AKEPT-Acad. Leadership- 2011 (ppt-pdf) - DrJJ - UiTM

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Outcome Based Education 07/12/20111. Choose your group members.2. Get acquainted. Helloooo Partner…3. Choose ONE of the 5 T&L CAPs strategic objectives.4. Explain your strategic planning to Initiate, Execute, Assess,Evaluate and Improve the T&L in your own classroom, programor faculty.5. Appoint a speaker or speakers6. Present your outcomes to the learning community.“The one real goal of education is to leave a personasking questions.” Max Beerbohm12/7/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 7507/12/2011Copyright DrJJ, ASERG, FSG, UiTM. March 2010 76Copyright DR JJ, ASERG, UiTM, Shah Alam 38
Outcome Based Education 07/12/2011http://drjj.uitm.edu.myTeacher-centered versus Learner-centered (from Huba & Freed (2000).Domain:Knowledge:Student participation:Role of professor:Role of Assessment:Emphasis:Assessment methodAcademic culture:Teacher-centeredTransmitted by instructorPassiveLeader/authorityFew tests—mainly for gradingLearning correct answersUnidimensional testingIndividualistic andcompetitiveLearner-centeredConstructed by studentsActiveFacilitator/learning partnerMany tests—for ongoing feedbackDeveloping deeper understandingMultidimensional productsCollaborative and supportiveSource: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learningCompiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble12/7/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 77Thinking about Teaching Level 3: SCL-What the student does..http://drjj.uitm.edu.my What the student does and how that relates to teaching. Teaching supporting learning. Nolonger is it possible to say: ‘I I taught them, but they didn’t t learn.’ Expert teaching includesmastery over a variety of teaching techniques, but unless learning ng takes place, theyare irrelevant; the focus is on what the student does and on how well the intendededoutcomes are achieved. This implies a view of teaching that is not just about facts, concepts and principles to becovered and understood, but also to be clear about:1. What it means to ‘understand’ content in the way that is stipulated in the intendedlearning outcomes.2. What kind of teaching/learning activities are required to achieve e those stipulatedlevels of understanding. Then follow the key questions:1. How do you define those levels of understanding as outcome statements?2. What do students have to do to reach the level specified?3. What do you have to do to find out if the outcomes have been reached at theappropriate level or not?Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.12/7/2011Copyright DrJJ, ASERG, FSG, UiTM. March 2010 78Copyright DR JJ, ASERG, UiTM, Shah Alam 39
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