EDU 3093 : TEACHERS AND CURRENT CHALLENGES

INNOVATION
AND CHANGES IN EDUCATION

Innovative
Teaching
Strategy
Lecturer:
Dr. Balakrishnan S/O Govinthasamy
Presenter:
Mohd. Shaifuddin Bin Razali
Siti Hajar Binti Zaid @ Sahid
Siti Nabihah Binti Mustaffa
Nur Azimah Bt. Md. Salleh
Najwa Adibah Binti Bukari

Definition of innovative

Characterized by the creation of new ideas or

things
Forward looking; ahead of current thinking

Problem-Based
Learning

Innovati
ve
Teaching
Strategy

Project-Based
Learning

Electronic Learning

Web-Based
Learning

Problem-Based Learning
A learning strategy through making or doing.
It is not only about showing and solving

problems but creating opportunities for

students to construct knowledge through
effective interactions and collaborative inquiry.
Khairiyah dan Jamaludin, UTM (2005)

 A strategy for posing significant,

contextualized, real world situations, and

providing resources, guidance, and instruction
to learners as they develop content knowledge
and problem solving skills.
(Mayo, Donnelly, Nash, & Schwartz,1993)

 The use of challenges (problems) as the

primary instructional strategy.

Solved by individuals or groups.
Cause students to improve knowledge and
skills.

 Four Basic Types of Problem-Based

Learning:

1) Basic Challenges
- Simple adaptations of familiar activities
2) Academic Challenges
- Target specific learning standards

3) Challenge Scenarios
- Introduces broader context
- Students take on different roles during
problem-solving
4) Real-Life Problems
- Real world context
- Demand real-life solutions
- Not simulations

 Advantages
1) Emphasizes meaning, not fact
- Engages students in solving relevant, reallife
problems
2) Develops a self-motivated attitude
- Students favour problem based learning
- Students are less threatened by their
environment

3) Incorporates interpersonal skills and

teamwork
- Uses collaborative teams to solve
problems
- Promotes student interactivity, which
enhances interpersonal skills

 Evaluation of Student Achievement

1) Peer assessment
- Guides the peer evaluation process
2) Self assessment
- Encourages students to identify their
weaknesses
3) Practical examinations
- Used to ensure students can apply skills
learned

4) Facilitator assessment
- Facilitator feedback to the students
5) Oral presentations and reports
- Provides opportunity to develop
communication skills

 Creating Appropriate Problems

- Three major variables:
1) Relevancy
- Critical to sustain interest during problem
solving
2) Coverage of subject
- Identify basic facts and objectives
- Guide students in discovering the desired
information

3) Complexity
- Problems equal real-life conditions
- Ensures multiple right answers
- Stimulates higher level thinking
- Requires exhibition of leadership, research,
and thinking skills

Project-Based Learning
A learning strategy which involves students in

learning knowledge and skills through the

process of inquiry.
It is design to produce a product or task.
Enable students to apply the content knowledge
towards the authentic problems which require
critical thinking.

 Students accept the task in the form of

authentic problems and there are many

problem solving tools or devices.
Involves real and complex experiences based
on the real situation which needs students to
use skills together with knowledge.

 Project-based learning is considered an

alternative to paper-based, memorization and

teacher-led classrooms.
Benefits
- Greater depth of understanding of:
a) Concepts
b) Broader knowledge base
c) Improved communication and
interpersonal/social skills
d) Enhanced leadership skills
e) Increased creativity

 "Project-based learning is a comprehensive

perspective focused on teaching by engaging

students in investigation. Within this
framework, students pursue solutions to
nontrivial problems by asking and refining
questions, debating ideas, making predictions,
designing plans and/or experiments, collecting
and analysing data, drawing conclusions,
communicating their ideas and findings to
others, asking new questions, and creating
artefacts.
(Blumenfeld, et al., 1991)

 Students working as a team are given a

"driving question" to respond to or answer,

then directed to create an artefact to present
their gained knowledge.

Artefacts include a variety of media (writings,

art, drawings, three-dimensional
representations, videos, photography, or
technology-based presentations).

 Structure

Emphasizes learning activities that are :

- Long-term
- Interdisciplinary
- Student-centred.

 Project-based instruction differs from

traditional inquiry by its emphasis on students'

collaborative or individual artefact
construction to represent what is being
learned.

It gives students the opportunity to explore

problems that have real-world applications,

increasing the possibility of long-term
retention of skills and concepts.

 Comprehensive Project-based
Learning:

is organized around an open-ended driving

question.
creates a need to know essential content and
skills.
requires inquiry to learn and create something
new.

requires critical thinking, problem solving,

collaboration, and various forms of
communication, often known as "21st Century
Skills.
allows some degree of student voice and
choice.
incorporates feedback and revision.
results in a publicly presented product or
performance.

Electronic Learning
Learning is facilitated, supported and

enhanced through the use of information and

communications technology.
(Joint Information Systems Committee)

It refers to the learning by using the computer

and the internet.

 Making an experience with the understanding

and grasp of new knowledge.

Learning can happens anywhere and anytime
that suits the needs of the students.
Referring to all types of learning that is done
through the internet, CD-ROM, and interactive
television.

 Multimedia learning tools

-

It is the combination of various digital media

types such as text, images, audio and video,
into an integrated multi-sensory interactive
application or presentation to convey
information to an audience.
The teacher uses multimedia to modify the
contents of the material.
It will help the teacher to represent in a more
meaningful way, using different media
elements.

 Benefits of Multimedia:
- Students are able to learn better since they
-

use multiple sensory modalities

Makes them more motivated to pay attention
to the information presented
Retain the information better.

Web-Based Learning

A type of online learning through the

combination of video streaming, power point

presentation, audio and other software used to
deliver the teaching and learning.

 Important information (school information,

learning standard, the dates of examination

and task submission and also the learning
instruction) are posted or uploaded online.
Whereas, the learning materials, quizzes,
reinforcement exercise and many more are
uploaded gradually.

 Principles of Effective Online

Pedagogy.

(Pelz , 2004)

1) Let the students do (most of)

the work.
- The more quality time students spend and
engaged in content, the more of that
content
they learn.

- Examples of activities :
Student Led Discussions
Students Find and Discuss Web
Resources
Students Help Each Other Learn (Peer
Assistance)
Students Grade Their Own Homework

2) Interactivity is the heart and soul

of effective asynchronous learning.

Students can be required to interact with :

-

one another
the teacher
the text
the Internet
the entire class
in small groups or teams
one-on-one with a partner.

3) Strive for presence.

According to Pelz, there are three forms of

presence to strive in online learning
environments:
a) Social Presence
b) Cognitive Presence
c) Teaching Presence

 Social Presence:
- Affective. The expression of emotion, feelings,
-

and mood.
Interactive. Evidence of reading, attending,
understanding, thinking about others
responses.
Cohesive. Responses that build and sustain a
sense of belongingness, group commitment, or
common goals and objectives

 Cognitive Presence:
- Cognitive presence can be demonstrated by
introducing factual, conceptual, and
theoretical knowledge into the discussion.

 Teaching Presence
-

There are two ways that the teacher and the

students can add teaching presence to a
discussion.
i) Facilitating discussions:
Encouraging, acknowledging and reinforcing
student contributions
Setting a climate for learning

ii) Direct instruction

- Presenting content and questions
- Focusing the discussion

Thank you