INNOVATIONAND CHANGES IN EDUCATION

Lecturer: Dr. Balakrishnan S/O Govinthasamy

Presenter: Mohd. Shaifuddin Bin RazaliSiti Hajar Binti Zaid @ SahidSiti Nabihah Binti MustaffaNur Azimah Bt. Md. SallehNajwa Adibah Binti Bukari

InnovativeTeachingStrategy

EDU 3093 : TEACHERS AND CURRENT CHALLENGES

Definition of innovative

• Characterized by the creation of new ideas or things

• Forward looking; ahead of current thinking

Innovative

Teaching Strategy

Problem-Based Learning

Project-Based Learning

Electronic Learning

Web-Based Learning

Problem-Based Learning

• A learning strategy through “making” or “doing”.

• It is not only about showing and solving problems but “creating opportunities for students to construct knowledge through effective interactions and collaborative inquiry”.

Khairiyah dan Jamaludin, UTM (2005)

• A strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem solving skills.

(Mayo, Donnelly, Nash, & Schwartz,1993)

• The use of challenges (problems) as the primary instructional strategy.

• Solved by individuals or groups.

• Cause students to improve knowledge and skills.

• Four Basic Types of Problem-Based Learning:

1) Basic Challenges

- Simple adaptations of familiar activities

2) Academic Challenges

- Target specific learning standards

3) Challenge Scenarios

- Introduces broader context

- Students take on different roles during

problem-solving

4) Real-Life Problems

- Real world context

- Demand real-life solutions

- Not simulations

• Advantages 1) Emphasizes meaning, not fact

- Engages students in solving relevant, real-life

problems

2) Develops a self-motivated attitude

- Students favour problem based learning

- Students are less threatened by their ‘

environment

3) Incorporates interpersonal skills and teamwork

- Uses collaborative teams to solve problems

- Promotes student interactivity, which

enhances interpersonal skills

• Evaluation of Student Achievement

1) Peer assessment

- Guides the peer evaluation process

2) Self assessment

- Encourages students to identify their

weaknesses

3) Practical examinations

- Used to ensure students can apply skills

learned

4) Facilitator assessment

- Facilitator feedback to the students

5) Oral presentations and reports

- Provides opportunity to develop

communication skills

• Creating Appropriate Problems

- Three major variables:1) Relevancy

- Critical to sustain interest during problem

solving

2) Coverage of subject

- Identify basic facts and objectives

- Guide students in discovering the desired

information

3) Complexity

- Problems equal real-life conditions

- Ensures multiple “right” answers

- Stimulates higher level thinking

- Requires exhibition of leadership, research,

and thinking skills

• A learning strategy which involves students in learning knowledge and skills through the process of inquiry.

• It is design to produce a product or task.

• Enable students to apply the content knowledge towards the authentic problems which require critical thinking.

Project-Based Learning

• Students accept the task in the form of authentic problems and there are many problem solving tools or devices.

• Involves real and complex experiences based on the real situation which needs students to use skills together with knowledge.

• Project-based learning is considered an alternative to paper-based, memorization and teacher-led classrooms.

• Benefits

- Greater depth of understanding of:

a) Concepts

b) Broader knowledge base

c) Improved communication and

interpersonal/social skills

d) Enhanced leadership skills

e) Increased creativity

• "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analysing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artefacts.“

(Blumenfeld, et al., 1991)

• Students working as a team are given a "driving question" to respond to or answer, then directed to create an artefact to present their gained knowledge.

• Artefacts include a variety of media (writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations).

• Structure

• Emphasizes learning activities that are :

- Long-term

- Interdisciplinary

- Student-centred.

• Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artefact construction to represent what is being learned.

• It gives students the opportunity to explore problems that have real-world applications, increasing the possibility of long-term retention of skills and concepts.

• Comprehensive Project-based Learning:

- is organized around an open-ended driving question.

- creates a need to know essential content and skills.

- requires inquiry to learn and create something new.

- requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills.”

- allows some degree of student voice and choice.

- incorporates feedback and revision.

- results in a publicly presented product or performance.

• “Learning is facilitated, supported and enhanced through the use of information and communications technology”.

(Joint Information Systems Committee)

• It refers to the learning by using the computer and the internet.

Electronic Learning

• Making an experience with the understanding and grasp of new knowledge.

• Learning can happens anywhere and anytime that suits the needs of the students.

• Referring to all types of learning that is done through the internet, CD-ROM, and interactive television.

•Multimedia learning tools

- It is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience.

- The teacher uses multimedia to modify the contents of the material.

- It will help the teacher to represent in a more meaningful way, using different media elements.

• Benefits of Multimedia:

- Students are able to learn better since they use multiple sensory modalities

- Makes them more motivated to pay attention to the information presented

- Retain the information better.

• A type of online learning through the combination of video streaming, power point presentation, audio and other software used to deliver the teaching and learning.

Web-Based Learning

• Important information (school information, learning standard, the dates of examination and task submission and also the learning instruction) are posted or uploaded online.

• Whereas, the learning materials, quizzes, reinforcement exercise and many more are uploaded gradually.

• Principles of Effective Online Pedagogy. (Pelz , 2004)

1) Let the students do (most of) the work. - The more ‘quality time’ students spend and

engaged in content, the more of that content

they learn.

- Examples of activities :

Student Led Discussions

Students Find and Discuss Web Resources

Students Help Each Other Learn (Peer

Assistance)

Students Grade Their Own Homework

2) Interactivity is the heart and soul of effective asynchronous learning.

• Students can be required to interact with :

- one another

- the teacher

- the text

- the Internet

- the entire class

- in small groups or teams

- one-on-one with a partner.

3) Strive for presence.

- According to Pelz, there are three forms of presence to strive in online learning environments:

a) Social Presence

b) Cognitive Presence

c) Teaching Presence

• Social Presence:

- Affective. The expression of emotion, feelings, and mood.

- Interactive. Evidence of reading, attending, understanding, thinking about others‘ responses.

- Cohesive. Responses that build and sustain a sense of belongingness, group commitment, or common goals and objectives

• Cognitive Presence:

- Cognitive presence can be demonstrated by introducing factual, conceptual, and theoretical knowledge into the discussion.

• Teaching Presence

- There are two ways that the teacher and the students can add teaching presence to a discussion.

i) Facilitating discussions:

- Encouraging, acknowledging and reinforcing student contributions

- Setting a climate for learning

ii) Direct instruction

- Presenting content and questions

- Focusing the discussion

Thank you