Classroom Presentation Skills Module 1. Presented by Dr. Chan Chang Tik

Transcription

1 Classroom Presentation Skills Module 1 Presented by Dr. Chan Chang Tik

2 Group Activity 1: Teaching Get a volunteer to teach for 20 minutes. We are interested to see how he or she handles the class in the first few minutes. Comments from the participants and volunteer. CITS INTI Academic Skills Training - Module 1 2

3 CITS INTI Academic Skills Training - Module 1 3

4 Contents Set induction and advance organizers Learning objectives and outcomes Gagne s instructional events CITS INTI Academic Skills Training - Module 1 4

5 Set Induction Set induction is the steps you take when you begin a lecture or any other activity to introduce the topic and get students oriented to and interested in what you are going to present to them. CITS INTI Academic Skills Training - Module 1 5

6 Why do you need Set Induction? To gain the attention of the students. To generate interest and get them in a receptive mood to what they are to learn. To get them focus or think on what is to be learned. CITS INTI Academic Skills Training - Module 1 6

7 Approaches to good Set Induction Attention Gaining Approach Perform or do something Interest approach Ask perplexing questions, show specimens or samples, present a case study, show pictures, give demonstration CITS INTI Academic Skills Training - Module 1 7

8 Set Induction (2) Putting the lesson in Context Review previous lessons and link them to what is to be learnt in class, give them learning objectives, ask questions to assess prior knowledge/skills. CITS INTI Academic Skills Training - Module 1 8

9 Advance Organizers A cognitive strategy proposed by Ausubel, which allows the learner to recall and transfer prior knowledge to the new information being presented. It prepares the students in advance to accept the lecture to be presented. It gives an overview of the lecture. It helps to promote information processing and meaningful learning. CITS INTI Academic Skills Training - Module 1 9

10 Advance Organizers (2) Some common examples are: A simple statement A mind-map A handout A humble story or anecdote CITS INTI Academic Skills Training - Module 1 10

11 Perplexing Question If you were appointed as a president of United States of America for one day, what changes would you make? CITS INTI Academic Skills Training - Module 1 11

12 Participants Activities Talk to your friends during the lesson. Sleep in the class. Ask questions and challenge the lecturer s answers. Do not respond to undirected questions. Answer call from mobile phone. CITS INTI Academic Skills Training - Module 1 12

13 A Simple Statement Today we shall discuss.. CITS INTI Academic Skills Training - Module 1 13

14 A Mind Map Concept 3 Concept 2 Main Concept Concept 1 CITS INTI Academic Skills Training - Module 1 14

15 That s the outcome of learning how to play football. CITS INTI Academic Skills Training - Module 1 15

16 Learning Objectives and Outcomes What is the difference between learning objectives and outcomes? Do you notice any difference? CITS INTI Academic Skills Training - Module 1 16

17 Is there a Difference? No difference, don t confuse yourself. Yes there is a difference: Learning objectives are specific intentions (of a lecturer) in measurable terms. They are general and broad statements which may include the philosophical base that underpin a unit of study. CITS INTI Academic Skills Training - Module 1 17

18 Is there a Difference? (2) Learning outcomes are specific measurable achievements (of a successful student). Learning outcomes give students specific information about what they will be expected to be able to do or know as a result of a learning process. CITS INTI Academic Skills Training - Module 1 18

19 How to Write Learning Objectives? Consider the scope of your course. Specify the major topics or sections in your course by brainstorming and making a list. What sorts of things do you want the students to learn? At this level the statements will be quite broad referring to areas like communication skills, computer literacy and problem solving. CITS INTI Academic Skills Training - Module 1 19

20 Examples Learning Objectives The aims of this course are to enable students to: Demonstrate proficiency within the laboratory by the correct use of the appropriate equipment. Communicate their comprehension of concepts. Express their ideas coherently and logically in both practical sessions and through assignments. Demonstrate computer literacy by the use of internet resources. Critically appraise the strengths and weaknesses of CITS INTI Academic Skills Training - Module 1 20

21 How to Write Learning Outcomes? Learning outcomes should be prefaced by the statement: Successful students will be able to: It is to make clear that students who pass the assessment will be able to achieve the outcomes. The first requirement for the outcome is the use of an active verb followed by a statement of something capable of being demonstrated and therefore assessed (product of verb). CITS INTI Academic Skills Training - Module 1 21

22 Writing Learning Outcomes (2) State the learning outcomes in language consistent with the requirements of different levels of study. Bloom taxonomy will help with wording learning outcomes consistently with the level intended. Verbs relating to the lower cognitive processes in Bloom s hierarchy will be more likely to be used in outcomes for lower levels of study. Likewise, those related to higher cognitive processes are more likely at higher levels of study. CITS INTI Academic Skills Training - Module 1 22

23 Writing Learning Outcomes (3) What specific detailed knowledge, information, or skills do you expect your students to learn for each section of your course? Brainstorm and create a list. Your list may include: Specific calculations Specific skills, e.g. learn how to use the graphing function of Excel Demonstrate a specific technique Recall certain facts Draw a particular diagram CITS INTI Academic Skills Training - Module 1 23

24 Example of Learning Objectives and Learning Outcomes MAT 250 Basic Mathematics for Computing The aims of this course are to enable students to: Describe the complex number system. Use Boolean algebra to solve related problems. Successful students will be able to: Represent complex numbers in various forms. Perform basic operations using complex numbers in various forms. Identify the logic gates and their corresponding Boolean functions. Simplify Boolean functions using Karnaugh maps and laws of identity. CITS INTI Academic Skills Training - Module 1 24

25 Example of Learning Outcomes (2) ISI 217 Database System Concepts The aims of this course are to enable students to: Distinguish between data and information as corporate resources. Successful students will be able to: Describe databases and database users. Identify the system concepts. CITS INTI Academic Skills Training - Module 1 25

26 Example of Learning Outcomes (3) EIP 140 Upper-Intermediate English The aims of this course are to enable students to: Use the language effectively for academic and work purposes. Successful students will be able to: Demonstrate their language skills of listening. Demonstrate their language skills of speaking. Demonstrate their language skills of reading. Demonstrate their language skills of writing. CITS INTI Academic Skills Training - Module 1 26

27 Example of Learning Outcomes (4) EGR 324 Signals and Systems The aims of this course are to enable students to: Explain the fundamental concepts of signals and systems Successful students will be able to: Classify signals and systems according to different criteria. Use computer program packages to analyze signals and systems. CITS INTI Academic Skills Training - Module 1 27

28 Example of Learning Outcomes (5) FIN 312 Derivatives Markets The aims of this course are to enable students to: Explain the basic concepts and functions of derivative markets. Successful students will be able to: Identify forward, futures, options and other derivative securities. Describe trading and specification of futures contracts. CITS INTI Academic Skills Training - Module 1 28

29 Mistakes to Avoid in Learning Outcomes and Objectives Do not write as follows: Successful students will be able to: Green s Theorem Line integral It should be Successful students will be able to: Solve problems related to the Green s Theorem. Use line integral to compute the work done. CITS INTI Academic Skills Training - Module 1 29

30 Mistakes (2) The aims of this course are to enable students to: Add algebraic expressions. Multiply algebraic expressions. Divide algebraic expressions. It should be; The aim of this course is to enable students to: Perform algebraic operations on the given expressions. CITS INTI Academic Skills Training - Module 1 30

31 Mistakes (3) The aims of this course are to enable students to: Understand human physiology. Know how to add two fractions. It should be; The aims of this course are to enable students to: Describe human physiology. Show the addition of two fractions. CITS INTI Academic Skills Training - Module 1 31

32 Mistakes (4) Do not write the learning objectives or outcomes in paragraph format. Present them in point form as it is much easier to pick out the outcome or objective. CITS INTI Academic Skills Training - Module 1 32

33 Mistakes (5) Do not put in too much details in the learning objectives. At this stage, just give broad and general statements. You can include the details in the learning outcomes. Make sure that your learning outcomes are related to the learning objectives. CITS INTI Academic Skills Training - Module 1 33

34 Active Verbs Knowledge Write, state, recall, recognize, select, reproduce, list Comprehension Identify, illustrate, represent, formulate, explain, contrast Application Predict, select, assess, find, show, use, construct, compute, solve CITS INTI Academic Skills Training - Module 1 34

35 Analysis Active Verbs (2) Compare, separate, differentiate, contrast, break down Synthesis Summarize, argue, relate, precise, organize, generalize, design Evaluate Judge, evaluate, support, conclude, avoid, recognize, criticize CITS INTI Academic Skills Training - Module 1 35

36 Bloom Taxonomy Knowledge remember specific facts Comprehension organize facts in such a way as to make sense of them Application apply knowledge/comprehension to a problem or situation. Analysis analyze information into its constituent elements. Synthesis synthesize or put together information in new or original ways, produce a unique or original plan. Evaluation evaluate or make critical judgments. CITS INTI Academic Skills Training - Module 1 36

37 Group Activity 3: Learning Objectives and Outcomes Each group is given one level of the Bloom taxonomy and the group members are required to produce one learning objective and the required number of learning outcomes. Comment on other group learning objectives and outcomes. Give suggestions for improvement. Time: 20 minutes CITS INTI Academic Skills Training - Module 1 37

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39 Gagne s Instructional Events Instruction is a set of events external to the learner which are designed to support the internal process of learning (Gagne, 1977) CITS INTI Academic Skills Training - Module 1 39

40 Instructional Events Gaining attention Informing the learner of the objectives Stimulating recall of prerequisite learning Presenting the stimulus material Providing learning guidance semantic encoding CITS INTI Academic Skills Training - Module 1 40

41 Instructional Events (2) Eliciting the performance Providing feedback about performance correctness Assessing the performance Enhancing retention and transfer CITS INTI Academic Skills Training - Module 1 41

42 Group Activity 4: Classroom Management Consider the scenario below: You have a small group of African students in your class. You felt intimated by them due to their body size and character. They are rowdy and they tend to disturb your lesson. You try to control them but in vain. What are you going to do in such a situation? CITS INTI Academic Skills Training - Module 1 42

43 Thank you CITS INTI Academic Skills Training - Module 1 43

44 Stimulus Material Selective perception Verbal : different voice tone Written : underline, bold print, point out with arrow or circle Variety of examples and non-examples CITS INTI Academic Skills Training - Module 1 44

45 Learning Guidance Series of questions asked to guide students to discovery learning. How many questions to ask depends on the students. To help your students encode information for long-term memory you may provide learning guidance as follows: Graphical representations Mnemonics Analogies Repetition of important ideas, concepts or rules CITS INTI Academic Skills Training - Module 1 45

46 Assessing Performance Reliability Performance by chance? Validity Does the performance accurately reflect the objectives? Observations free of distortion, that is, performance reveals the learned capability in a genuine manner. CITS INTI Academic Skills Training - Module 1 46

47 Retention and Transfer Systematic review quizzes, tests, assignments Transfer variety of new tasks set in application situations (tutorial questions) CITS INTI Academic Skills Training - Module 1 47