RINGKASAN MAKLUMAT KURSUS VERSI PELAJAR

1. Name of Learning and the Learner

Course/Module Murid dan Pembelajaran

2. Course Code EDUP3033

3. Name(s) of Dr Mohd Nordin bin Abu Bakar

academic staff

4. Rationale for the This course is offered so that students can understand individual differences in their learning
inclusion of the processes and how a teacher could plan suitable teaching and learning activities to the
course/module in learners.
the programme

5. Semester and Year Semester 2 Year 1

offered

6. Total student Total Guided and Independent

learning time Face to Face Non Face to Face Learning

L = Lecture L T P A L T P A
T = Tutorial
P = Practical 25 20 - 3.0 25 42 - 17 132
A = Assessment

7. Credit Value 3

Prerequisite (if any) None

8.

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9. Course Learning At the end of the course, students are able to:
Outcomes(CLO)
1. Explain the concepts of teaching and learning; and learning processes in education.
(C2,LO1)

2. Describe the importance of individual differences and its implications in teaching and
learning based on relevant resources. (C4, LO3, LO6, LL1, CTPS3)

3. Analyze the learning theories and its implications in classroom teaching and learning.
(C4, LO3, CTPS3)

4. Plan teaching and learning activities by applying current teaching approaches,

strategies and techniques; and carry out a presentation. (C6, LO3, LO4, CS3, CTPS3)

5. Suggest teaching and learning activities that could enhance learners motivation in
learning. (C6, LO3,CTPS3)

Learning Taxonomies
AFFECTIVE
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN
DOMAIN

Complex or overt response

Internalizing values
Guided response
Understanding
Remembering

Organization
Responding
Mechanism

Origination
Adaptation
Perception
Evaluating
Analysing

Receiving
Applying

Creating

Valuing
Set
CLO

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 x
2 x
3 x
4 x x
5 x x

10. Transferable Skills Communication skills (CS3), managing information (LL1), analyzing, making justification
(CTPS3)

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11. Teaching-learning Teaching-learning strategies:
and assessment 1. Lecture
strategy 2. Tutorial
Assessment strategies:
Performance of students in this course is determined through two (2) forms of assessment,
i.e., course work (50%) and written examination (50%). Course work is conducted through out
the course while centralised examination is conducted at the end of the semester.
Course work consists of an academic writing and a presentation. Course work is prepared
based on ‘Buku Panduan Penggubalan Kerja Kursus’. Examination questions comprise of
structured and extended essays, formulated based on ‘Buku Panduan Penggubalan Kertas
Peperiksaan’.
Programme Learning Teaching and learning
Types of Assessment
Outcome (PLO) strategies

PLO1 – Knowledge Lecture Writing examination

PLO3 – Critical, Scientific

and Writing examination
Lecture, tutorial and
Problem solving Acedemic Writing
discussion
skills SBE report writng

PLO4 – Communication Tutorial

Presentation
skills Discussion

PLO6 – Managing Writing examination

Lecture, tutorial and
information Acedemic Writing
discussion
skills SBE report writng

12. Synopsis This course encompasses the concept of teaching and learning; learning processes;
individual differences; learning theories; teaching models, approaches and strategies;
teaching methods and techniques in the21st century; and motivation in learning.

Kursus ini merangkumi konsep pengajaran dan pembelajaran; proses pembelajaran;

perbezaan individu; teori-teori pembelajaran; model, pendekatan dan strategi pengajaran;
kaedah dan teknik pengajaran dalam abad ke-21; dan motivasi dalam pembelajaran.

13. Mode of Delivery Lecture and Tutorial

14. Assessment Courses : 50%

Methods and Types Examination : 50%

Types of
Methods of assessment Percentage
assessment
Written Exam Final Examination 50%

15%
SBE report writing
Assignment Academic writing 25%

Presentation 10%
Non Face to face

Total SLT
Face to face
interaction

interaction

Content outlineof the course / module and the total SLT

15. per topic
Lecture
Assessment

Assessment
Practical

Practical
Lecture

Tutorial

Tutorial

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 1 . Concepts of teaching and learning
 Meaning of teaching and learning 2 1 2 1 6
 Principles of learning

2. Learning Process
 Learning readiness
 Perception and conceptualization
 Remembering and forgetting 4 2 4 2 12
 Transfer of learning
 Implications of learning process in teaching and
learning

3. Individual Differences And Learning

 Aspects of individual differences:
- Physical
- Cognitive
- Socio emotion
- Learner's background
- Learners with special needs
2 1 2 1 6
 Intelligence
- Sternberg's Intelligence Theory
- Howard Gardner's Multiple Intelligences Theory
- Goleman's Emotional Intelligence Theory
 Implications of individual differences in teaching
and learning including to the learners with special
needs

4. Individual Differences And Learning

 Cognitive style
- Field dependent/Field independent
- Habits of Mind
 Learning style
- Dunn & Dunn 2 1 2 1 6
- Model Kolb
- Honey & Mumford
 Implications of individual differences in teaching
and learning including to the learners with special
needs

5. Learning Theories
 Behaviourist Learning Theory
- Pavlov
- Thorndike
- Skinner
 Cognitive Learning Theory
- Kohler
- Piaget
- Gagne
4 2 4 2 12
- Bruner
- Ausubel
 Constructivist Learning Theory
- Piaget
- Vygotsky
Teaching Implications
 Implications of learning theories in teaching and
learning including to the learners with special
needs

6. Learning Theories 1 2 1 2 6
 Social Learning Theory
- Albert Bandura
 Humanistic Learning Theory
- Carl Rogers
- Maslow
Teaching Implications
 Implications of learning theories in teaching and
learning including to the learners with special
needs

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 7. Models of Teaching
 Information Processing Model
 Behavioural Model
 Social Model 2 1 2 1 6
 Personal Model
 Implications of models of teaching in teaching and
learning

8. Approaches, Strategy and Methods of Teaching

 Teaching approaches
- Inductive approach
- Deductive approach
- Eclectic approach
- Integrated approach
- Thematic approach
 Teaching strategies
- Teacher centered strategy
- Student centered strategy
- Material based strategy
- Task based strategy 4 2 4 2 12
 Teaching methods
- brainstorming
- discussion
- play
- demonstration
- simulation
- role play
- problem solving
 Modification of methods and techniques of
teaching and learning for children with special
needs

9. Current Pedagogy
 Framework of pedagogical skills
-Learning and innovation skills
-Information, media and technology skills
-Living and career skills
 Characteristics of current pedagogy
- Communication and collaboration
- Information, Communication and Technology
literacy
- Higher order thinking skills
- Problem solving
3 6 3 6 18
- Project based learning
- Creativity and innovation
- Contextual learning
 Current methods and techniques of teaching
- Flipped Classroom
- Blended learning
- Project Based Learning
- Problem Based Learning
-Inquiry Based Education
 Implications of current pedagogy in teaching and
learning

10. Motivation And Learning

 Behaviourist perspective
 Cognitivist perspective
1 2 1 2 6
 Humanistic perspective
 Implications of motivation in teaching and learning

SCHOOL BASED EXPERIENCE 22 3 25

Practical 0.5 6.5 7

Revision for Examination 7.5 7.5

Examination 2.5 2.5

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 Total 25 20 3 25 42 17 132

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 Face to face Non face to face
TOTAL FACE TO FACE AND NON-FACE TO
FACE LEARNING TIME Lecture 25 25

Tutorial 20 20

School Based Experience - 22

SBE Report Writing

- 3
(500 words)

Academic Writing
- 5
(800 words)

Presentation 0.5 1.5

Examibation 2.5 7.5

Total 48 84

Total Student Learning

132
Time (SLT)

Credit Hours 3

16. Main references Schunk, D. H. (2012). Learning theories: An educational perspective. (6th ed.). Boston:
Pearson Education, Inc.

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for life in our times. San
Francisco: Jossey-Bass.

Woolfolk, A.E. (2012). Educational psychology(12th ed.).New Jersey: Prentice Hall.

Additional Borich,G. (2011). Effective teaching methods: Research-based practice.(7th ed.). Boston:
references Pearson Education,Inc.

Elias,M.J. & Arnold,H. (2006). The educator’s guide to emotional intelligence and academic
achievement: Social-emotional learning in the classroom. CA:Corwin Press.

Joyce, B., & Weil,M.,Calhoun,E. (2011). Models of teaching. Boston:Pearson.

Noriati, Boon, Sharifah. (2012). Murid dan alam belajar. (kemaskini). ShahAlam: Oxford Fajar
Sdn Bhd.

Rief,S.F., Heimburge, J.A. (2006). How to reach and teach all children in the inclusive
classroom:Practical strategies, lessons and activities. (2nd ed.). Canada:John Wiley &Sons.

Slavin, R.E. (2011). Educational psychology.Theory and practice.(10th ed.). Boston: Allyn and
Bacon.

Strong,R.W., Silver,H. &Perini,M.J. (2000). So each may learn: Integrating learning styles and
multiple intelligences.U.S.: ASCD.

Tomlinson,C.A.&McTighe,J. (2006). Integrating differentiated instruction and understanding by

design: Connecting content and kids. U.S.A.:ASCD.

Wood,E. & Attfield,J. (2005). Play, learning and the early childhood curriculum.
(2nd ed.).London:Paul Chapman.

Other additional
17. None
information

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