TRAINING ON OUTCOME BASED EDUCATION

YEAR 2011

UNIT 3 TEACHING AND LEARNING ACTIVITIES OVERVIEW

CONTENT

Learning Outcomes

2 4 6
8

Introduction

3
5 7

T&L Strategies

Delivery Modes

T& L Methods

Designing TLA to Align to ILA

Principles Of Good Practice In T&L

Conclusion

LEARNING OUTCOMES
At the end of this session, participants should be able to: Associate a variety of teaching &learning techniques in order to achieve course learning 1 outcomes. (C2,A2)

2 3

Explain specific teaching techniques to achieve several learning outcomes.(C2,A2) Describe several teaching techniques to achieve specific learning outcome.(C2,A2)

INTRODUCTION
Pursuit of learning outcomes

Ensure students take responsibility for their own learning

Course Delivery

Supported by assessments

Able to device appropriate modes of delivery

Involves planning for teaching, assessing, moderating, recording and reporting

TEACHING AND LEARNING STRATEGIES

Student-Centered Learning (SCL): Modify teaching strategies and learning based on students characteristics. Be responsive to students' abilities and potential to get the best result. Be flexible and more tolerance in learning and teaching activities.
Ability to develop different skills, Involves active learning, Involves several disciplines (multidisciplinary), and Typically involves group work.

KEY ASPECTS IN CHOOSING A STRATEGY

Teaching strategy fit for its purpose

KEY ASPECTS
Relate to the level of the student Resources available for teaching the programme

KEY ASPECTS IN CHOOSING A STRATEGY Example 1

If the learning outcomes include demonstration of skills (e.g. problem solving), then the teaching strategy must provide the opportunity for the student to learn about the skill, practice the skill (ideally receiving formative feedback) and demonstrate it.

KEY ASPECTS IN CHOOSING A STRATEGY Example 2

Significant face to face contact with staff is likely to aid students in grasping basic concepts at level 1 and lecturers may wish to determine their teaching strategy for different modules across a programme

TEACHER-CENTERED vs STUDENTCENTERED LEARNING

ELEMENTS KNOWLEDGE STUDENT PARTICIPATION TEACHER-CENTERED STUDENT-CENTERED Constructed by Students

Transmitted from Instruction

Passive Leader/Authority Few Tests, Mainly for Grading Learning Correct Answers One-Dimensional Testing Competitive, Individualistic

Active
Facilitator/Partner in Learning Many Tests, for Ongoing Feedback Developing Deeper Understanding Multidimensional Testing Collaborative, Supportive

ROLE OF LECTURER
ROLE OF ASSESSMENT EMPHASIS ASSESSMENT METHOD

ACADEMIC CULTURE

SCENARIO WITHIN STUDENTCENTERED LEARNING

Active Learning Experiences Real-World Applications Criteria and Methods for Student Assessment

High, Meaningful Expectations

Student Styles and Developmental Levels

Student-Lecturer Interactions

Regular, Timely, and Specific Feedback

Informal Learning; Values, Beliefs, Preconceptions

Student-Student Interactions

DELIVERY MODES
Practical Industrial Training Work Attachment Field Trip Visit
Face-toFace

Lecture Guest Speaker

Work-Based Learning (WBL)

Active

Delivery Modes
Lab Demonstration Workshop
Experiential Method Cooperative/ Collaborative

Presentation Tutorial Seminar Colloquium

Online learning Teleconference Simulation

TechnologyBased Delivery

Problem-Based Case Study Project-Based

DESIGNING TLA TO ALIGN TO ILO

Design course ILO

Activate the verbs in PLO/CLO

Design suitable TLA

Facilitate students achieving the ILO

RECOMMENDED TLA WITH RESPECT TO ILO

Typical ILO Describe Explain Integrate Apply Solve problem Design, create Hypothesise Reflect Possible TLA reading/lecture followed by presentation tutorial, written essay, peer assessment project, assignment

project, case study, work-based learning

PBL, case study project, creative writing experiment, project reflective diary

The point is not how you are going to teach but how and what you want your students to learn. NOTE! Many of these TLAs can be assessments tasks as well. Then you have excellent alignment.

FOUR COMMON TEACHING SITUATIONS & ASSOCIATED TLA

Situation LECTURE TUTORIAL Teaching Activities Talk, explain, clarify Set/answer questions, provide feedback Learning Activities Listen, take notes, accept, query, discuss with peers, one-minute paper Pre-read, prepare questions, learn from peers, critique, analyse

PROJECT PBL

Set brief, provide Apply, create, self-monitor, communicate, ongoing feedback teamwork Set problems provide feedback Set learning goals, design, apply, access desired content and skills, integrate, solve problems

REFLECTION
T&L Strategies Key Aspects in Choosing a Strategy T&L Modes TeacherCentered vs SCL Teaching Strategy Methods

Scenario within SCL

Designing TLA to Align to ILO

ILO and TLA

REFLECTION
Four Common Teaching Situations & Associated TLA
Linking Delivery Modes to LO

Linking Delivery Modes to Assessment

Principles of Good Practices In T&L

CONCLUSION
Analyze the strengths and weaknesses of T&L delivery

Analyze the preparation of each mode of delivery

Link choice of delivery modes to assessment

Share some principles of good practices in teaching and learning