Lecture 5%

Reading 10%

Audio Visual 20%

Demonstration 30%

Discussion Group 50%

Practice by Doing 75%

Teach others/Immediate Use 80%

THE LEARNING PYRAMID

 Level of Memory

If you 10%
read
If you 20%
listen
If you see 30%

If you listen and 50%

see

If you say 70%

If you say and do 90%

Philips, P.J. (1950)

 Stimuli

Taste 1.0%

Touch 1.5%

Smell 3.5%

Hear 11.0%

Visual 83.0%
 TELL ME AND I’LL LISTEN

SHOW ME AND I’LL UNDERSTAND

INVOLVE ME AND I’LL LEARN

I LISTEN THEN I FORGET

I SEE THEN I REMEMBER

I DO THEN I UNDERSTAND
 The Classic Five-Minute Washroom
Control 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 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 ?

Change the behavior and character of students through

the acquisition of knowledge and belief.

Thomas F.Green (1970s)

 TEACHING CONCEPT

Assessing Planning

Knowledge
&
Skill
Organizing

Facilitating

Implementing
 TEACHING CONCEPT

Four Groups of Ideology:

3. Behaviorists – Parlov, Thondike, Skinner

- learning is a change of behavior
stimulus vs response
6. 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
5. Humanist – Students’ learning depends on

their feeling and emotion. Therefore

teaching strategy must follow the
development of students’ emotion
 Propagating

Physical Training
Through
Punishment
Conditioning Mental
Intelligence

Instructing through
Indoctrination

Threat
 MEANING 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 TEACHING

• Process – Systematic planning,

implementing, assessment
• Communication/Interaction
• Science – Teaching based on theory
given by educational expertise -
systematic
• Arts – Apply teaching strategy
appropriately.
 TEACHING 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 answer

and make conclusion from proposed questions.

Types of Inquiry Model

8. Scientific
9. Social
10. Juris-Prudential
11. Suchman’s
Discussion Model:

Teacher Students

Conversation

Plan – Introduction – Discussion – Wind-up - Conclusion

Academic Discussion:

• 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
 CONCEPT 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
 Pedagogy

Individual differences Methods &

Techniques

Interest IQ

Talent
 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 APPROACH

Concept

It is the process of collecting and interpreting information

then make generalization or conclusion
Method

Suitable for all subjects especially technical subjects

which always involved inquiry-discovery method.
The principles of using inductive approach

3. 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
7. Do not explain the content related to the conclusion.
But guide them so that they can draw conclusion
themselves
 DEDUCTIVE 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

• Problem solving
• To create a new generalization
• To proof hypothesis
 INTEGRATION

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 Integration

• It is the integration of skills within single

subject or a number of subjects
• Integration occurs holistically
• There is one focus skill
 Implementing 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
 Concept of Strategy

• 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
 CRITERIA FOR SELECTING
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

Consider two factors:

• Classroom environment
• Teaching-learning activities
SELECTING T-L STRATEGY

• Teacher-Centered
• Material-Centered
• Student-Centered
 Teacher-Centered

• A teacher controls the class

• One-way approach - demo, lecture,
story telling, group teaching
 Characteristics 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-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

• 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-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

• 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-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 & 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 PEDAGOGY

• Facilitation
• Student-Centered
• Material-Centered
• Mastery - individualized
• Collaborative
Mastery Self-Directed

Individual Smart
Learning

Self-Access Self-Paced
 Mastery Learning

• Focused
• Quality of teaching
• Enough time
• Mastery through sub-unit/program
• Assessment – feedback
- correction
- congruent (test what they
have learnt)
 Mastery 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

• 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 Learning

• No direct control from teachers

• Learning materials are provided and
are lodged at the place called Self-
Access Center
 Self-Directed Learning

• Students feel to improve

themselves – initiative
• Need commitment
 SMART T-L STRATEGY

Directive

Observational Collaborative

Learning
Mediative Metacognitive
Strategy

Outside Context Generative

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 Model
Creative
Ability

Teaching Organizing
Ability Ability

Teaching
Skills
Cognitive Communication
Ability Ability

Expressive
Ability
 Method 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 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 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)

 FACILITATION
• 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.
 FACILITATION

• Most suitable technique for group activity

such as discussion, debate, seminar,
forum, brainstorming, buzz session and
other student-centered approach
Seven 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. Covey

Quadrant 2 Quadrant 1 Crisis quadrant/

Should focus
most Not Urgent Urgent problem
Critical issues that
and and potentially delay
the project
Important Important
Quadrant 4 Quadrant 3
Time wasters Time wasters
Not urgent and not Not Urgent Urgent Urgent to others but
Important to anyone Not the project team
and and
Not Important Not Important
1. Think win/win
2. Seek first to understand – listen until you
understand
3. Synergize – cooperate creatively
4. Renewal – self maintenance habit

Click for more on

Facilitation skills
Characteristics of Effective Facilitator

Attending

Trialing Reflecting

Goal Setting Facilitation Focusing

Techniques

Disclosing Thematizing

Challenging
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

60
X 100 = %
 DISCUSSION

• 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 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 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
 DEMONSTRATION

Require lecturer’s skill to show the way or

steps to perform a certain activity in the
class
 Principles 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 Demonstration

During

• Face students during demonstration

• Repeat the steps until students fully
understood
• Encourage student to repeat if time
permits
 Principles of Demonstration

After

• Discuss the important parts

• Strengthening activity
 PROBLEM-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 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 Model

To evaluate and
To identify To look for To set up To test the
record
the problem clues/info hypothesis hypothesis Find conclusion
 Polya’s PS Model

Diagrammatic
approach
Preliminary Strategy Strategy Checking
stage planning implementation answers Analogy
approach
 Lester’s PS Model

Awareness of Understanding Objective Planning of Implementation

the problem of the problem analysis strategies Of strategies

Procedures and evaluation

of the solution
- analysis approach
- deduction approach
 GROUP TEACHING

• Similar ability – maths & language skills

(remedial & enrichment)
• Mixed ability – brainstorming, experiment,
project, games, quiz
 Principles 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 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
 SIMULATION

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 Types

• Socio drama
• Role play
• Use of simulator
 PROJECT

• 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 Consideration

• Be specific of the project objective.

• Prepare material / instrument.
• Plan activities.
Types of Project BEFORE
- Identify place
- Permission
• Research -Arrange transport
- Briefing
• Handicraft - Preparation
• Educational visit
DURING

- Divide group
AFTER - Participation
- Safety measures
- Report
 TEAM TEACHING

• Introduced in USA in 1956.

• A group of teachers specializing in various subject.
Senior teacher
Teacher
Teacher trainee
Tutor
Technician / Lab / Lib officers

• Team teaching covers 3 stages.

1. Teach large group 80 – 320 students.
2. Teaching-learning for smaller group.
3. Learning activities conducted individually.
 Conditions

• 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%

 Implementation

Senior lecturer - Specialist Large classroom

Lecturer – Tutor Small class

Supervise learning activities

Tutor – Engineer Teacher Assess coursework / script

Prepare equipment,
Resource – Officers / Laboratory assistant laboratory, classroom

Librarian Supply materials for

individual learning
 ORGANIZING PRACTICAL AND
LAB-BASED TEACHING-LEARNING
 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 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 Session

• Store room
• Location of first aid
• Basic first aid rules
• Procedure for getting emergency
assistance
 Activity

• Create Safety Rules for your lab

 LAB TEACHING

Plan What you are going to do

PIE

Evaluate Implement
What you have done What you have planned
 Good Lab Teaching Practice

• Objective of lab teaching – Students will

get deeper understanding
• Need close communication between lab
assistant and the lecturer in charge
 Planning

• What project?
• What theory related to project?
• How to organize cooperative study in the
lab?
• What equipment used?
 Group Work

• Projects are conducive to group learning

• Divide students into groups of 2 or 4
(depends on class size and quantity of
equipment)
 Equipment

• 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
 Reviewing
• 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 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

• 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 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 noises
Confused expressions
Flipping 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