DrJJ-UniMy-OBTLA-11062013-ppt (pdf) - UiTM

Outcome Based Education 11/06/2013 

Koïchiro Matsuura 

Director General of 

UNESCO 1999-2009 

This presentation is available on my website 

OBE Materials 2013. 

**DrJJ-UniMy-OBTLA-01162013-ppt (pdf)**new-11062013 

Outcomes-Based Education & Constructive Alignment 

Invited Lecture & Worskhop 

Universiti Malaysia (UniMY( 

UniMY) 

Jaafar Jantan aka Dr JJ. June 12 th- 13 th , 2013 

Edward 

DeBono 

Howard 

Gardner 

email: jjnita@salam.uitm.edu.my, jjnita@gmail.com, drjjlanita@hotmail.com;. 

Website: http://drjj.uitm.edu.my; HP#:+60193551621 

Dr JJ was 

conferred the 

coveted & 

prestigious 

2010 AAN 

Science 

Teaching 

Award (HE), 

Oct 10 th , 2011 

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1 

http://drjj.uitm.edu.my 

DrJJ, Zollman, Law, TS Zul 

Born & Raised in the state of Hang JEBAT… 

Early education at St. David’s, Science Malacca & SDAR (Seremban) 

B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ. 

Teaching Certificate (1986) – MPTI, Johor Bahru 

Served ITM – Jan 1987 

PhD Physics Education (1991-1994) - Kansas St. Univ. 

Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award) 

Practiced OBE & Active Learning on my own since 1997. 

OBE, OBTL workshop speaker, facilitator & consultant at national level 

Vice-Chair Asian Physics Education Network (ASPEN), UNESCO 

Chair for ASPEN, Malaysia. 

Nominated for Innovative Teaching & Learning National & International 

Active Member, Science Educ. Committee, Academy Science Malaysia since 2005. 

Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally 


Copyright DR JJ, ASERG, UiTM, Shah Alam 1



GOAL (long term): Inspire & nurture Higher Education teachers to value 

and practice innovative and constructively aligned curriculum, 

learning-teaching activities and assessment approaches. 

Objective (what I will do): Describe the fundamentals; Concepts of 

learning, teaching, bridging the gap between what we want & what is the 

existing state, the science & art (craft) required in innovating constructively 

aligned TLAs 



Upon completion of this activity, you will be able to: (YOUR 

TAKE AWAY) 

1. Discuss the impact of 21st Century Learning & Malaysian quality 

assurance on your classroom practices. 

2. Explain the role of learning outcomes and curriculum mapping on your 

classroom teaching. 

3. Critically reflect the relevancy and appropriateness of your 

understanding of learning and teaching 

4. Critically review the existing course syllabus for alignment. 

5. Plan a constructively aligned lesson. 

6. Deliver an effective, meaningful and constructively aligned classroom 

teaching. 





“Life presents us & the graduates as 

as ill defined, complex, 

unreliable, , and contradictory with difficult practical problems and moral, 

social, and personal choices. 

Graduates need the capacity to identify and define 

problems, recognize reliable from unreliable information, 

analyze this information, and integrate it from diverse, 

often conflicting sources, making logical, concise 

arguments for or against specific positions... 

...” 

Richard J. Shavelson (2007). Assessing Student Learning Responsibly: 

From History to a Bodacious Proposal1. Stanford University. CHANGE magazine. 

http://www.changemag.org/Archives/Back%20Issues/January-February%202007/abstract-assessingresponsibly.html. 

Accessed July 3 rd , 2007. 

11/06/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 MQF-SciStd MQF 

5 

Education ACT 1996: 

Education in Malaysia is an on-going effort towards further developing 

the potential of individuals in a holistic and integrated manner, so 

as to produce individuals who are intellectually, spiritually, 

emotionally and physically balanced and harmonious based on a 

firm belief in and devotion to God. Such an effort is designed to produce 

Malaysian citizens who are knowledgeable and competent, who 

possess high moral standards and who are responsible and 

capable of achieving a high level of personal well-being as well 

as being able to contribute to the betterment of the family, 

society and the nation at large.. 

Source: Curriculum Specifications Form 5 (2006). Integrated Curriculum for Secondary Schools. 

Curriculum Development Centre, Ministry of Education Malaysia. 




Education ACT 1996: For Higher Education 

Education in Malaysia is a continuous effort 

Purpose: develop individual’s s potential (existing potential) 

Method: holistic & integrated. 

Target: Balanced & hamonious Human capital. 

Intellect, emotion, spiritual, physical. 

Guiding Principle: Belief & devotion to GOD 

(existing potential). 

Ultimate target: Malaysian citizens who are knowledgeable, of 

noble/distinguished characters/morals, responsible, able to 

self-prosper and contribute to the harmony & prosperity of the 

family, society and country. 

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; 

Triggering Higher Education Transformation AUGUST 27, 2007 





1 st class Mentality Human 

Capitals: Thinkers, visionary 

leaders, intellectuals, 

committed, confident, risk- 

takers 

3 rd class Mentality: Human 

Capitals: Having Potential to 

change, seriously thinking, can 

accept changes, begin to reflect 

one’s s abilities 

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; 

Triggering Higher Education Transformation AUGUST 27, 2007 


MOHE’s Attributes of Human Capital with First-Class Mentality 

Knowledge Attributes: 

• Mastery of core subjects and 

ability to apply that knowledge 

• Mastery of Bahasa Malaysia and 

English, and at least one other 

global language. 

• A continuing passion for 

knowledge through lifelong 

learning. 

• Excellent general knowledge and 

interest in current events. 

• Appreciation of the arts, culture 

and sports. 

• Sound analytical and problem- 

solving skills. 

• Awareness of business and 

management principles, and 

technology. 

Personal Attributes: 

• Goal-oriented: proactive, self- 

starting, self- disciplined, 

confident, resilient, 

motivated, and fiercely 

competitive. 

• Intellectually engaging: 

creative, innovative, and 

possessing critical thinking 

skills. 

• Quick learner, adaptable, 

and flexible. 

• Entrepreneurial. 

• Ethically and morally 

upright. 

• Spiritually grounded. 

• Compassionate and caring 

(through volunteerism and 

social services). 

Interpersonal 

Attributes: 

• Able 

communicator 

and effective 

presenter. 

• Able to relate and 

be comfortable with 

people at all levels. 

• Able to develop 

and leverage on 

personal and 

professional 

networks to 

achieve goals. 

• Natural leader. 

• Team player. 





Reflect & communicate on the following tasks: 

Rate yourself in terms of factual, conceptual, procedural & functional knowledge of 

OBE-OBTL; 1-Novice, 2-Advanced 2 

beginner, 3-Competent, 3 

4-Proficient, 4 

5-Expert5 

What do you hope to achieve in this workshop. Why are you here-HONESTY Pls.. 

!! Write down your goal and state at least 2 learning outcomes you intend to 

achieve. 

How do you intend to effectively & meaningfully achieve the outcomes 

!! List out your own committment in achieving the outcomes.- 

How can I facilitate your achievement of the intended outcomes 

!! List out 2 specific tasks and actions that you expect me to do in facilitating 

your achievement. 


Guidelines to perform the tasks 

• Individually, spend 5 minutes doing this task. 

• Pick a name for your learning community & a spokesperson.. Spend 3 minutes to 

discuss and conclude the learning group’s decision on each of the task above. 

• Verbally communicate with the learning community the decision of the group (or 

any alternative views). 





11/06/2013 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 13 

"He who rejects change is the architect of decay. 

The only human institution which rejects progress is the 

cemetery." 

Harold WIlson, Prime Minister. NYT, Jan 24th, 1967. page 12 

A wise man is not governed by others, nor 

does he try to govern them; 

he prefers that reason alone prevail 

~La Bruyère, Characters, 1688 





Developing 3 Domains of Education-Learn 

Cognitive 

Affective 

Heart 

Feeling, The Heart 

The CARE, Emotions 

The way to RESPOND 

Head 

Knowing, the Head 

The KNOWLEDGE (F,C,P) 

Intellectual Skills (FC) 

Reasoning Skills-Evidences 


Psychomotor 

Hand, Body 

Hand, Body 

Doing, The 

Doing, The Hand 

Hand 

The SKILLS, PRECISE & 

The SKILLS 

ACCURATE ACTIONS 

(3+1)H 





Can explain: provide thorough, supported, and justifiable accounts 

of phenomena, facts, and data. 

Can interpret: tell meaningful stories; offer apt translations; provide 

a revealing historical or personal dimension to ideas and events; 

make it personal or accessible through images, anecdotes, 

analogies, and models. 

Can apply: effectively use and adapt what we know in diverse 

contexts. 

Have perspective: see and hear points of view through critical eyes 

and ears; see the big picture. 

Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. 

11/06/2013 



Sternberg suggests Curriculum must develop the other 3 R’s. 

• Reasoning (analyze, criticize, solve, propose, develop) 

• which include analytical, critical thinking, and problem solving skills 

• Resilience (persistence) 

• which encompasses life skills such as flexibility, adaptability, and 

self-reliance 

• Responsibility 

• wisdom, i.e. “the application of intelligence, creativity, and 

knowledge for a common good.” 

Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: 

Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. 

11/06/2013 




Learning is 

what students know (factual, conceptual, procedural & metacognitive 

knowledge) - growth in the knowledge dimensions. 

what they can do with what they know (functional knowledge) – 

cognitive dimension process. 

Attitudes – making choices – how we respond. 

Skills-acting on choices with precision. 

11/06/2013 

The 21 st Century MUST HAVE skills: 


“Learning should be relevant to the variety of graduates ‘roles included 

in their working, civic and personal life.” Transformational OBE 

“It is an emphasis on what students can do with knowledge, rather than 

what units of knowledge they have, , that best describes the essence of 

21st century skills.” – attaining learning outcomes 

Elena Silva in the Education Sector Report 2008 


11/06/2013 





Outcomes-Based 

Curriculum Interdisciplinary 

Project-based 

Research-driven 

Thematic & NOT textbook-driven 

(textbook as a resource) 

Connected to community 

Incorporates 

Bloom’s s HOTS 

Multiple Intelligences 

Learning Preferences 

Technology & multimedia 

Multiple literacy 

Authentic Assessment (tasks) 

Students work independently & 

interdependently 

Knowledge is 

constructed through research 

and application, and connected 

to previous knowledge, personal 

experience, , interests, talents 

and passions 

is NOT memorization of facts 

Assessment is 

demonstration of understanding 

through application in a variety 

of contexts 

NOT REGURGITATION 

By self, peer & facilitators 

By multiple ATs to show 

achievement of CLOs 

By using holistic rubrics 

11/06/2013 


Quiz: Recognize & Match the Music types shown in each 

graphic: Heavy Metal, Stevie Wonder, Gangsta Rap, 

House, Hip-hop 

Techno (with 

Ecstacy) 





If you are, you breath. 

If you breath, you talk. 

If you talk, you ask. 

If you ask, you think. 

If you think, you search. 

If you search, you experience. 

If you experience, you learn. 

If you learn, you grow. 

If you grow, you wish. 

If you wish, you find. 

If you understand, you know. 

If you know, you want to know more… 

And if you want to know more, 

If you find, , you doubt. 

If you doubt, you question. 

If you question, you understand. 

And if you want to know more, you are alive. 

Video courtesy of National Geographic Channel 

11/06/2013 


11/06/2013 




• Point of reference & joint understanding of HE Qualifications in 

Malaysia 

• An instrument that 

• develops and classifies qualifications based on a set of criteria 

that are approved nationally and benchmarked against 

international best practices, 

• and which clarifies the earned academic levels, , learning 

outcomes of study areas and credit system based on student 

academic load (Student Learning Time, SLT). 

• These criteria are accepted and used for all qualifications awarded by 

recognised higher education providers. Hence, MQF integrates with 

and links all national qualifications. 

MQF 

11/06/201 

3 



11/06/2013 





MQF LOs Domains MOHE LOs, 2009-KSA 

1. Knowledge (K) 

2. Practical skills (S) 

3. Social skills and responsibilities (S) 

4. Ethics, professionalism and 

humanities (A) 

5. Communication, leadership and 

team skills (A) 

6. Scientific methods, critical thinking 

and problem solving skills (K) 

7. Lifelong learning and information 

management (A) 

8. Entrepreneurship and managerial 

skills (A) 


2. Practical Skills (S) 

3. Thinking and scientific skills (K) 

4. Communication skills (A/S) 

5. Social skills, teamwork and responsibility 

(A/S) 

6. Values, ethics, moral and professionalism (A) 

7. Information management and lifelong learning 

skills (A/S) 

8. Managerial and entrepreneurial skills (A/S) 

9. Leadership skills (A/S) 

11/06/2013 


Professional skills 

1. Critical thinking and problem solving skills (C)-LO3) 

2. Communication skills (A)-LO4 

3. Group working skills (A)-LO5 

4. Ethics and professionalism (A)-LO6 

5. Lifelong learning and information management (A)-LO7 

6. Entrepreneurship skills (A)-LO8 

7. Leadership skills (A)-LO9 

11/06/2013 




MQA Code of Practice 

Good Practices: 

MQA 

Code of 

Practice 

….the quality assurance process is built on the following 

attributes: 

encourages a variety of teaching and learning methods 

ensures the choice of credible student assessment methods 

appropriate for the teaching and learning methods chosen; 

ensures there are adequate resources to deliver the curriculum; 

is concerned with good outcomes rather than detailed 

specifications of content 

11/06/201 

3 





MQF has 8 levels of certification - levels of capabilities 

Generic features & capabilities between levels of certifications 

MQF 

11/06/201 

3 



11/06/2013 






Your TASK: 

Invidually, reflect and respond to the following questions. When done, engage with other 

group members. 

Share your reflections with the rest of the learning community. Time on task: 10 mins. 

1. WHY OBE What's wrong with the existing education philosophy 

2. Is OBE an approach to education or a prescription to program structure 

3. How is OBE related to 21st Century Learning characteristics 

4. How do these characteristics impact our existing classroom practices 

5. What is the role of MQA in OBE Explain. 





11/06/2013 


Philosophy of OBE-OBTL 

1. WHY OBE What's wrong with the existing education philosophy 

2. Is OBE an approach to education or a prescription to program structure 

3. What are the 21st Century Learning characteristics 

4. How do these characteristics impact our existing classroom practices 

5. What is the role of MQA in OBE Explain. 


How DO Programs Support Vision & Mission of IHL 

1. Why are PEOs developed 

2. What is the acceptable number for PEOs Explain 

3. What are the attributes that must be embedded in PEOs 

4. What are the PEOs communicating to the stakeholders (academic staff, 

students, parents, industry players) 

5. How should the PEOs be formulated 




How to Design Curriculum to Support PEOs Attainment 


1. What are PLOs 

2. Why PLOs 

3. How many and why 

4. What is the difference between PLOs & PEOs 

5. How are PLOs related to PEOs Explain. 

6. What are the verbs most appropriate to be used in each PLO What does 

the verb tell you 

7. Given a set of PEOs, PLOs, its matrix, a curriculum matrix, the taxonomy 

matrix and the KI matrix, can you critically review them based on 

fundamental principles of OBE curriculum design 

8. What is the significance of Bloom's original taxonomy, the revised 

taxonomy, Simpson's taxonomy and Krathwol taxonomy 

9. How would I know that my program has serve its purpose What Purpose 

10. How should I convince my stakeholders 


MQA 

Code of 

Practice 




Traditional/Transitional OBE emphasises student mastery of 

traditional subject-related academic outcomes (usually with a strong 

focus on subject-specific specific content) and some cross-discipline 

outcomes (such as the ability to solve problems or to work co- 

operatively). 

Transformational OBE emphasises long-term, cross-curricular 

curricular 

outcomes that are related directly to students’ future life roles (such 

as being a productive worker or a responsible citizen or a parent). 

Spady (1994) 

Source: Killen, Roy (2005). Programming and assessment for quality teaching and 

learning. Chapter 2. Thomson Social Science Press 


Outcomes-Based Education (OBE) 

is a philosophy, an approach to 

education based on products of 

learning experiences 

Involved Every 

stakeholders of 

higher education 

Integrates Constructively Aligned 

TLAs, , Assessment & Grading to the 

Finished Product, the Learning 

Outcomes 

Prepares 

graduates as 

knowledgeable 

& responsible 

citizens 





The Outcomes-Based approach to course design is intended to make the 

expectations of the designer/educator more 

transparent to both the student and any 

regulatory or accrediting body (KPT, MQA, EAC). 

Unlike the traditional model of course design in higher education 

(focus on coverage), 

), where the lecturer would decide what to include on 

a syllabus, based on his or her own judgement of what was important for 

students to know; or on personal research or other interests; 

the outcomes-based approach starts with a specification of what the 

student will be expected to achieve (significant learning) by 

student will be expected to achieve 

the end of the program/course/unit/lesson 

/lesson 

11/06/2013 



"Learning outcomes represent 

culminating demonstrations of learning and achievement. 

They are not simply a listing of discrete skills, nor 

broad statements of knowledge and comprehension. 

They describe performances that demonstrate that 

significant learning has been verified and achieved by 

graduates of the program." 

A description of the Competency for the KSA attainment 

appropriate of university graduates. 

LOs: Describe 

events on a bus 

LOs: Imitate the hop, 

jump and leap 

11/06/2013 





MQF 

11/06/201 

3 



11/06/2013 









11/06/2013 







A programme’s s stated aims, , objectives and learning outcomes reflect what it 

wants the learner to achieve. It is crucial for these aims, objectives and learning 

outcomes to be expressed explicitly and be made known to learners and other 

stakeholders alike. 

Programme Aims 

Programme aim/s is an overarching statement on the purpose, philosophy and 

rationale in offering the programme. 

Benchmarked Standard (pp 25) 

• The programme objectives must reflect the key elements of the outcomes of 

higher education that are in line with national and global developments 

opments. 

• The programme aims, objectives and learning outcomes must be developed in 

consultation with principal stakeholders which should include the academic staff. 

• The programme aims, objectives and learning outcomes must be consistent with, 

and supportive of, the HEP’s vision and mission. 

COPPA 

EAC ABET WA 



Vision 

To establish UiTM as a premier university of outstanding 

scholarship and academic excellence capable of providing leadership to 

Bumiputeras’s s dynamic involvement in all professional fields of world-class 

standards in order to produce globally competitive graduates of sound ethical 

standing. 

Mission 

To enhance the knowledge and expertise of Bumiputeras in all fields 

of study through professional programmes, research work and community service 

based on moral values and professional ethics 

EAC ABET WA 





Vision: Become an Eminent Management University 

pre-eminent eminent centre of academic excellence 

in teaching and learning in the field of management 

Consistently be a pre 

pre-eminent eminent centre of academic excellence in 

research, consultancy, and publication in the field of management, 

Consistently be a pre 

Mission Statement: 

Consistently bring forth highly competent human capital that is 

commited to serving in the development of the nation and all 

humanity. 

Note: The bullets were extracted by Dr JJ from UUM official mission statement 

Source: http://www.uum.org.my/en/vision-and-mission 



VISION 

Enriching the best brains with a learning experience to 

enable them to get to the future faster 

MISSION 

To enroll, educate and inspire the brightest students 

with a passion for learning to become the next 

generation of creative thinkers, responsible 

entrepreneurs and technology leaders in a global 

society 

EAC ABET WA 





The IT Baccalaureate program aims to 

support Malaysia’s aspirations of becoming an 

industrialized nation by producing globally 

recognized IT graduates with unwavering 

commitment and professionalism while critically 

and creatively provide solutions that are 

relevant to societal and Malaysia’s economic 

growth. 

COPPA 

EAC ABET WA 



Universiti Teknologi MARA’s Diploma/ 

Baccalaureate Music program aims to support 

Malaysia’s aspirations of becoming an 

industrialized nation by nurturing world-class 

bumiputra music professionals with unwavering 

integrity and commitment in critically and 

creatively providing ethical and responsible 

solutions that are relevant to 1Malaysia’s societal 

and economic growth. 

COPPA 

EAC ABET WA 





Taxonomies of 

Learning 

LOKI Guide 

Bloom 



ABET’s s definition of PEOs: 

The program must have published Program Educational Objectives that are 

consistent with the mission of the institution, the needs of the 

program’s s various constituencies, and these criteria. 

There must be a documented and effective process, involving program 

constituencies, for the periodic review and revision of these program 

educational objectives. 

EAC’s definition 

Programme Objectives are specific goals consistent with the mission 

and vision of the IHL, that are responsive to the expressed interest of 

programme stakeholders, describing the expected achievements of 

graduates in their career and professional life few years after 

graduation. 

COPPA 

EAC ABET WA 





specific goals consistent with & supportive of the mission and vision v 

of the IHL 

reflect the key elements of higher education (knowledge,( 

skills & 

responses) 

in line with the national & global developments (contains the 9 MOHE 

LO domains or 8 MQF LO domains) 

responsive to the expressed interest of programme stakeholders and a 

describing the expected achievements or milestone of graduates in i 

their career and professional life few years after graduation 

employability attributes and selling points of your program. The 

sentences begin with: (Within) Within a few years upon successful 

completion the program, our graduates (are) will be…. 

COPPA 

EAC ABET WA 



TCM Health EAC Eng Tech ABET WA 

MQA-Std-Business 

Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Pre Diploma Programs. The sentences begin with 

Within few years upon successfully completing the program, our graduates (are) will be: 

1. Bumiputra higher education students who deepens their knowledge and understanding of 

science concepts, laws, principles and laboratory experiences in their field of study. 

2. Bumiputra higher education students who collaborate in teams and enhance leadership roles 

in learning by utilizing proficient verbal and writing abilities to solve problems in their field of 

study. 

3. Bumiputra higher education students who enhance their self-learning abilities and their 

proficiency of using the internet and information communication technology to explore new 

ways of learning in their field of study. 

4. Bumiputra higher education students who demonstrate academic integrity and moral values 

in completing their academic and college learning tasks. 

Task 





Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Diploma Programs. The sentences begin with 

Within few years upon successfully completing the program, our graduates (are) will be: 

1. semiprofessionals in applied sciences who analyze and apply the knowledge, 

understanding and laboratory experiences to provide quality products and services to 

the government agencies and science-related industries. 

2. semiprofessionals in applied sciences who lead and engage in teams in problem 

solving tasks across disciplines through effective communicative abilities 

3. semiprofessionals in applied sciences who continue to advance their knowledge and 

abilities by utilizing ICT to explore business opportunities in the science-related 

industry 

4. semiprofessionals in applied sciences who demonstrate ethical and professional 

values in providing services to the recipients and provider of the science-related 

industry. 

Task 







Program Educational Objectives (PEOs are employability attributes and selling points of 

your program) for UniMY Foundation Program. 

1. Students have strong knowledge in the field of electronics, computing and 

information technologies 

2. Attain knowledge of contemporary issues in technology through research and lifelong 

learning activities. 

3. Ability to function as an effective team player with the capability to lead and 

appreciate team work and leadership qualities. 

4. Appreciate and uphold professional attitudes and ethics necessary in fulfilling their 

responsibilities towards the Almighty, clients and the society. 

Task 







What should graduating students know & be able to do 

upon successful completion of the program 

Will these be enough to support attainment of the 

Program Educational Objectives 





MQF 


MQF Framework for Diploma level-Outcomes: Median C3,P4, A3 


MQF 







PLOs are what graduates will know and be able to do (upon successfully completing the 

program) to support attainment of PEOs. It is the minimum, practical & attainable 

competency level. The sentences begin with 

Upon successfully completing the program, our bumiputra graduates will be able: 

1. Demonstrate knowledge and understanding of music (for example: music 

performance, historical studies, cultural studies, musicianship and music theories) 

and ……. 

2. Apply knowledge and understanding of ….. (music performance, historical studies, 

cultural studies, musicianship and music theories). 

3. Display music competency skills including the use of music notation in reading, 

performing, composing, analyzing, and hearing music.; 

4. Critically analyze musical performance, musical composition and formulate solutions 

to music-related well-defined (vaguely-defined; broadly-defined) problems; 

Example of the first 3/4 Music LOs. Standards will follow the MQF certification level 

(refer to the MQF generic LOs for diploma or degree). The rest can be adopted from 

other sources (generic attributes) or from MQF. 





Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Pre-Diploma Programs. The sentences begin with 

Upon successfully completing the program, our bumiputra graduates will be able to: 

1. Construct and acquire introductory and intermediate knowledge of science and 

mathematics at the Diploma level. 

2. Plan and safely conduct simple scientific investigations, organize and transform raw data 

into tables and graphs and propose appropriate mathematical models from the evidence of the 

investigations. 

3. Identify, classify and make clear the outcomes and procedures to solve ill-defined problems 

found in an introductory undergraduate science-related textbook. 

4. Communicate their ideas and arguments proficiently both verbally and in writing. 

5. Demonstrate collaboration with team members across gender and ethnic background while 

performing and completing academic tasks. 

6. Practice honesty and integrity in performing and completing their academic tasks. 

7. Demonstrate abilities to be independent in completing their academic tasks. 

8. Explore new and efficient strategies to become deep-learners. 

9. Demonstrate leadership abilities in completing a team-related academic tasks 

MQF LOs 

Degree 







Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Diploma Programs. The sentences begin with 

Upon successful completion of the program, our bumiputra graduates will be able to: 

1. Apply knowledge and understanding of science and mathematics (& engineering). 

2. Safely prepare samples and operate a range of machineries and laboratory equipments. 

3. Plan, conduct and conclude scientific investigations in their field of study. 

4. Apply the scientific reasoning in proposing solutions for authentic problems in their 

field of study. 

5. Verbally communicate scientific ideas with semiprofessionals and non-experts. 

6. Articulate scientific investigations in written form with semiprofessionals and nonexperts. 

7. Effectively engage in a multidisciplinary team. 

8. Demonstrate values, ethics, morality and professionalism in their semiprofessional 

pursuit. 

9. Manage information and engage in life-long learning. 

10.Apply managerial and entrepreneurial skills. 

11.Demonstrate leadership skills. 

MQF LOs 

Diploma 



MQF LOs Domains MOHE LOs, 2009-KSA 

i. Knowledge (K) 

ii. Practical skills (S) 

iii. Social skills and responsibilities (S) 

iv. Ethics, professionalism and 

humanities (A) 

v. Communication, leadership and 

team skills (A) 

vi. Scientific methods, critical thinking 

and problem solving skills (K) 

vii. Lifelong learning and information 

management (A) 

viii. Entrepreneurship and managerial 

skills (A) 


2. Practical Skills (S) 

3. Thinking and scientific skills (K) 

4. Communication skills (A/S) 

5. Social skills, teamwork and responsibility 

(A/S) 

6. Values, ethics, moral and professionalism (A) 

7. Information management and lifelong learning 

skills (A/S) 

8. Managerial and entrepreneurial skills (A/S) 

9. Leadership skills (A/S) 





Copyright DrJJ, ASERG, FSG, UiTM. March 2011 MQF-SciStd MQF 

69 

MQF-SciStd 

MQF 

1-Knowledge & 2-Skills2 

Malaysia’s Aspirations 

MQF/MOHE LO Domains 

6-Ethics & 

Professionalism 


3-Reasoning, 4-Communication, 

4 

5-Teamwork, 9-Leadership9 

HEP’s Vision & Mission 

Program Aims 

7-Lifelong Learning, 

Management & 

8-Entrepreneuship 

PEO1 PEO2 PEO3 PEO4 

LO1 

LO2 

LO3 

LO4 LO5 LO6 LO7 LO8 LO9 

CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 

Course1 

Course2 

Course3 

Course4 







72 




3 MOHE LOs addressed by each course 


73 




74 






75 



76 




Your TASK: 

As a group, discuss the appropriateness of UniMY Foundation Program PEOs, PLOs 

and curriculum mappiing 

Share your reflections with the rest of the group members. Time on task: 20 mins. 





“Learning is not a spectator sport.” 

“You do not learn much just sitting in classes listening to 

teachers, memorizing prepackaged assignments, and spitting out 

answers. 

You must talk about what you are learning, write 

reflectively about it, relate it to past experiences, 

and apply it to your daily lives. You must make 

what you learn part of yourselves.” 

-Source:"Implementing the Seven Principles: Technology as 

Lever" by Arthur W. Chickering and Stephen C. Ehrmann 





“The greatest enemy of understanding is 

coverage – I can’t repeat that often enough. If you’re 

determined to cover a lot of things, you are 

guaranteeing that most kids will not 

understand, , because they haven’t t had time enough to go 

into things in depth, to figure out what the requisite 

understanding is, and be able to perform that understanding in 

different situations.” 

(Gardner 1993: 24) 


Assessment gives us essential information about what our 

students are learning and about the 

students 

and about the extent to which 

we are meeting our teaching goals. 

But the true power of assessment comes in also using it to give 

feedback to our students. Improving the quality of 

learning in our courses involves not just determining to what 

extent students have mastered course content at the end of 

the course; improving the quality of learning also involves 

determining to what extent students are mastering 

content throughout the course 

the course. 

SOURCE: Excerpted from National Institute for Science Education (2001b) 





An important consequence of directing our attention towards the assessment 

of complex outcomes is that it changes the focus of 

assessment from quantity to quality 

From this quality perspective, 

understanding (rather than memorisation), 

creativity (rather than reproduction), 

diversity (rather than conformity), 

initiative (rather than compliance) and 

challenge (rather than blind acceptance) become the yardsticks by 

which we try to measure, describe and report student learning' 

(Killen 2003:10). 

Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomesbased 

education”.' SAJHE, Vol18 No. 1. Uniza Press. 




How do we rise above challenges, announce 

, announce “here I am” 

To see hope where others see none. 

To find our own way, to step into the unknown. 

To discover new wonders and new horizon. To never say i can’t. 

To be the one that makes a difference. The one who dares to dream 

How do we surpass our limits. To find the strength we never knew we had 

To keep learning and keep growing 

To keep learning and keep growing. With no fear of failure 

To reach out to others, no matter who they are 

To stand tall and stand firm for what we believe in 

To keep trying, , to color the lives of others 


"If a child can’t t learn the way we teach, maybe we should 

teach the way they learn." Ignacio ‘Nacho’ Estrada 




What kinds of learning DO YOU VALUE 

Are these consistent and aligned with the 

country’s s mission, mission of the HEPs & the 

department 

HOW will you demonstrate these values in ways 

that you design your instruction and in ways 

that you collect evidences of those learning 

For 3 minutes, write your definition of what teaching is and list out 

2 characteristics or traits of meaningful & effective teaching. 

Then for the next 3 minutes, write your definition of what learning is 

and list out 2 traits of meaningful or deep approach learners 

Choose a learning partner (person next to you perhaps). . Turn to 

your learning partner & say HELLOOOO PARTNER. . Then shake 

hands before beginning the following activity. 

For 5 minutes each, convince your neighbor that your definition is the 

best definition or synergize both of your definitions and you list 




I want to talk about learning. But not the lifeless, sterile, 

futile, quickly forgotten stuff that is crammed into the 

mind of the poor helpless individual tied into his seat 

by ironclad bonds of conformity! I am talking 

about LEARNING - the insatiable (its never enough) 

curiosity that drives the adolescent boy to 

“absorb” everything he can see or hear or read 

about gasoline engines in order to improve the 

efficiency and speed of his 'cruiser'. (my paraphrase: 

being a functional learner, professional, father, son, & 

citizens) -cont 


I am talking about the student who says, "I am discovering, 

drawing in from the outside, and making that which is 

drawn in, a real part of me." 

any learning in which the experience of 

the learner progresses along this line: 

I am talking about any 

the learner progresses along this line: "No, no, that's 

not what I want"; "Wait! This is closer to what I 

am interested in, what I need"; ; "Ah, here it is! 

Now I'm grasping and comprehending what 

I need and what I want to know!" Carl Rogers 1983: 18-19 




“One theme of science education reform is understanding that science 

involves ways of thinking and doing as well as 

bodies of knowledge. Emphases are placed on thinking, 

problem solving, and habits of mind that promote 

exploration and discovery such as curiosity, questioning, 

openness to ideas, learning from errors, and 

persistence. Learning needs to occur in the context of real 

investigation through inquiry and reasoning, which means 

teaching for understanding, not memorization of facts” 

(American Association for the Advancement of Science, 1989;National Science Teachers Association, 1992) 

Source: NINA L. GREENWALD (2000). Learning From Problems. The Science Teacher. Retrieved June 8 th , 

2013 from http://people.uncw.edu/kubaskod/SEC_406_506/Classes/Class_7_PBL/LearningFromProblems.pdf. 


 

 

 

learning is best, much more takes place, when the learner is the one who 

looks deeper to create meaning and develop 

understanding. Wiggins and McTighe (1998) 

students need to "uncover" content for meaning, to question 

and verify ideas if they are to be understood. Wiggins and McTighe (1998) 

a priority in teaching for understanding is shaping content in ways that 

engage students in making sense out of it through inquiry and 

application. Wiggins and McTighe (1998) 

Understanding, is deep learning that goes well beyond simply 

"knowing", , such as being able to do thought-demanding things with a topic like 

finding evidence and interpreting information in new ways. Perkins and Blythe (1994) 

Source: NINA L. GREENWALD (2001). Problem-Based Learning in Science. Ill-Defined Encounters Are the 

Right Kind!. Retrieved June 8 th , 2013 from http://www.cct.umb.edu/pblscience.html 




“A A paradigm shift is desirable in world-wide wide education. Under the 

traditional, dominant ‘Instruction Paradigm’ schools and colleges are 

institutions that exist to provide instruction. It is to be hoped that a 

‘Learning Paradigm’ might eventually take hold, whereby 

educational institutions in all countries would exist to produce 

learning. This shift is both needed and wanted, 

and it would change everything.” 

Barr & Tagg (1995). “From Teaching to Learning: A New Paradigm for Undergraduate 

Education”. Paraphrase by Hake, R. “Measuring Teaching and Learning Performance: 

Interconnected Issues”. 

“...All three of these important dimensions of cognition—using abstract 

symbols, epistemology, and principled, ethical 

reasoning — as well as the ability to work cooperatively in 

teams with people different from oneself, require for their 

development that 

that students be actively involved in learning. 

It is unlikely that lectures alone can bring about the 

profound cognitive reorganizations required, produce 

the interpersonal skills that must be developed, and 

foster the substantial changes in disposition toward 

learning and human diversity required for these 

important changes to occur...” 

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL. 





Instruction Paradigm 

Learning Paradigm 

Missions & Purposes 

Source: Barr & Tagg (1995). From Teaching to Learning - A New Paradigm for Undergraduate Education. Change; Nov 

1995; 27, 6; Research Library Core. Retrieved June 8 th , 2013 from 

http://docushare3.dcc.edu/docushare/dsweb/Get/Version-3000/BarrTagg.pdf 





Criteria for Success 








Teaching & Learning Structures 








Nature of Roles 










CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 


LO: 

What the 

students are able 

to know & do 

Teaching: 

Getting the 

students be able 

to know & do 

Assessment: 

How well has 

the students 

know & 

have done 




Source: Felder.,R.M., Brent, Rebeca (2003). 

Designing and Teaching Courses to Satisfy 

the ABET Engineering Criteria. Journal of 

Engineering Education, 92 (1), 7-25 

Students 

CONSTRUCT 

MEANING from 

what they learn 

Curriculum is 

designed so that 

the learning 

activities and 

assessment 

tasks are aligned 

with the learning 

outcomes that 

are intended in 

the course. 



Assessing declarative 

knowledge: 

Essay examinations 

Multiple choice questions 

Open-book examinations 

Closed-book examinations 

Tests and quizzes 

Assignments 

Ordered outcome items 

Letter to a friend 

Presentations 

Assessing functioning 

knowledge: 

Projects (individual) 

Projects (group) 

Portfolios 

Practicums 

Laboratories 

Reflective journals 

Case studies 

Presentations 

Assignments 

Rapid assessments 

methods (for large 

classes): 

Concept maps 

Venn diagrams 

Three-minute essays 

Gobbets 

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. 





LO verbs 

Acquire content 

Explain 

Integrate 

Apply 

Solve problem 

Design, create 

Hypothesise 

Reflect 

Possible TLAs 

set reading, lecture, field trip 

tutorial, written essay 

project, assignment 

project, case study 

PBL, case study 

project, creative writing 

experiment, project 

reflective diary 


Level 1 

Blame 

Students 

Level 2 

Blame Teachers 


Pictures from the Video 

Understand Understanding & 

Teach Teaching 

6/11/2013 

Level 2 

Level 2 Level 3 





Engage-Explore 

Explore-Explain-Elaborate-Evaluate/Assess 

Evaluate/Assess 

1. Engage: Respond to the assessment 

question/s. 

2. Explore: Use the Lesson Plan Provided & 

Perform the PheT simulation. 

3. Explain your findings. 

6/11/2013 

4. Elaborate: Investigate further 

5. Assess/Evaluate: Answer 

question again 

CMAP-S 

CMAP-EDU CMAP-A 

CMAP-M 


Course Learning Outcome 1 

Students will be able to explain basic concepts and principles 

pertaining to electric current, electromotive-force (EMF), potential 

difference, brightness of a light bulb, power consumed by the bulb 

and resistance of the bulb for a simple circuit and for a complex 

circuit which are connected in series, in parallel and a series- 

parallel combination. 

2. Safely manipulate equipments used in electricity and magnetism scientific 

inquiries. (LO2-P3). TLAs: Weekly Laboratory tasks. Indicators: Lab Performance 

Exam 

3. Demonstrate scientific inquiries in electricity and magnetism. (LO3-CTPS3). TLAs: 

Group discussions and cooperation in labs & in class. Indicators: Journal Entries 




Course Learning Outcome 1 

Students will be able to explain basic concepts and principles 

pertaining to electric current, electromotive-force (EMF), potential 

difference, brightness of a light bulb, power consumed by the bulb 

and resistance of the bulb for a simple circuit and for a complex 

circuit which are connected in series, in parallel and a series- 

parallel combination. 

TLAs- 

Learning Cycle: 5Es or 4Es+1A (Engage-Explore-Explain- 

Elaborate-Evaluate/Assess 

Evaluate/Assess) 

Assess – Diagnostic - Formative Classroom Pre/Post 


The five bulbs are identical and the batteries are identical 

and ideal. Rank the five bulbs from brightest to dimmest. 

Explain your reasoning. 

McDermott & Shaffer at the Univ of Washington administered to more than 

1000 students. Only 15% correct pre/post response , samples are from 

introductory calculus-based physics courses. PhD students – 70 % correct 

responses 




The five bulbs are identical and the 

batteries are identical and ideal. 

Rank the five bulbs from brightest to 

dimmest. Explain your reasoning. 

McDermott at Univ of Washington. 

Administered to more than 1000 

students. 0 % correct pre/post 

response , samples are from 

introductory calculus-based physics 

courses. 

TLA – Explore-Explain-Elaborate-Assess (Post) 



You can know the name of a bird (or element) in all the languages of the 

world, but when you're finished, you'll know absolutely 

nothing whatever about the bird (or element)... So let's 

look at the bird to see what it's doing—that's what 

counts. I've learned very early the difference between knowing the 

name of something and knowing something. 

—Richard Feynman 

This talk can be downloaded from 

http://drjj.uitm.edu.my/index.html#obe2012/DRJJ-PERFIK-talk- 

21112012.pdf 





CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 

6/11/2013 


The verb Discuss: 


A discussion involves examining the various reasons for and 

against some claim, or a multi-faceted exploration of some topic/issue. The 

core meaning of ‘discussion’ is a conversation between two or more people, 

and so a discussion here should have at its heart the even-handed 

consideration of a topic, looking at it from various 

sides. . This involves more than reciting facts 

or describing something. It is closer to evaluation, 

only it neither requires nor expects you to come down 

on one side of the issue. You need to make use of background 

information surrounding that claim or topic/issue. 

6/11/2013 




Diagram of a neuron. Picture from Wikipedia 

(http://en.wikipedia.org/wiki/Neuron) 

http://www.human-memory.net/brain_neurons.html 

Information-processing paradigm of intellectual 

development & the Science of Learning 

Psychology-Neurosciences 

Synaptic transmission. Picture from Wikipedia 

(http://en.wikipedia.org/wiki/Chemical_synapse) 

RAM 

Brain as the 

main processor 

of information. 

Key Memory 

Systems & How 

they Interact 

Buffering 

Storage Media 

WM features: information is held for a very short time, it has a very limited 

capacity, but both the capacity and the efficiency with which a given capacity 

is used develops with age and learning experience 

Piaget’s s Intellectual Development: The mind is seen as a meaning-making 

making 

system that actively constructs understanding through mental operations on 

representations of the external world. 



"Although engineering students used memorized formulas successfully ly to 

solve physics problems, there were 'widespread' 

misconceptions' ' when they 

were required to provide 'coherent' 

verbal descriptions of abstract concepts’ 

inherent in the problems. 

After watching their teachers work 1,000 problems in class and solving another 

3,000 themselves outside class, 'after four years, engineering students showed 

negligible improvement in problem-solving skills.“ 

Gardiner, L.F.. “Why We Must Change: The Research Evidence”, Thought and Action, 14(1), pp.71-88. Available 

electronically at http://www2.nea.org/he/heta98/s98pg71.pdf. 

Physics Education Research-Validated Learning evidences on learning & 

teaching effectiveness since the 1980’s 

Development of Valid & Reliable Measuring Instruments such as the 

revolutionary Force Concept Inventory (FCI) & the inclusion of 

Physics Education Research as a branch of physics & reported in Physical 

Review Special Topics—Physics Education Research 

“Are college students truly learning Definitely not, Academically Adrift asserts. 

Surveys, transcripts, and the Collegiate Learning Assessment show that nearly 

half of the students do not improve in critical thinking, complex reasoning, and 

writing in their first two years. More than a third do not improve in four years. 

Source: Academically Adrift: Limited Learning on College Campuses By Richard Arum and Josipa Roksa 

http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028550 

“Its major findings suggest that on average, students make only small gains in 

critical thinking and reasoning skills during college; a substantial tial percent of 

students make no discernible gain at all in these skills; and levels of 

engagement in serious academic work, such as studying and writing, are low.. “ 

“Our results with a different sample of institutions, a different sample of students, and a 

different standardized measure of critical thinking closely parallel those of Arum and 

Roksa. We conclude that the findings of Arum and Roksa are not the artifact of an 

anomalous sample or instrument and need to be taken seriously…” Pascarell, Wabash 

University, Iowa 




“The most important single factor influencing 

learning is what the learner already knows. 

Ascertain this and teach him accordingly.“ 

David Ausubel, 1968. 

Inside is 

NOT 

EMPTY… 

CONSTRUCTIVISM – 

Knowledge is to be 

constructed.. 

GET THE INSIDE OUT SO THAT 

THE OUTSIDE CAN GO IN.. 

Inside is 

NOT 

EMPTY… 

Science of Learning 


GET THE INSIDE OUT SO THAT 

THE OUTSIDE CAN GO IN.. 

Fantasia ie, , illusory understanding or 

persistent misconceptions. Potentially far 

more insidious than amnesia. Can be 

dangerous. The state in which students 

are absolutely confident that they 

understand something, but they don't. 

Inside is 

NOT 

EMPTY… 

Inside is 

NOT 

EMPTY… 

Existing Knowledge Could be 

Misconceived 

Aristotelian 

Inhibits learning new 

knowledge 

Science of Learning 





CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 


CRI 0 = have no clue 

CRI 5 = very certain 

CRI=2,3 

Bef:61%, Aft:37% 

Bef:9%, Aft:10% 

Bef:15%, Aft:23% 

Bef:9%, Aft:13% 

Bef:6%, Aft:17% 




A truck broke down and received a push from behind by a small car 

as shown by the figure below. 

15. As the car accelerated to attain a constant speed; 


(A) the force exerted by the car onto the truck is the 

same as the force exerted by the truck onto the car. 

(B) the force exerted by the car onto the truck is smaller 

than the force exerted by the truck onto the car. 

(C) the force exerted by the car onto the truck is bigger 

than the force exerted by the truck onto the car. 




Comparing Pre (N=1354) & Posttest (N=1145) FCI change in scores for 

question 15 . Answer is A. 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

Pre A 

Post A 

Pre B 

Post B 

Pre C 

Post C 

Pre D 

Post D 

Pre E 

Post E 

10% 

0% 

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E 

Answer Options for P re & P ost Test 


Scores from 

overseas 

Scores from Malaysian Public Universities (DrJJ’s unpublished 

work) 

USA 

27% - 73% 

UK 

28% - 33% 

Finland: 45.7 % 

Russia: 46.5 % 

Overall for ALL bumi: 21.3% 

(N=1792). Overall for nonbumi: 

27.4% (N=308). 

UKM (N=177) overall: 22.3% 

Bumi: 20%; Non-bumi: 30% 

USM: 36.6% 

Bumi: 25%; Non-bumi: 40% 

UPM: 21%, * 23% 

UPSI (N=414) overall: 20.1% 

(T-test at the 95% 

confidence shows no 

significant difference in 

scores between bumi & 

non-bumi) 

UiTM (N=1343) overall:21.4% 

UiTM’s American Degree 

Foundation Program 

(N=47) overall: 38% 



Table of Frequency of Malaysian university students showing 

competency (score ≥60%) in FCI. 

N=2100. Only 1% scored at and above competency 

Score 

76% 

73% 

70% 

67% 

60% 

60% 

Frequency 

3 

1 

3 

3 

4 

4 

Univ 

UiTM ADP (bumi) 

UKM (non-bumi) 

(non-bumi) 

USM (bumi) 

USM (non-bumi) 

UiTM ADP (bumi) 


CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 




KNOW your LEARNERS 


Learning Styles 

"...a biologically and developmentally imposed set of 

personal characteristics that make the same 

teaching method effective for some students and 

ineffective for others,..." (Dunn, Beaudry, and 

Klavas, 1989) 


What makes meaningful learning difficult- 


Felder’s s Model - 4 domains of information 

handling: to understand new knowledge 

Input 

Understood 

New 

knowledge 

Processed 

Perceived 

ILS 




Student’ Learning Preferences: 

Information Handling Domains Felder’s) 

Visual 

Verbal 

*USA findings, ** DR. J.J’s s (N = 1122) 

Input 

*69, ** 87 

prefer charts, diagrams and 

pictures. 

*30, ** 13 

prefer the spoken or written 

word. 

Sensing 

prefer data and facts. like facts & 

solve well establish methods, 

resent being tested on materials 

that has not been explicitly 

covered in class 

Intuitive 

Perception 

*57, ** 58 

*42, ** 42 

prefer theories & interpretations of 

factual information. 

ILS 

ILS-A 

Student’ Learning Preferences: 

Information Handling Domains Felder’s) 

*USA findings, ** DR J.J.’s s (N = 1122) 

Processing 

Understanding 

Active 

*67, **60 

Sequential 

*71, ** 60 

learn best by doing 

something physical 

with the information 

Reflective 

*32, ** 40 

do the processing in 

their heads 

easily make linear connections between 

individual steps 

Global 

*28, ** 40 

must get “big picture” before individual 

pieces fall into place 



6/11/2013 


SYLL 

Test 

Lab 

A “C” student’s s response could be: 

Forces are agents of change. Physically, a force can be 

visually observed as changing the position of a stationary 

object or changing either the speed or the direction or 

both if the object was initially in motion. 

6/11/2013 

An “A” student’s s response: As 

like a “C” student plus 

Newton’s laws of motion best 

describes how these changes 

occur. In fact, he asserts that 

forces cause an object’s 

position and hence its speed to 

change. Prolong and constant 

exertion of the force will cause 

a constant change of its speed 

or direction or both. But in the 

world of atoms and subatomic 

particles, Newton’s laws begin 

to breakdown especially at 

speeds close to the speed of 

light… In addition to visible 

forces, invisible forces also 

exist. …. & more 





My dear EF, it has been a while since we last wrote to each other. So, I decide to 

enlighten you with an interesting character I met today.. 

He puts on a contagious smile and his outlook is quite dashing I must say.. But what 

I really wanted to share with you today is the new and interesting ng learning 

experience I had while with him… Oh, did I mention that he knows CK... Will write 

to you about that in another letter.. 

As he was talking about MQF, he put up these words that were circled cled and 

connected these words with other words.. He claimed the linking between these 

words, a term he coined proposition is a very strong visual representation esentation of what is 

in our mind. He indicated the similarity and difference between this so called 

knowledge representation with the mind map. I wasn’t’ quite sure what it all meant 

and then it struck me like a lightning bolt how these very familiar iar terms I had always 

argued with you. Amazingly, they were linked up smoothly in this visual 

representation called Concept Map….. Linking 2 terms or concepts together by 

using linkwords not only clarify the connection between them but also appeared to 

be a scientific claim of some sort.. 




Grasha-Reichmann Learning Style Scales (GRLSS) 1(974) sets out to determine college 

students' styles of classroom participation. The Grasha-Reichmann model focuses 

on student attitudes toward 

learning, classroom activities, teachers, and peers 

Avoidant students tend to be at the lower end of the grade distribution. They tend to have 

high absenteeism, they organize their work poorly, and take little responsibility for their 

learning. 

Participative students are characterized as willing to accept responsibility for self-learning 

and relate well to their peers. 

Competitive students are described as suspicious of their peers leading to competition for 

rewards and recognition. 

Collaborative students enjoy working harmoniously with their peers. 

Dependent students typically become frustrated when facing new challenges not directly 

addressed in the classroom. 

Independent students prefer to work alone and require little direction from the teacher. 

Source:Types of Teaching Styles. © 2011 CSN Online Campus - 6375 W. Charleston Blvd.- W2C, Las Vegas, Nevada 

89146. Retrieved June 8 th , 2013 from http://www.csn.edu/pages/2358.asp 

•Linguistic intelligence 

•Logical-mathematical intelligence 

•Musical intelligence 

•Bodily-kinesthetic intelligence 

•Spatial intelligence 

•Interpersonal intelligence 

•Intrapersonal intelligence 

students 

think and learn in many different ways. It also provides 

“... the theory validates educators' everyday experience: students 

educators with a conceptual framework for organizing and reflecting 

on curriculum, assessment and pedagogical practices. In turn, this 

reflection has led many educators to develop new approaches that 

might better meet the needs of the range of learners in their 

classrooms.” 

Source: Educators in support of the 7 MI proposed by Howard Gardner 




Transform 

1980: Dude, look at how savvy I was.. 

boombox, Betamax camcorder,, 

calculator, cassette tape player, 

2010: IPHONE 

No wonder I lack the strength & 

not developing the good-looking 

muscles… 


Transform 

1980: 20 GB data storage weighing 2 

Megagrams & computer I used in 1986 

2010: Jaw Droppers 

Samsung Mobile Devices 

Sony 1 TeraBytes Memory Card 

with 5 Gbps data transfer 




Outside knowledge 

From teachers 

(Direct Instruction), 

Books & from outside 

learner’s brain 

Fill up 

Inside is 

EMPTY… 

So, was it filled 

Fill up 

Inside is 

EMPTY… 

Let’s Examine them, 

in writing.. 

Present Day Teaching, Learning & 

Assessment 


CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 




Five Themes that Changed Conceptions of Learning. Summary of the book 

“HOW PEOPLE LEARN” 

• Experts notice features and meaningful patterns of information that are not noticed by 

novices. 

• Experts have acquired a great deal of content knowledge that is organized, and 

their organization of information reflects a deep understanding of the subject 

matter. 

• Experts' knowledge cannot be reduced to sets of isolated facts or propositions 

but, instead, reflects contexts of applicability, i.e., it is ''conditionalized 

conditionalized." 

• Experts are able to retrieve important aspects of their knowledge e with little 

attentional effort. 

• Though experts know their disciplines thoroughly, this does not guarantee that 

they are able to instruct others about the topic. 

• Experts have varying levels of flexibility in their approaches to new situations. 

Source: John D. Bransford, Ann L. Brown, & Rodney C. Cooking, Editors (1999). “How People Learn: Brain, 

Mind, Experience, and School”. Committee Developments in the Science of Learning. Commission on Social 

Sciences & Education, National Research Council. National Academics Press. 


1. Learning with understanding is facilitated when new and existing knowledge is 

structured around the major concepts and principles of the discipline 

pline. 

2. Learners use what they already know to construct new understandings 

ngs. 

3. Learning is facilitated through the use of metacognitive strategies that identify, 

monitor, and regulate cognitive processes. 

4. Learners have different strategies, approaches, patterns of abilities, and learning 

styles (preferences) that are a function of the interaction between their heredity 

and their prior experiences. 

5. Learners’ motivation to learn and sense of self affect what is learned, how h 

much is learned, and how much effort will be put into the learning ng process. 

6. The practices and activities in which people engage while learning shape s 

what is learned. 

7. Learning is enhanced through socially supported interactions. 

John D. Bransford, Ann L. Brown, and Rodney R. Cocking, (editors, 1999). How People Learn: Brain, Mind, Experience, 

and School, NRC, 2000c. Committee on Developments in the Science of Learning. NATIONAL ACADEMY PRESS, 

Washington, D.C. Accessed Oct, 2009. http://www.nap.edu/openbook.phpisbn=0309065577. 




Factors underpinning successful learning 

“Over the last couple of decades, I’ve asked over 100,000 people questions about how 

they learn. My findings indicate that seven factors underpin successful learning: 

1. Wanting to learn – curiosity, and the desire to succeed; 

2. Needing to learn – having good reasons to learn, taking ownership of targets deemed to 

show successful learning; 

3. Learning by doing – practice, repetition, experimenting, trial and error; 

4. Learning through feedback – praise, critical comments, feedback from fellow learners and 

expert tutors; 

5. Making sense of what is being learned – students say ‘getting my head around it’ 

regarding concepts, theories and models; 

6. Deepening learning by explaining things to others – practising communicating the 

learning; 

7. Further deepening learning by making judgements – for example applying criteria to their 

own work (self-assessment) or to others’ work (peer-assessment).” 

Phil Race (2011). “Learning for the Future”. Blue Skies: New thinking about the future of higher education A 

collection of short articles by leading commentators. Edited by Louis Coiffait. Pearson Centre for Policy and 

Learning. Pp122-125. Accessed Oct, 2011. http:// www.pearsonblueskies.com 


Formal Authority - approach focuses on content and can be very instructor 

very instructor- 

centered. Evaluation is a must. 

Demonstrator or Personal Model concentrates on the performance of an academic 

procedure. Instructor model and students replicate. 

Facilitator - focus on activities, emphasizes student- 

centered learning and there is much more responsibility placed 

on the students to take the initiative for meeting the demands 

of various learning tasks 

Delegator - place control and responsibility for learning on individuals or groups of 

students. This teacher will often give students a choice in designing and implementing their 

own complex learning projects and will act in a consultative role. 

Source:Types of Teaching Styles. © 2011 CSN Online Campus - 6375 W. Charleston Blvd.- W2C, Las Vegas, Nevada 

89146. Retrieved June 8 th , 2013 from http://www.csn.edu/pages/2358.asp 




Teacher-centered versus Learner-centered (from Huba & Freed (2000). 

Domain: 

Prior Knowledge 

Knowledge: 

Student participation: 

Role of professor: 

Role of Assessment: 

Emphasis: 

Assessment method 

Academic culture: 

Learner-centered 

Must be identified & addressed 

Constructed by students 

Active 

Facilitator/learning partner 

Many tests—for ongoing feedback 

Developing deeper understanding 

Multidimensional products 

Collaborative and supportive 

Teacher-centered 

All students are equal 

Transmitted by instructor 

Passive 

Leader/authority 

Few tests—mainly for grading 

Learning correct answers 

Unidimensional testing 

Individualistic and 

competitive 

Source: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learning 

Compiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble 


Functions of brain (neopiagetian), neurons, synapses. MRIf 

 

 

Gardner Multiple Intelligences – beyond literacy, numeracy, analytical-mathematical 

Learning Preferences – what & how learners respond to information 

Epistemology - Theories of learning - Brunner, Vygotsky, Piaget (abstraction & formalconcrete 

reasoning), 

Approaches to Learning – Meaningful & Deep - Strategic-Surface 

 

 

 

 

 

Constructivism (prior knowledge knowledge assimilation) – Mental models & 

Schemata - Conceptual Inventories (CIs) 

Assessment FOR & AS learning - Feedback, appropriate (valid, reliable, fair, 

practical), self-reflection (metacognition) 

Pedagogy means “ to lead the child” - (science & art of teaching) 

Science-the research done, knowledge & knowhow collected 

Art-knowing where to apply the skills (science) of teaching-crafting 




S = Student Centered Classrooms 

T = Teaching for Understanding 

A = Assessment for Learning 

R = Rigorous and Relevant Curriculum 

T = Teaching for Learner Differences 






1. Acountability of Programs & HEPs on program effectiveness in nurturing 

and supporting students learning & how well students are learning- 

Design curriculum that enable 

DEEP UNDERSTANDING (declarative 

knwledge) 

TRANSFER of KNOWLEDGE (functional 

knowlege) 

Development of HABITS of MINDS (metacognition) 

Scaffolding & development of cognitive abilities - 

increasing cognitive complexities from knowing to 

innovate)) 

Design Learning & Teaching activities that support & aligned 

with development of cognitive abilities 

Provide valid & reliable evidence via appropriate indicators in 

nurturing & achievement of cognitive outcomes 



2. Demands of the 21 st Century 

Depth & breadth of learning – beyond the content 

Increasing levels of complexity in the cognitive, 

psychomotor & affective domains 

Practical & Research Skills relevant to the 

discipline 

Teamwork & Social skills 

Communication Skills – cogent writing & verbal 

abilities 

Ethical & Professional skills 

Life-long learning skills 

Managerial, entrepreneurial skills 

Leadership skills 





Does your teaching encourage surface or deep approaches 

to learning Good teaching encourages a deep approach, and 

discourages a surface approach, to learning. 

Reflect on your teaching so far, identify aspects of your teaching that 

have (maybe unintentionally) 

encouraged a surface approach to learning: 

encouraged a deep approach to learning: 

What future actions would you take to encourage a deep approach 

to learning in your students 

After the 3 minutes, turn to your learning partner, knee-to 

to-knee, toe-to 

to- 

toe and say HELLOOOO PARTNER & shake hands… Then for 3 minutes 

each, share your reflections. 


Examples of Active Learning Instructional Method 

Think-Pair-Share 

Collaborative learning 

groups 

Student-led review 

sessions 

Games 

Analysis or reactions 

to videos 

Student debates 

Student generated 

exam questions 

Mini-research proposals or projects; 

a class research symposium 

Analyze case studies 

Keeping journals or logs 

Write and produce a newsletter 

Concept mapping 




Examples of research-based Instructional Strategies that works 

Learning cycle 

Overview Case 

Physics 

Problem Based 

Learning 

Contextual 

learning 

Inquirydiscovery 

Outcome based 

Mastery learning 

Microcomputer Based Laboratory 

Workshop Physics 

Real-time Physics 

Interactive Lecture Demonstrations 

Tutorials 

Tools for Scientific Thinking 

Just In Time Physics 

Peer Instruction 

Activity Based Physics 

Physics 2000 

Physics Educational Technology 


& 

Understanding 

LO1 

LOTS 

LO3 

HOTS 




Assessment Is More Than Grades 

Performance 

LO2 

LO4 

LO3 

LO5,6, 

7,8,9 


Attributes to be 

Assessed 

Creativity 

Leadership 

Critical thinking 

and problem 

solving 

Examples of Outcomes to 

be Measured 

Ability to generate new 

creation/ design e.g. 

unique, original, 

outstanding 

Ability to lead a group of 

students to undertake a 

project. 

Ability to diagnose, 

analyse, implement and 

suggest solution to 

broadly-defined or 

vaguely-defined problems 

Examples of Assessment 

Tasks 

• Creative project - product 

(art and design, 

architecture, engineering) 

• Performance (music, 

theatre) 

• Group project e.g. 

organising an event, 

conducting mini research 

• Presentation 

• Debate 

• Lab experimentation 

• Projects 


• Studio work 

Suggested Grading 

Instruments 

Rubric 

Rubric 

Answer scheme 

Rubric 




Elements to be 

Assessed 

Values 

Entrepreneurial 

skill 

Examples of Outcomes to 

be Measured 

Ability to show a 

person’s/team’s principles 

or standards of behaviour. 

Ability to develop a 

feasible business plan. 

Ability to apply knowledge, 

skills and critical 

understanding of the 

theories, concepts, issues 

and challenges in 

conducting a business 

project. 

Examples of Assessment 

Tasks 


• Poster 

• Reflection paper 

• Proposal of business plan 

• Conducting business project 

Suggested Grading 

Instruments 

Rubric 

Rubric 

Checklist 


Use 

this list 

for 

Your 

CLO & 

LLO 

6/11/2013 




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table 

6/11/2013

DrJJ-UniMy-OBTLA-11062013-ppt (pdf) - UiTM

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