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PART I INTRODUCTION TO PEDAGOGY

PART I INTRODUCTION TO PEDAGOGY. T.J. Iskandar Bin Abd. Aziz Web Manager - Public Affairs Department Lecturer - Graphics & Multimedia Department College of Information Technology Universiti Tenaga Nasional (UNITEN) tjiskandar@uniten.edu.my. Objectives.

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PART I INTRODUCTION TO PEDAGOGY

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  1. PART IINTRODUCTION TO PEDAGOGY T.J. Iskandar Bin Abd. Aziz Web Manager - Public Affairs Department Lecturer - Graphics & Multimedia Department College of Information Technology Universiti Tenaga Nasional (UNITEN) tjiskandar@uniten.edu.my

  2. 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

  3. 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.

  4. 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

  5. Behaviorism Cognitivism Constructivism Change in overt behavior Programming of a new rule for Personal discovery based Learning is due to conditioning information processing on insight Short term sensory storage, Discrimination, short term memory, long term Types of learning generalization, Problem solving sensory storage, long term association, chaining memory Provide for active, self- Instructional Present and provide for Plan for cognitive learning regulating, reflective strategies practice and feedback strategies learning Computer based instruction Variety of traditional Media and CAI Media strategies Responsive environment Key concept Reinforcement Elaboration Intrinsic motivation 3 Basic Learning Theories

  6. 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

  7. 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.

  8. Please 'observe' this black-and-white image • geographical location ??? • a mammalian coat (cow) ??? • a bearded man ??? • Anything else ??? • 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.

  9. 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.

  10. Howard Gardner's Theory of Multiple Intelligence

  11. Multiple Intelligence ??? • Academic subjects = mostly linguistic and logical-mathematical • 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-mathematical ability are very important, but there are six other intelligences to look into. • Master all these intelligences = full brain power.

  12. What Is Pedagogy? • Greek word = “paidagogos” • paido(boy/child) + agogos(leader) • Pedagogue = A school teacher; an educator • art or science of teaching (esp. for children) • the instruction in teaching methods • any activities that impart knowledge

  13. Productive Pedagogies Framework • 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 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.

  14. Andragogy : Malcolm Knowles • Andragogy – modern theory of adult learning & training • Pedagogy– Traditionally applied to the teaching of children • Knowles' assumptions (on adult learners) • The need to know — need to know why they need to learn something before undertaking to learn it. • Learner self-concept — need to be responsible for their own decisions and to be treated as capable of self-direction

  15. Andragogy : Malcolm Knowles • Role 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 learn — ready to learn those things they need to know in order to cope effectively with life situations. • Orientation 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)

  16. Taxonomy of Educational Objectives • to provide a tool for classifying instructional objectives. • The Taxonomy is • 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.

  17. 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.

  18. Evaluation Synthesis Analysis Application Comprehension Knowledge Taxonomy of Educational Objectives Domain 1 : Cognitive • Bloom identified six levels in cognitive learning domain which is shown below: High level E S A A C K Medium Level Basic Level

  19. Taxonomy of Educational Objectives Domain 1 : Cognitive • Each level in cognitive learning are described below:-

  20. Taxonomy of Educational Objectives Domain 1 : Cognitive

  21. Taxonomy of Educational Objectives Domain 1 : Cognitive

  22. Test Plan With Bloom’s Taxonomy COIT-S2-0506-Test Plan Course : CGMB 324 : Multimedia System Design Created By : T.J.Iskandar Bin Abd Aziz Exam : Final Semester : Sem 1, 2007/2008 Topics Comprehension Application Analysis Synthesis Evaluation Knowledge 3 3 1.      Topic 1 2.      Topic 2 3 6 9 3 5 8 3.      Topic 3 6 4 4 14 4.      Topic 4 5 5 6 9 25 5.      Topic 5 CONTENT 3 6 4 9 22 6.      Topic 6 4 4 5 6 19 7.      Topic 7 0 0 0 0 17 16 10 13 16 28 100 43% 57% 100

  23. Taxonomy of Educational Objectives Domain 2 : Affective • 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

  24. Taxonomy of Educational Objectives Domain 3 : Psychomotor • 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

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