PART I

INTRODUCTION TO
PEDAGOGY

T.J. Iskandar Bin Abd. Aziz

Web Manager - Public Affairs Department
Lecturer - Graphics & Multimedia Department
College of Information Technology
Universiti Tenaga Nasional (UNITEN)
tjiskandar@uniten.edu.my
 Objectives

Upon completion of this session, you



should be able to:

l understand the importance of learning
beliefs
l describe three basic learning theories

l understand the basic terms and concept

related to pedagogy and andragogy
l understand the taxonomies of
educational objectives
2
 Your Learning Beliefs

l Whyis it important to know your

own learning beliefs ?
l Some examples :
l Learning is an active process of doing.
l Learning is a social process of collaborating
with others.
l Learning occurs when we make connections
to our experiences.
l Learning is a process of inquiry, of searching
out and exploring the questions that
matter in our lives. 3
 Learning vs Teaching

l Students lTeaching m et hods

preferentially also vary. Som e
take in and inst ruct ors :
process lgive lect ure
information in lShow
different ways: dem onst rat ion
l by seeing and llead st udent s t o
hearing self-discovery
l reflecting and lfocus on principles
acting and concept s
l reasoning logically lfocus on
and intuitively applicat ions
l analyzing and lem phasize
visualizing m em ory and 4
underst anding
 3 Basic Learning
Theories
Behaviorism Cognitivism Constructivism

Change in overt behavior Programming of a new rule for Personal discovery based
Learning is
due to conditioning information processing on insight

Short term sensory storage,

Discrimination,
short term memory, long term
Types of learning generalization, Problem solving
sensory storage, long term
association, chaining
memory

Provide for active, self-

Instructional Present and provide for Plan for cognitive learning
regulating, reflective
strategies practice and feedback strategies
learning

Variety of traditional Computer based

Media strategies Responsive environment
Media and CAI instruction

Key concept Reinforcement Elaboration Intrinsic motivation5

Domains Of Knowledge

lA conceptual tools that describe and

label the achievement or ability of
learner related to :
l the ability to do things (Psychomotor)
l the ability to think (Cognitive)
l the ability to feels (Affective)
l the ability to relate to others
(Interpersonal)
Knowing what level, or what domain you aim for, will help you write your
instructional objectives, and develop your instruction effectively
6
Perception & Learning
Styles/Modality
l People are not all alike and see the world
differently, in a way that makes the most
sense to them as individuals. This is called
perception.
l Human perceptions shape
l what we think
l how we make decisions
l how we define what’s important.
l Our individual perception also determines our
natural learning strengths, or learning
style or modality. 7
 Please 'observe' this
black-and-white image
•g e og r a p h ica l
loca t ion ???
•a m a m m a lia n coa t
( cow ) ???
•a b e a r d e d
m a n ???
•Anything else ???
•Apparent ly, what each person 'sees' (or 'observes')
depends m ore on what is already st ored in t hat
person's brain.
•This is what we called as percept ion
•This suggest s t hat learning from our environment
(through our senses) is an active, rather than a passive,
process. 8
What is learning styles
?
l We are not basically alike  we do not all
benefit from the same approach.
l Each individual = own unique learning
strengths and weaknesses.
l Differences = complex combination of
personality, mental processing, confidence,
attitude, sensory intake processes, etc
l Vital for instructor  use variety of
methods to reach different styles and
modalities of learner.
9
Howard Gardner's Theory of
Multiple Intelligence

10
 Multiple Intelligence ???
lAcademic subjects = mostly linguistic and logical-
mathematical
lWhat happened to the other skills ?
lIs an IQ result a good predictor of happiness, of economic
success, of success in relationships, of success in life?
•Not really. In a modern society, of course,
linguistic and logical-mathematical ability are
very important,
important but there are six other
intelligences to look into.
•Master all these intelligences = full brain
power.

11
 What Is Pedagogy?

l Greek word = “paidagogos”

paidagogos
l paido(boy/child)
boy/child +
agogos(leader)
leader
l Pedagogue = A school teacher;
an educator
l art or science of teaching (esp. for
children)
l the instruction in teaching methods
l any activities that impart knowledge
13
 Productive Pedagogies
Framework
l Higher-order thinking = lLower-order thinking = recit e
transformation of factual information or to
employ rules and algorithms
information and ideas. through repetitive routines.
l This transformation lStudents are given pre-
occurs when students: specified knowledge ranging
from simple facts and
l combine facts and information to more complex
ideas concepts.
l Synthesize lSuch knowledge is conveyed
l generalize to students through a
reading, work sheet, lecture
l Explain or other direct instructional
l hypothesize medium.
l
l or arrive at some
conclusion or
14
interpretation.
 Andragogy :
Malcolm Knowles

l Andragogy – modern theory of adult learning

& training
l Pedagogy – Traditionally applied to the
teaching of children
l Knowles' assumptions (on adult learners)
l The need to know — need to know why they
need to learn something before undertaking to
learn it.
l Learner self-concept — need to be responsible
for their own decisions and to be treated as
capable of self-direction
l 15
 Andragogy :
Malcolm Knowles

l Role of learners' experience — have a variety

of experiences of life which represent the
richest resource for learning. These
experiences are however imbued with bias and
presupposition.
l Readiness to learn — ready to learn those
things they need to know in order to cope
effectively with life situations.
l Orientation to learning — motivated to learn to
the extent that they perceive that it will help
them perform tasks they confront in their life
situations. 16

 (Knowles 1990)
 Taxonomy of
Educational Objectives
l to provide a tool for classifying
instructional objectives.
l The Taxonomy is
l hierarchical (levels increase in
difficulty /sophistication)
l Cumulative (each level builds on and
subsumes the ones below).
l Can be used to provide a basis for
assessment to ensure students
progress to the highest level of
understanding. 17
 Benjamin Bloom

l 1956 – He found that 95% of the test

questions that the students have to
answer involved recalling
information.
l The test was done to classify the levels
of intellectual behavior, which is
important in learning.
l “Taxonomy” is known as a system of
categorizing and organizing
material and each level is
subsumed by the higher levels. 18
 Taxonomy of Educational
Objectives
Domain 1 : Cognitive

l Bloom identified six levels in cognitive

learning domain which is shown
below:
High level
E
Evaluation
S
Synthesis A
Medium Level
Analysis A
Application C
Comprehension K
Basic Level Knowledge 19
 Taxonomy of Educational Objectives
Domain 1 : Cognitive
lEach level in cognitive learning are described below:-

Taxonomy Level Active Verbs Examples/Related Activities

1. Knowledge Tell, Describe, Name, Define a vocabulary word.
Recall, Choose, List, Who, What, Where, When
The ability to recall or Define, Identify, Relate, Identify the main parts of .

recognize content in a form State, Remember, Recall the names of five explorers of the

virtually identical to the form Report, Recognize, New World.

in which it was presented. Match, Memorize,
Reproduce, Label

2. Comprehension/ Show, Explain, Write a summary of the story.

Understanding Summarize, Find, Describe different kinds of bicycles.
Review, Interpret, Explain the importance of knowing about?

the ability to grasp the


Restate, Translate, Review a magazine or newspaper article

meaning of information. Describe, Paraphrase, and tell the class about it.
Change, Give the main
idea, Give examples,
Convert

20
 Taxonomy of Educational Objectives
Domain 1 : Cognitive
Taxonomy Level Active Verbs Examples/Related Activities
3. Application Apply, Solve, Illustrate, Paint, Use, Make a model, puzzle, diorama, map,
Put in order, Practice, Show, diagram, or picture of . . .
- The ability to use Draw, Solve, Employ, Sculpture, dramatize, paint, or sketch

Demonstrate, Prepare, Report, a scene from a favorite book or movie.

learning in a new and Collect, Act out, Construct, Relate,
unique situation without Record
a prompt.
4. Analysis Compare/Contrast, Survey, Design a diagram, graph, chart,

Dissect, Outline, Classify, questionnaire, or survey using

- The ability to break Investigate, Detect, Separate, information you have collected on a
Same/Different, Arrange, topic.
down material into its Distinguish, Categorize, Make a time line of a book or time

component parts and Differentiate, Calculate, Research, period.

identify the relationship
of the parts to each
other and the whole.

21
 Taxonomy of Educational Objectives
Domain 1 : Cognitive
Taxonomy Level Active Verbs Examples/Related Activities
5. Synthesis Imagine, Create, Predict, Draw a cartoon.

Construct, Improve, Make a recipe.

- Putting together the parts Pretend, Invent, Organize, Make a formula or solution for . . .
in order to create something Design, Suppose, What if, Compose a song.
that is new or different the Compose, Plan, Modify, Create a TV/Radio show.

learner. Produce, Change, Forecast, Write a commercial.

Hypothesize, Derive, Create a game.

Devise, Reconstruct
6. Evaluation Judge, Debate, Solve, Form a panel and have a debate.
Verify, Justify, Support, Conduct a survey & report the results.
- The ability to arrive at a Select/Choose, Write an editorial for a newspaper.

valid conclusion or make a Recommend, Decide, Critique a movie, book, or play.

judgment based upon criteria Appraise, Argue, Validate, Conduct a court trial.

that the learner uses to justify Rate, Measure, Estimate, Write a self-evaluation of your

the conclusion or judgment. Evaluate, Assess, Criticize, learning.

Defend, Dispute

22
 Test Plan With Bloom’s Taxonomy
COIT-S2-0506-Test Plan

Course : CGMB 324 : Multimedia System Design Created By : T.J.Iskandar Bin Abd Aziz
Exam : Final
Semester : Sem 1, 2007/2008

Topics Knowledge Comprehension Application Analysis Synthesis Evaluation

1.      Topic 1 3 3
2.      Topic 2
3 6 9

3.      Topic 3 3 5 8
4.      Topic 4 6 4 4 14
CONTENT

5.      Topic 5 5 5 6 9 25
6.      Topic 6 3 6 4 9 22
7.      Topic 7 4 4 5 6 19
0
0
0
0
17 16 10 13 16 28 100
43% 57% 100
 Taxonomy of Educational
Objectives
Domain 2 : Affective

l The Affective Domain addresses interests, attitudes,

opinions, appreciations, values, and emotional
sets.
l Affective Domain - important if the teaching
purpose is to change attitudes/behavior rather
than to transmit/process information
l Receiving.
l Responding.
l Valuing.
l Organization.
l Characterization by a Value
l 24
 Taxonomy of Educational Objectives
Domain 3 : Psychomotor

l
lAreas - m anipulat ive skills required in business
l
t raining
lReflex m ovem ent s
lBasic-fundam ent al m ovem ent s.
lPercept ual abilit ies.
lPhysical abilit ies.
lSkilled m ovem ent s.
lNon-discursive com m unicat ion.
lSam ple object ives:
lwrites smoothly and legibly
laccurately reproduces a picture, map, etc
loperates a [machine] skillfully
lplays the piano skillfully;
ldemonstrates correct swimming form
25