Models of Teaching / Learning

In Higher Education
Wednesday, Dec 21, 2022

Siti Nurul Azkiyah, Ph.D

 APA YANG AKAN KITA BAHAS?
▰ Brainstorming
▻ Why do weed models/techniques of teaching /
learning?
▻ When we teach, in addition to models, what else do
we need in order to deliver effective teaching and
learning process?
▰ Discussing several models/techniques of
teaching/learning
▰ Peer Teaching 2
Why do we need
models/techniques of
teaching / learning?
The importance of teaching techniques

▰ Determine the activities of teachers and students to

achieve learning goals
▰ Influence the quality / effectiveness of teaching /
learning process
▰ The choice should consider learning goals,
students’ needs, and learning environment

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 Quality / Effective Teaching
▰ What do we mean by effective? What are the indicators?
▰ What research has found about effective teaching?
▻ Teacher subject knowledge
▻ Teacher teaching experience
▻ Teacher instruction

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 Effective Teaching
▰ The Dynamic Model of Educational Effectiveness
▻ Teacher is the most important factor
▻ Teacher instruction is the most important
aspect within teachers
▻ Provision of student learning opportunity is the
most important component of teacher
instruction
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The Dynamic Model

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The Classroom Factors of the Dynamic Model
▰ Orientation: provision of objectives of learning
▰ Structuring: explanation on what students are going to do and learn
▰ Modeling: provision of learning strategies for what students are
going to learn
▰ Application: opportunity for students to apply strategies they learn
in the modeling stage
▰ Questioning: the provision of both product and process question,
the provision of appropriate reaction to students’ answers
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The Classroom Factors of the Dynamic
Model
▰ Assessment: gathering data on student attainment; the use of the
data as a reflection to improve teaching
▰ CLE: managing teacher-student, student-student interactions and
classroom disorder, promoting collaboration and competition,
▰ Management of time: maximizing students’ engagement, ensuring
students on tasks

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Some Models
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Some Facts that We should Remind Ourselves

▰ Students retain little of what they learn when taught in

traditional lecture
▻ Students forget much of what they have learnt
▰ Students often do not appropriately use the knowledge
they have learned
▻ Do the lessons represent real life situation

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PROJECT-BASED LEARNING

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 WHAT IS PROJECT-BASED LEARNING?

PBL engages
students in … is Academically Rigorous
complex,
real-world problem …is Relevant
solving… PBL
…uses Active Learning
WHAT IS PROJECT-BASED LEARNING?
PBL is a teaching and learning model that focuses on the central
concepts and principles of a discipline, involves students in
problem solving and other meaningful tasks, allows students to
work autonomously to construct their own learning, culminates in
realistic, student generated products.

PBL organizes learning around projects defined as complex

tasks, based on challenging problems and involving students in
problem solving, decision making, collaboration, design, and
development 15
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 Project-Based Learning
▰ Constructivist approach
▻ Students gain deeper understanding when they actively work
with and use ideas
▰ Students engage in real, meaningful problems that are important to
them – geared toward real world tasks
▰ A project-based classroom allows students to investigate questions,
propose hypothesis and explanation, discuss their ideas, challenge
others’ ideas, and try out new ideas
▰ Research has demonstrated that students in project-based
classrooms achieve higher score 17
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Project-BL
Present a Real World
Assign Collaborative Set the Parameters for
Problem that Students
working Groups Completing the Project
can Connect

Final Product (shared Teacher

with larger group) Consultation/Feedback
Example - Writing

▰ Brainstorming
▰ Organizing the brainstormed ideas
▰ Developing feedback
▰ Revising, which may involve going back to
earlier steps
▰ Publishing

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Contoh Kasus / Masalah
Trafficking merupakan isu kriminal yang sangat serius yang
melanggar hak asasi manusia. Setiap tahun, ribuan kasus
trafficking terjadi baik kepada laki-laki, perempuan maupun
anak-anak, baik di negeri sendiri maupun di luar negeri. Hampir
setiap negara di dunia memiliki isu trafficking, dalam berbagai
bentuk dan tingkatan, baik sebagai negara pengirim, negara
tujuan maupun korban.

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TUGAS

BUATLAH “ARTIFACT” untuk menciptakan dan

meningkatkan kesadaran masyarakat terhadap
seriusnya masalah trafficking

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Proses Pembelajaran
Discussion with Peers
Process /Investigation
(brainstorming,
(search library/web, Creation of the
negotiating,
ask experts, analyze, Artifact
collaborating,
evaluate, synthesize)
resolving conflict)

Presentation of the
Artifact
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 Problem-Based Learning
▰ A subset of Project-BL
▻ One of the ways teachers could frame a project is to solve a
problem
▰ Dates back to medical schools in 1960s
▰ The principle idea of Problem-BL is that the starting point should be a
problem, a query, or a puzzle that students wishes to solve
▰ Problem-BL is a teaching and learning strategy that uses problematic
stimulus as a means of motivating and directing students to develop
and acquire knowledge 25
Features of PBL
▰ Learning is initiated by a problem
▰ Problems are based on complex, real world situations
▰ Students find the solution
▰ All information required to solve the problems is not given
initially
▰ Students identify, find, and use appropriate resources
▰ Learning is active, integrated, connected
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Similarities between Project-BL and
Problem-BL
▰ Both focus on open-ended question or task
▰ Provide authentic applications of content and skills
▰ Build 21st century success skills
▰ Emphasize student independence and inquiry
▰ Longer and multifaceted than traditional lessons or
assignment

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Similarities between Project-BL and Problem-BL
Project-BL Problem-BL
Often multi-subject More often single subject
May be lengthy (weeks or moths) Tend to be shorter, but can be lengthy

Follows general, variously-named steps Follow specific, prescribed steps

Includes the creation of a product or The “product” may be tangible or a

performance proposed solution, expressed in writing
or in a presentation
May use scenarios but often involves real- Often uses case studies or fictitious
world, fully authentic tasks and settings scenarios as “ill-structured” problems
Differences between Traditional and Problem-BL
Traditional Learning Problem-BL

Told what we need to know Problem assigned

Memorize it Identify what we know and

what we need to know
Problem assigned to illustrate and Learn and apply it to solve the
how to use it problem
Contoh: permasalahan

Seorang ibu dengan anak berusia 6 tahun mendapat

warisan sebesar Rp10.000.000,00. Si ibu ingin anak tersebut
mendapat pendidikan hingga perguruan tinggi. Bantu si ibu
merencanakan pengelolaan uang tersebut sehingga anak
tersebut mampu mendapat pendidikan di institusi
pendidikan terbaik di kotanya!

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 Apa yang diketahui?

▰ Seorang ibu dengan seorang anak (Berusia 6 tahun).

▰ Mendapat warisan sebesar Rp10.000.000,00.
▰ Ibu punya cita-cita anak lulus Perguruan Tinggi
▰ Jenjang sekolah anak dari SD sampai Perguruan Tinggi
▻ SD ——- 6 tahun
▻ SMP ——- 3 tahun
▻ SMA ——- 3 tahun
▻ PT ——- 4 tahun 31
 Apa yang tidak diketahui?

▰ Biaya untuk menempuh pendidikan sampai Perguruan Tinggi

▰ Pekerjaan ibu ( penghasilan ibu )
▰ Biaya untuk kelangsungan hidup
▰ Jenis kelamin anak
▰ Lingkungan tempat tinggal

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Apa yang harus dilakukan?

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 What is it?
▰ Simply a form of active learning (Wildt, 2010; Ludwig, 2011)
▰ Multifaceted concept referring to a variety of learning and teaching
strategies that link research and teaching (Griffith University)
▰ Some practices of research-based learning may include (Blackmore &
Fraser, 2007):
▻ Research outcomes informing the curriculum
▻ Research-process based methods of teaching and learning
▻ Learning to use to the tools of research
▻ Developing an inclusive research context
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Outcome-Based
Learning (OBL)
 What is it?
▰ Focusing and organizing an entire programs and instructional
efforts around the clearly defined outcomes we want all students
to demonstrate when they finish the programs." (Spady, 1993)
▰ "Outcome-based Education is NOT a program, a package, a
technique, a fad, a quick-fix, a miracle or an event. It is
transformational way of doing business in education." (Spady,
1993)

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 Some Features of OBL
▰ All students can learn and succeed, but not on the same day in the
same way
▰ OBL emphasizes authentic, achievable and assessable learning
outcomes.
▰ It is accountable to the stakeholders, the learners, the teachers, the
employers and the public.
▰ "Education that is outcome-based is a learner-centered, results-oriented
system founded on the belief that all individuals can learn" (Towers,
1996)
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 Principles of OBL
▰ Clarity of focus, meaning that all activities (teaching, assessment,
etc) are geared towards what we want students to demonstrate;
▰ Expanded opportunity, meaning expanding the ways and numbers of
times kids get a chance to learn and demonstrate a particular
outcome;
▰ High expectations, meaning getting rid of the bell-curve and all
students should achieve at the highest level;
▰ Design down, meaning designing the curriculum from the point at
which you want students to end up.
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 OBL addresses the following key questions:

• What do you want the students to have or able to

do?
• How can you best help students achieve it?
• How will you know what they have achieved it?
• How do you close the loop

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Outcome-based Learning
Focuses on student learning by:
• Using learning outcome statements to make explicit what
the student is expected to be able to know, understand or do;
• Providing learning activities which will help the student to
reach these outcomes;
• Assessing the extent to which the student meets these
outcomes through the use of explicit assessment criteria.

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YOUR TASK

▰ Form a small group

▰ Plan a mini lesson and demonstrate

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▰ Setiap kelompok menyiapkan lesson plan untuk proses pembelajaran
selama 15 – 20 menit
▰ Apa yang harus disiapkan/dilakukan?
▻ Membuat lesson plan
▻ Menyiapkan media pembelajaran
▻ Menggunakan strategi pembelajaran aktif semaksimal mungkin

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 Lembar Evaluasi
▰ How does participant open the class?
▻ Apakah topik yang dibahas dihubungkan dengan kehidupan sehari-hari?
▻ Apakah tujuan pembelajaran disampaikan?
▻ Apakah urutan kegiatan pembelajaran dijelaskan?
▻ Apakah hubungan antara satu kegiatan dan kegiatan lain dijelaskan?
▰ How does the main teaching and learning activity proceed?
▻ Model pembelajaran apa yang dipakai dan apakah sesuai dengan topik yang
dibahas?
▻ Media apa yang digunakan dan apakah sesuai?
▻ Apakah ada kolaborasi?
▻ Apakah pertanyaan yang diajukan selama proses pembelajaran inti menekankan
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high order thinking skill?
Lembar Evaluasi
▰ How does participant close the class
▻ Apakah ada kesimpulan yang diberikan?
▻ Apakah ada assessment untuk melihat apakah tujuan
pembelajaran
▰ Overall evaluation
▻ Apakah tujuan pembelajaran tercapai?

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THANKS!

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