developing effective teaching plan - session 2

8/7/2019 Developing Effective Teaching Plan - Session 2

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Developing EffectiveTeaching Plan

Debby Tanamal, S.Kom., M.Trng. & Dvt. ([email protected])

Lydiawati Kosasih Asalla ([email protected])

Agnes Herawati ([email protected])

Widia Center of Excellence for Teaching & Learning

http://witel.binus.edu


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Outcomes

At the end of this session the participants will be able to :

Explain the components of course design (learning outcomes,

instructional strategies, assessment)

Explain the cognitive, affective and psychomotor levels

Explain the teaching-learning strategies that can be deploy

Explain the Learning Styles of Students (VAK)

Explain the principles of Student Centered Learning

Explain the importance of Attention Span in Learning Design Explain the Type of Assessment (Formative VS Summative)

Explain the 2 methods of Classroom Assessment Techniques)

Apply principles of curriculum planning to the development and

implementation of a teaching and learning activity


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Sessio

n

Topik Outcomes

1 Curriculum

Component

Consistency &

Learning

Outcomes

Explain the components of course design (learning outcomes,

instructional strategies, assessment)

Explain the cognitive, affective and pscyhomotoric levels

2 Design Your Teaching-Learning

Activities

Explain the teaching-learning strategies that can be deploy Explain the Learning Styles of Students (VAK)

Explain the principles of Student Centered Learning

Explain the importance of Attention Span in Learning Design

3 Assurance of

Learning(Assessment)

Explain the Type of Assessment (Formative VS Summative)

Explain the 2 methods of Classroom Assessment Techniques)

Developing Effective Teaching PlanTerdiri : 3 session (@ session : 60 menit)

Pengajar : Ibu Debby/Ibu Lydia, dan Ibu Agnes.

Paralel Kelas : 3 Kelas (@ kelas : 20 orang)


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SESSION-2 :

Design Your Teaching-

Learning Activities


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Components of Course Design

Learning

Outcomes

Teaching and

Learning

Activities

Feedback

And

Assessment

Situational Factors

Taxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integrated

approach to designing college courses. San Fransisco:Jossey-Bass


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Student Centered Learning

Facilitate Effective Learning

(active participation) Empower learners to

discover and construct

knowledge

LearnerResponsibility


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Teaching & Learning Activities

(TLA)

Lecturing

Group - Discussion

Role-Play

Think Pair Share (Sharing in Pair)

Brainstorming

Question and Answer

Quiz Case Study, Problem-Solving

Demonstration (Example)

Student-

Centered

Learning


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Teaching Learning Classification

(Biggs, 2003)

Lecturing; Tutorial Laboratories ; Field Excursions

Teacher-

directed activities

Group Discussion; Role-Play Brain-storming; Think-Pair Share

Peer directed

activities

Independent learning

Exercise & Assignment

Self-controlled

activities


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Comparison TL Activities

Self-controlled

Activities

-Developing in-depth

understanding

- Monitoring & Self

Assessment

- Independent

Learning

Peer-directed

Activities

- Elaborating- Broadening

understanding

- Providing different

viewpoints &

perspectives

- Obtaining self-insightby comparison with

others like one-self

Teacher-directed Activities

dealing in depth with a topic

Teacher : Expert correctmis- conceptions &present

official views

Focusing on prioritized

content

imparting,

explaining,

clarifying information providing feedback,

deepening

understanding through

interaction with students


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LEARNING STYLE

Bina Nusantara


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Visual

Memory pictures

meaning

Need to see tounderstand

Remember colours

and shapes

Dislike listening for

too long Big Picture , Visual

Aids

Auditory

Love to talk

Learn by listening

Read in talking style

hearing the text

Are attracted to

sound

Forget faces,

remembers names

Learn by doing: role

play, ice breaker

Get up and move

around

Needs lots of

breaks

Remember best

what they do

Kinestetik


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Learning Style( Neuro Linguistic Programming )

Visual Learners Auditory Learners

Kinesthetic Learners

The art of reaching alllearning styles

By Richard Bandler dan John Grinder


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Visual Learners

The ones who are busy taking notes-on everything you say.

They may even ask you to slow down your presentation to make

sure they have captured everything you say

Often think in images or pictures

Adept at seeing connections and patterns in what you present Authorities in Neuro-linguistics believe some WORDS that refer to

Visual Learners are :

I see

Its clearto me now

I get the picture


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You can reach yoPictures Selec

presenting

Graphic Illustratmind long after y


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Auditory Learners

The ones who are listening to your lecture and referring

to the printed handouts you distributed

Learn best by hearing, seeing, and saying words. Authorities in Neuro-linguistics believe some WORDS

that refer to Auditory Learners are :

I hearwhat youre saying

That sounds good to meI cant saywhich way the

vote will go


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You n h

Storyt ng st t lli , and

case situati ns,


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Kinesthetic Learners

The ones who will not enjoy sitting through a period of lecture

( tapping the table and squirming in their seats)

Need to get up and walk around the room

May have difficulty remembering a phone number

Authorities in Neuro-linguistics believe some WORDS thatrefer to Kinesthetic Learners are :

I cant grasp the meaning

of this section

Something smells funny

about this whole thing

I have a feeling this is

going be a success


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You can r ach

Role playingthe c geti to


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Components of Course Design

Learning

Outcomes

Teaching and

Learning

Activities

Feedback

And

Assessment

Situational Factors

Taxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integratedapproach to designing college courses. San Fransisco:Jossey-Bass


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LEARNING

Bina Nusantara


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Attention Time


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Mark H. Gelula (University of Illinois, 2005)

Active Lecturing for Optimal Learning


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Nine (9) Principles of Learning

By Gagne, Briggs, and Wager (1992)

1. Get Learner Attention

2. State the Learning Objective

3. Relate to Previous Learning

4. Present the Material

5. Provide Guidance

6. Practice

7. Provide Feedback

8. Assess Performance

9. Ensure Retention and Transfer


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Gagne-Briggs Nine Events ofInstruction

Part 1 of2

Copyright c 2010 Pearson Education, Inc. Publishing as Prentice Hall

Instructional Event Events Causes Trainee

1. Gaining attention To focus on trainer

2. Informing the trainee of Goal

(objective)

To begin to focus on the goal

3. Stimulating recall of prior

knowledge (learning)

To retrieve prior learning to

working memory

4. Presenting the material To selectively perceive important

parts of training

5. Providing learning guidance To consider how the new material

training fits into trainees overall

schema, and clarifies where it

belongs for ease of retrieval


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Gagne-Briggs Nine Events ofInstruction

Part 2 of2

Copyrig tc 2010 Pearson Education, Inc. Pub is ing as Prentice Hall

Instructional Event Events Causes Trainee

6. Eliciting the performance To do it

7. Providing feedback To perform effectively by reinforcing

correct responses and assistingwhen incorrect

8. Assessing performance To attempt a number of similar

problems to determine if the trainee

has the concept

9. Enhancing retention and transfer To do more complex and variedexamples of the concept and assess

the success

developing effective teaching plan - session 2

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