURJaafar Jantan aka Dr JJJaafar Jantan aka Dr JJ . . 1717thth Mar, 2014Mar, 2014

Howard Gardner

EdwardDeBonoEdwardDeBono

Koïchiro MatsuuraDirector General of UNESCO 1999-2009

This presentation is available on my website: Link 2013

DrJJ-USM-CDAE2013-SCL-25102013 ((ppt-pdf)

“You have to learnlearn the rules of the gamethe rules of the game , and then you have then you have to play better than anyone elseto play better than anyone else .” - Einstein

“If we always do what we've always done, “If we always do what we've always done, we will get what we will get what we've always gotwe've always got .” Adam Urbanski

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2

http://drjj.uitm.edu.my

GOAL (long term)GOAL (long term) : Inspire & nurtureInspire & nurture physics teachers to to value and practicevalue and practice studentstudent--centered learning in centered learning in improving students’ learning gains and to employ fr ee improving students’ learning gains and to employ fr ee internet physics simulated programs in their Learni ng & internet physics simulated programs in their Learni ng & Teaching activities.Teaching activities. .

LEARNING OUTCOME: Upon completion of this lecture, you will be able to : (YOUR TAKE AWAY)YOUR TAKE AWAY)

ReflectReflect on your existing classroom your existing classroom practices practices with respect to the students learning gainswith respect to the students learning gains

what workswhat works , what what needs to needs to change and on change and on what basiswhat basis , how must how must changes changes be made...be made...





practice EndlessChug&PlugTerms)(Equations Memorize)( +++=tL

Could Could learning physics learning physics be theorize as:be theorize as:

WHAT IS PHYSICS? WHY LEARN PHYSICS?WHAT IS PHYSICS? WHY LEARN PHYSICS?HOW DO TEACHERS (YOU) TEACH PHYSICS & HOW DO TEACHERS (YOU) TEACH PHYSICS &

STUDENTS LEARN PHYSICS?STUDENTS LEARN PHYSICS?

WHAT ARE LEARNING GAINS & WHY LEARNING GAINS?WHAT ARE LEARNING GAINS & WHY LEARNING GAINS?WHAT IS STUDENTWHAT IS STUDENT--CENTERED LEARNING?CENTERED LEARNING?

WHY STUDENTWHY STUDENT--CENTERED LEARNING?CENTERED LEARNING?HOW TO DO BOTH?HOW TO DO BOTH?

Laws of harmony that can be written on vibrating stringInteraction with Nature… Studying interaction of mat ter & energy

MetaCognitionHabits of MindThe KNOWLEDGEof self, the way

We learn & think

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4

CognitiveKnowing, the HeadHead

The KNOWLEDGE from declarative to functioning

Intellectual Skills (FC)Reasoning Skills-Evidences

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

The way to RESPONDRESPOND



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5Copyright DrJJ, ASERG, FSG, UiTM. March 2012 5

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6Copyright DrJJ, ASERG, FSG, UiTM. March 2012 6

FCI - Force Concept Inventory, a research vaidated conceptual inventory assessment instrument published in1992 by Hestenes et. al. 30 items, 5 options MCQ. Choices were selected from participants’ responses during F2F interviews. The The average normalized gain for a average normalized gain for a course is <g>course is <g>

<g> = [%<G> / %<G>max

= [%<Sf>-%<Si>] /[100 - %<Si>]

<Sf> = post class avg

<Si> = pre class avg

N=6542

N14T=2084

Source: Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-studentsurvey of mechanics test data for introductory physics courses . Am. J. Phys. 66 ~1!, January 1998

<g>14T=0.23

N48IE=4458

<g>48IE=0.48




Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuah kereta kecil untuk menghantarnya ke bandar seperti yang digambarkan di bawah.

Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam


(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengan daya lori menolak kereta.

(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecil berbanding dengan daya lori menolak kereta.

(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besar berbanding dengan daya lori menolak kereta.

(D) oleh kerana enjin kereta hidup, maka ia mengenakan tolakan terhadap lori tetapi lori tidak mengenakan tolakan terhadap kereta kerana enjin lori tidak dihidupkan. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta.

(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta.




Comparing Pre (N=1354) & Posttest (N=1145) FCI chan ge in scores for question 15 . Answer is A.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E

Answer Options for P re & P ost Test

Pre APost APre BPost BPre CPost CPre DPost DPre EPost E

Scores from overseas

Scores from Malaysian Public Universities (DrJJ’s unpublished work)

USA27% - 73%

Overall for ALL bumi: 21.3% (N=1792). Overall for non-bumi: 27.4% (N=308).

UKM (N=177) overall: 22.3%Bumi: 20%; Non-bumi: 30%

UPSI (N=414) overall: 20.1% (T-test at the 95% confidence shows no significant difference in scores between bumi & non-bumi)

UK28% - 33% Finland: 45.7 %

USM: 36.6%Bumi: 25%; Non-bumi: 40%

UiTM (N=1343) overall:21.4%UiTM’s American Degree

Foundation Program (N=47) overall: 38%

Russia: 46.5 % UPM: 21%, *23%



Score Frequency Univ

76% 3 UiTM ADP (bumi)

73% 1 UKM (non-bumi)

70% 3 (non-bumi)

67% 3 USM (bumi)

60% 4 USM (non-bumi)

60% 4 UiTM ADP (bumi)

Table of Frequency of Malaysian university students showing competency (score ≥60%) in FCI.

N=2100. Only 1% scored at and above competency

3/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 12

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




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.


Bef:61%, Aft:37%

Bef:9%, Aft:10%

Bef:15%, Aft:23%

Bef:9%, Aft:13%

Bef:6%, Aft:17%

CRI=2,3

CRI 0 = have no clue

CRI 5 = very certain



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 153/17/2014


“Student-Centred Learning represents both a mindseta mindset and a culturea culturewithin a given higher education institution and is a learning approach a learning approach which is broadly related to, and supported by, cons tructivist which is broadly related to, and supported by, cons tructivist theories of learningtheories of learning . It is characterised by innovative methods characterised by innovative methods of teachingof teaching which aim to promote learning in communication aim to promote learning in communication with teachers and other learners and which take stu dents with teachers and other learners and which take stu dents seriously as active participants in their own learn ingseriously as active participants in their own learn ing , fostering transferable skills such as problemfostering transferable skills such as problem--solv ing, critical solving, critical thinking and reflective thinkingthinking and reflective thinking .

Source: Student-Centred Learning: Toolkit for students, staff and higher education institutionsEuropean International & The European Students Union. Brussels 2010. Accessed Jan 5th, 2012. http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/



This notion is erroneous just as is the idea thatThis notion is erroneous just as is the idea thatexpertise in a discipline is a general set of probl emexpertise in a discipline is a general set of probl em--solving skills that lack a content knowledge base t o solving skills that lack a content knowledge base t o

support themsupport them

that effective teaching consists of a set of genera l that effective teaching consists of a set of genera l teaching strategies that apply to all content areasteaching strategies that apply to all content areas

A commonly held misconception about teachingA commonly held misconception about teaching :

How People Learn: Brain, Mind, Experience, and Scho ol: Expanded Edition. National Academies Press onli ne. http://www.nap.edu/catalog/9853.html




Science of learningScience of learning – Using science to guide learningUsing science to guide learning, , Research evidences on how students learn:

�� Cognitive ScienceCognitive Science--Memory Memory –– evidences from neuroscience evidences from neuroscience ((fMRIfMRI, Positron , Positron EmisionEmision Tomography Tomography –– PET)PET)

�� ConstructivismConstructivism – “LearnLearn--UnlearnUnlearn--RelearnRelearn ”; Uncover-Discover. The role of existing/prior knowledge in learning role of existing/prior knowledge in learning new knowledgenew knowledge

�� Learner DiversitiesLearner Diversities - Learner preferences & Multiple Learner preferences & Multiple InteligencesInteligences

�� technology are effective agents of changetechnology are effective agents of change




The The ProblemProblem--Posing Approach (The Learning Posing Approach (The Learning ParadigmParadigm--Deep Deep Learning)Learning) ????

Which approach of Which approach of learning learning have have you you and will and will you embrace, you embrace, practice and practice and sustain?sustain?

Hope this talk will motivate you to Hope this talk will motivate you to reflect on your reflect on your instructional instructional strategies strategies andand

to its alignment on the targeted to its alignment on the targeted taketake--awayaway

Philosophical Approach to Philosophical Approach to LearningLearningDo We Understand How Do We Understand How Students Learn??Students Learn??Do We Understand Why We Do We Understand Why We LEARN LEARN the Way We Do?the Way We Do?

Banking Approach (Instruction Banking Approach (Instruction ParadigmParadigm--Surface Learning)Surface Learning) oror

Are We Contented with the Way Are We Contented with the Way You Teach??You Teach??



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 193/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012


Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPP RESSED. New York: Continuum Books, 1993.. http://www2.webster.edu/~corbetre/philosophy/educat ion/freire/freire-2.html . Accessed Oct 28 th, 2013.

“KnowledgeKnowledge emerges only throughinvention (learn, unlearn, construct, understand invention (learn, unlearn, construct, understand

concepts and its application)concepts and its application) , and

rere--invention (reinvention (re--learn, relearn, re--configure, innovate, create)configure, innovate, create)through the restless, impatient, continuingrestless, impatient, continuing,hopeful inquiry human beings pursuehopeful inquiry human beings pursue

in the world, with the world, andin the world, with the world, andwith each otherwith each other .”.”

17/03/2014Copyright DrJJ, ASERG, FSG, UiTM. March 2011 20




Learning isLearning is�� what students know what students know (factual, conceptual, procedural & metacognitive (factual, conceptual, procedural & metacognitive

knowledge) knowledge) -- growth in the knowledge dimensions.growth in the knowledge dimensions.�� what they can do with what they know what they can do with what they know (functional knowledge) (functional knowledge) ––

cognitive dimension process.cognitive dimension process.�� AttitudesAttitudes –– making choices making choices –– how we respondhow we respond ..�� SkillsSkills --acting on choices with precision.acting on choices with precision.


“Learning should be relevant to the variety of gradu ates ‘roles included “Learning should be relevant to the variety of gradu ates ‘roles included in their working, civic and personal lifein their working, civic and personal life.” .” Transformational OBETransformational OBE

“ It is an emphasis on what students It is an emphasis on what students can do with knowledge, rather than can do with knowledge, rather than what units of knowledge they havewhat units of knowledge they have , that best describes the essence of , that best describes the essence of 21st century skills21st century skills .” – attaining learning outcomes

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008





Diagram of a neuron. Picture from Wikipedia (http://en.wikipedia.org/wiki/Neuron)http://www.human-memory.net/brain_neurons.html

Synaptic transmission. Picture from Wikipedia (http://en.wikipedia.org/wiki/Chemical_synapse)

InformationInformation--processing paradigm of intellectual processing paradigm of intellectual development & the Science of Learningdevelopment & the Science of Learning

PsychologyPsychology--NeurosciencesNeurosciences


Brain as the Brain as the main processor main processor of information.of information.Key Memory Key Memory

Systems & How Systems & How they Interactthey Interact

Buffering

Storage Media

RAM

WM features: information is held for a very short t ime, it has a very limited WM features: information is held for a very short t ime, it has a very limited capacity, but both the capacity and the efficiency with which a given capacity capacity, but both the capacity and the efficiency with which a given capacity is used develops with age and learning experienceis used develops with age and learning experience

Piaget’s Intellectual Development: The mind is seen as a meaningPiaget’s Intellectual Development: The mind is seen as a meaning--making making system that actively constructs understanding throu gh mental operations on system that actively constructs understanding throu gh mental operations on representations of the external world.representations of the external world.




Key Memory Systems & How they

Interact Long Term MemoryMinutes to Lifetime Recall

Rote & Meaningful Learning Continuum

Short term or Working Memory1-30 secs Duration

Limited to 7+2 independent chunks

210661195719634562019384966126186213211621

ACTIVITY: READ & REMEMBER THE NUMBER

210661


Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 19the 19 thth CenturyCentury--Instruction ParadigmInstruction Paradigm

Inside is EMPTY…

Inside is EMPTY…

So, was it filled??

Let’s Examine them,in writing..

Outside knowledgeFrom teachers

(Direct Instruction),Books & from outside

learner’s brain




Inside is EMPTY…

Inside is EMPTY…

So, was it filled??




learner’s brain

Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 20the 20 thth CenturyCentury--Instruction ParadigmInstruction Paradigm


Inside is EMPTY…

Inside is EMPTY…

So, was it filled??




learner’s brain

Teaching, Learning & Assessment in Teaching, Learning & Assessment in the 21the 21 stst CenturyCentury--Instruction ParadigmInstruction Paradigm






What makes meaningful learning difficult??-Learning Preferences

Felder’s Model Felder’s Model -- 4 domains of information 4 domains of information handling: to understand new knowledgehandling: to understand new knowledge

Input

Perceived

Processed

Understood

Newknowledge



*USA findings,*USA findings, ** ** DR. J.J’s (N = 1122)DR. J.J’s (N = 1122)

Perception

Sensing *57, ** 58

prefer data and facts. like facts & solve well establish methods,

resent being tested on materials that has not been explicitly

covered in class

Intuitive *42, ** 42

prefer theories & interpretations of factual information.

Student’ Learning Preferences:Information Handling Domains Felder’s)

Input

Visual *69, ** 87

prefer charts, diagrams and pictures.

Verbal *30, ** 13

prefer the spoken or written word.

ILS ILS-A

Processing

Active *67, **60

learn best by doing something physical with the information

Reflective *32, ** 40

do the processing in their heads

*USA findings,*USA findings, ** ** DR J.J.’s (N = 1122)DR J.J.’s (N = 1122)

Student’ Learning Preferences:Information Handling Domains Felder’s)

Understanding

Sequential *71, ** 60

easily make linear connections between individual steps

Global *28, ** 40

must get “big picture” before individual pieces fall into place




Written by Michael Masser and Linda Creed (lyrics) and originally recorded by George Benson for the 1977 Muhammad Ali biopic The Greatest. Popularized by Whitney Houston. The words describe Creed’s feelings about coping with great challenges that one must face in life, being strong during those challenges whether you succeed or fail, and passing that strength on to children to carry with them into their adult lives. She died in 1986.

Howard Gardner

JJourneyourney towards

EEnrichmentnrichment andBBalancealance utilizing

AArts and Sciencesrts and Sciences in

TTeaching & Learningeaching & LearningTSWZ, DIB, me



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 353/17/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012


Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPP RESSED. New York: Continuum Books, 1993.. http://www2.webster.edu/~corbetre/philosophy/educat ion/freire/freire-2.html . Accessed Oct 28 th, 2013.

The “banking conceptThe “banking concept ,” as termed by Freire, is essentially an act that an act that hinders the intellectualhinders the intellectual growthgrowth of students by turning them into, of students by turning them into, figuratively speaking, comatose “receptors” and “colle ctors” of figuratively speaking, comatose “receptors” and “colle ctors” of information that have no real connection to their l ivesinformation that have no real connection to their l ives .

"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world a person is merely in the world, not with the world or with others; the individual is a spectator, not reor with others; the individual is a spectator, not re--creatorcreator . …"

Education thus becomes an act of depositingEducation thus becomes an act of depositing , in which the students are in which the students are the depositories and the teacher is the depositorthe depositories and the teacher is the depositor . Instead of communicating, the teacher issues communiques and makes deposits which the students patiently the students patiently receive, memorize, and repeatreceive, memorize, and repeat ..”


1.1. The workshop aims to provide opportunity for th e MRSM physics teachers to The workshop aims to provide opportunity for the MR SM physics teachers to implement studentsimplement students--centered active learning strate gy in improving student centered active learning strategy in improving stud ent learning gains by making them motivated to learn an d by actively engaging learning gains by making them motivated to learn an d by actively engaging them with each other, with the task and with the fa cilitator throughout the them with each other, with the task and with the fa cilitator throughout the learning activitieslearning activities .

2. The learning process targets HOTS cognition via the learning questions provided. The process of inquiring would involve a lot of asking questions, probing, trying out, hypothesizing/predicting and much more that reflects the activity of a team of scientist.

3. The learning outcome for the workshop are for the teach ers to be able tolearning outcome for the workshop are for the teach ers to be able to1. implement a studentmplement a student--centered instructional strategy by employing free centered instructional strategy by employing free

internet simulation programs during the learning ac tivity.internet simulation programs during the learning ac tivity.2.2. craft a lesson plan that emphasizes on learning questions in its guided craft a lesson plan that emphasizes on learning que stions in its guided

activities and employing activities and employing PHeTPHeT as an enabler FOR learning.as an enabler FOR learning.




How do we How do we rise above challengesrise above challenges , announce “here I am”, announce “here I am”

To To see hopesee hope where others see nonewhere others see none ..To find our own way, to To find our own way, to step into the unknownstep into the unknown ..

To discover new wonders and new horizon. To discover new wonders and new horizon. To To never say i can’tnever say i can’t ..To To be the one that makes a differencebe the one that makes a difference .. The one who dares to dreamThe one who dares to dream

How do we surpass our limitsHow do we surpass our limits . . To find the strength we never knew we hadTo find the strength we never knew we hadTo keep learning and keep growingTo keep learning and keep growing . . With no fear of failureWith no fear of failure

To To reach out to othersreach out to others , , no matter who they areno matter who they areTo To stand tall and stand firm for what we believe instand tall and stand firm for what we believe inTo To keep tryingkeep trying , to , to color the lives of otherscolor the lives of others





� Born & Raised in the state of Hang JEBATJEBAT …� Early education at St. David’s, Science Malacca (MOZAC-’78) & SDAR (Seremban-’79)� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.� Teaching Certificate (1986) – MPTI, Johor Bahru� Served ITM – Jan 1987� PhD Physics Education (1991-1994) - Kansas St. Univ.� Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award )

� Practiced OBE & Active Learning on my own since 199 7. � OBE, OBTL workshop speaker, facilitator & consultan t at national level� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO� Chair for ASPEN, Malaysia. � Nominated for Innovative Teaching & Learning National & International� Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.� Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally� MQA Expert Panel on Assessment of Students (2011-pr esent)

DrJJ, Zollman, Law, TS Zul









Motion & Collisiongraphical representation of an event

Position, velocity & acceleration

Collision

Object at rest or moving in a straight line remains so unless acted on by a force (push pull)

Newton’s First Law - Law of InertiaInertia : object’s property in resisting changephysically measured by its mass



The work required to bring a car to a halt depends on its kinetic energy.

2

2

1mvfd = 2vd ∝

2

1

2

1

2

∝

v

v

d

d



Level 2 Level 3

Level 1Level 1BlameBlameStudentsStudents

Level 2Level 2Blame TeachersBlame Teachers

Pictures from the Video Pictures from the Video Understand Understanding & Understand Understanding & Teach TeachingTeach Teaching

Level 2




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table


Use this list for Your CLO & LLO









An “A” student’s responseAn “A” student’s response : As like a “C” student plus

Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more

A “C” student’s responseA “C” student’s response could be:Forces are agents of change. Physically, a force ca n be visually observed as changing the position of a sta tionary object or changing either the speed or the directio n or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab

3/17/2014


Examples of research-based Instructional Strategies that works

�Microcomputer Based Laboratory�Workshop Physics�Real-time Physics�Interactive Lecture Demonstrations�Tutorials�Tools for Scientific Thinking�Just In Time Physics�Peer Instruction�Activity Based Physics�Physics 2000�Physics Educational Technology

�Learning cycle �Overview Case

Physics �Problem Based

Learning�Contextual

learning�Inquiry-

discovery�Outcome based�Mastery learning

Documents

Learning Innovations & Instructional Leadership 17/03/2014d20uo2axdbh83k.cloudfront.net/20140317/661b322169fa73e0a8fc8… · DrJJ-USM-CDAE2013-SCL-25102013 ((ppt-pdf) “You have