Me with the Director General of UNESCO International Conference on Physics Education, Sofitel Centara Grand Bangkok; Oct 18th- 23rd, 2009 Me with Howard Gardner Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof., Dr.) Fac. of App. Sciences, UiTM, Shah Alam, Malaysia Teachers are powerful people and keepers of the future. Help your students dream big! Leslie Owen Wilson email: [email protected], [email protected]; [email protected] Website: http://drjj.uitm.edu.my; http://www2.uitm.edu.my/drjj/ Copyright DrJJ, ASERG, FSG UiTM, Oct 2009
1 Malaysia, Malaysia a developing country, ranks high in most of the industrial development indicators. It has maintained one of the highest shares of high-tech exports in the world for the last 10 years, largely surpassing the level of Korea, Thailand and OECD countries. However, Malaysias sustained competitive edge is not guaranteed. guaranteed Malaysia needs an economy where science, technology, and engineering are integrated into the production process and where creativity, imagination, knowledge, and design capability are embodied in well-educated skilled workers who are the main source of national prosperity and wealth. wealth Making this transition will require improving the overall effectiveness of the university and national innovation systems Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education System Human Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007
Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 2 Steering the Future of Higher Education The attainment of world class status by Malaysian universities hinges, in part, on keeping a fine balance between two competing objectives: expanding the system and improving quality. quality The achievement of both objectives calls for careful development of a strategic plan that supports concrete policy reforms in the areas of governance, financing, curriculum, and pedagogy needed to facilitate the transformation of the university system. Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education System Human Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007 Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 3 Sternberg suggests Curriculum must develop the other 3 Rs.
Reasoning which include analytical, critical thinking, and problem solving skills Resilience which encompasses life skills such as flexibility, adaptability, and self-reliance Responsibility wisdom, which he defines as the application of intelligence, creativity, and knowledge for a common good. Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 4
Can explain: explain provide thorough, supported, and justifiable accounts of phenomena, facts, and data. Can interpret: interpret tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. Can apply: apply effectively use and adapt what we know in diverse contexts. Have perspective: perspective see and hear points of view through critical eyes and ears; see the big picture. Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 5
Can empathize: empathize find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. Have self-knowledge: self-knowledge perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 6 develop individuals who have advanced literacy skills in their discipline: people who can participate effectively by One of the most important goals of a university is to
critiquing information and ideas and by contributing with rigour and creativity to new insights and knowledge, who are self-aware as learners, and who are rhetorically versatile, confident communicators able to adapt and contribute to the demands of employment and life in a changing society and wider world. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 7 We must produce confident students with a sense of balance and proportion. While an individual may specialise in a certain area, his or her perspective should be enriched by other experiences as well. The MOHE will thus introduce a holistic programme that will cut across all disciplines and focus on communication and entrepreneurial skills. The programme, which is intended to build a balanced perspective in all students, will expose them to
subjects beyond their area of specialisation. For example, students reading for degrees in the sciences such as medicine, engineering and NATIONAL chemistry will EDUCATION be exposed to courses covering literature Source: HIGHER ACTION PLAN 2007-2010 Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 and 8
MOHEs Attributes of Human Capital with First-Class Mentality*. Knowledge Attributes: Personal Attributes: Mastery of core subjects Goal-oriented: proactive, and ability to apply that self-starting, selfknowledge disciplined, confident, resilient, motivated, and Mastery of Bahasa Malaysia fiercely competitive. and English, and at least one other global language. Intellectually engaging: creative, A continuing passion for innovative, and knowledge through
possessing critical lifelong learning. thinking skills. Excellent general knowledge Quick learner, and interest in current adaptable, and events. flexible. Appreciation of the arts, Entrepreneurial. culture and sports. Ethically and morally Sound analytical and upright. problem-solving skills. Spiritually grounded. Awareness of business and Compassionate and management principles, and
Copyright DrJJ, ASERG, (through FSG UiTM, Oct 2009 technology. caring Interpersonal Attributes: Able communicator and effective presenter. Able to relate and be comfortable with people at all levels. Able to develop and leverage on personal and
professional networks to achieve goals. Natural leader. Team player. 9 Producing Change: The 3 Domains of Educational Goals Cognitive Knowing, the Head The KNOWLEDGE 3H Affective Feeling, The Heart The CARE Psychomotor
Doing, The Hand, Body The SKILLS The Hand Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 10 1. 2. 3. 4. 5. Knowledge (K) Practical Skills (P) Thinking and scientific skills Communication skills Social skills, teamwork and responsibility
6. 7. 8. 9. Values, ethics, moral and professionalism (A) Information management and lifelong learning skills(P/A) Managerial and entrepreneurial skills (K/P/A) Leadership skills Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 11 1. 2.
3. 4. 5. 6. 7. Critical thinking and problem solving skills (P)-LO3 Communication skills (P)-LO4 Group working skills (A)-LO5 Ethics and professionalism (A)-LO6 Lifelong learning and information management (A)-LO7 Entrepreneurship skills (P)-LO8 Leadership skills (A)-LO9 Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 12 Aligning Outcome-Based Curriculum Instruction (SCL); Assessment (Authentic)
Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 13 If you were to fall in a hole through the center of the earth, how long before you land in a bowl of Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 14 Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 15 All the planned learning experiences of a school or educational institution A series of experiences that will result in them learning what you intend
them to learn. It includes consideration of aims, intended learning outcomes, syllabus, learning and teaching methods, and assessment. assessment Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 16 Vision & Mission Must include views of stakeholders Program Educational Objectives Program Outcomes PO-LOKI stakeholders
-students, faculty, alumni, employers of program graduates, and funding sources Course Structure (select courses to address POs) Curriculum Course Outcomes (COs) Curriculum Course syllabus (selection of content) + delivery methods Assessment (Measuring the achievement of COs & POs) Evaluation (Continuous Quality Improvement-CQI) Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 17
Three to five years upon completing the program, graduates will be: 1. competent physicists who synthesize and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industries. 2. physicists who lead and engage in teams in problem solving tasks across disciplines through effective communicative abilities 3. physicists who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the science-related industry 4. physicists who practice ethical and professional values in providing services to the recipients and provider of the science-related industry Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 18 At the end of the programme graduates will be: 1. Able to analyze problems by applying fundamental knowledge and understanding of laws, theories and principles of physics, science and mathematics. 2. Able to safely prepare sample, operate and use laboratory equipments.
3. Able to identify problems, design an experiment, process, interpret and analyze experimental data. 4. Able to apply the scientific reasoning in solving authentic problems. 5. Able to verbally express and articulate scientific ideas effectively. 6. Able to express and articulate scientific ideas in written form. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 19 At the end of the programme graduates will be able to: 7. Able to effectively work in a multidisciplinary team. 8. Able to apply values, ethics, morality and professionalism in their scientific pursuit. 9. Able to manage information and engage in life-long learning. 10.Able to apply managerial and entrepreneurial skills. 11.Able to demonstrate leadership skills. Design PEOPO
PO-PEO Course-LO-G PO-LOKI Course-LO Course-SS Course-TAX Course-TAX-C Course-TAX-P LOKI GUIDE Course-TAX-A Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 20 COURSE: PHY407 Course Outcomes: Upon completion of this course, students will be able to: 1. Verify, assess & employ the concepts, laws and theories in electrostatics,
electricity, magnetism, light, introductory atomic physics and modern physics to solve qualitative & quantitative problems visually, algebraically and occasionally, numerically. (C3-Application) (LO1,CT3) 2. Observe, formulate, plan, predict and conduct scientific investigations in areas of electrostatics and electricity. (LO2, 3) Activity LOs Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 21 COURSE: PHY407 Course Outcomes: Upon completion of this course, students will be able to: 3. Report on the scientific investigation and verbally justify to peers and the facilitator, facilitator their rationale for the choice of methods and measuring devices, the way the data is represented and transformed and the conclusion they make in areas of electrostatics and electricity. (LO4,CS3) 4. Collaborate with team members in performing scientific investigations in
areas of electrostatics and electricity. (LO5,TS3) Activity LOs Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 22 LOKI GUIDE Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 23 Course outcomes DOMAINS Cognitive Evaluation
Higher order Synthesis Analysis Application lower order Comprehension Knowledge Copyright DR JJ, ASERG, UiTM, Shah Alam Affective Exhibit,display, demonstrate organisation Valuing Responding
Psychomotor / skills Naturalisation Articulation Precision Manipulation Imitation Receiving 24 INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS lower order Higher order Copyright DrJJ, ASERG, FSG UiTM, Oct 2009
25 PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS lower order Higher order Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 26 AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION) Higher order
lower order Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 27 LOKI GUIDE Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 28 At the end of this activity students will be able to: 1. Draw the electric force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges. 2. Describe the cause of motion between point charges. 3. Describe and produce a model of the force in terms of the strength and direction that are acting on and by a point
charge and on and by many point charges. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 29 At the end of this activity students will be able to: 4. Describe and draw the electric field patterns created by point charges surrounding a point charge. 5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges. 6. Measure the strength of an electric field produced by a point charge at various localities and produce a mathematical model of the strength. Copyright DrJJ, ASERG, FSG UiTM, Oct 2009 30
At the end of this activity students will be able to: Draw the electric force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges. Copyright DrJJ, ASERG, FSG UiTM, June 2009 31 Using the the Electric Field Hockey PHET simulation and choose the hockey putt to be the negatively charged particle feeling the force, move a negative charge near it to see the force exerted on the putt. Then draw a force diagram based on your observation. Using a ruler, measure the length of each force line. Now compare the force diagram you observed for each of the electrons to your predicted diagram. How different are they? Explain the similarity and differences you observed in terms of the direction and length of the force line. 4 3
1 2 Copyright DrJJ, ASERG, FSG UiTM, June 2009 32 Last wordsReflection The goal of intellectual education is not how to repeat or retain ready-made truths . It is in learning to master the truth by oneself at the risk of losing a lot of time and going thru all the 1896-1980) (Jean Piaget, Swiss cognitive
psychologist, roundabout ways that are inherent in al goal education is to leave a person askin real of activity. r is it getting confused? Prof. Eric Mazur, ICPE09 Copyright DrJJ, ASERG, FSG UiTM, June 2009 33 INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS lower order
Higher order Copyright DR JJ, ASERG, UiTM, Shah Alam 34 Blooms Taxonomy Categories in the Cognitive Domain (Taxonomy of Educational Objectives, Bloom, 1956) Level 1 Knowledge The remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Level 2 Comprehension The ability to grasp the meaning of material. This may be shown by translating material from one form to another, by
interpreting material (explaining or summarising), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Copyright DR JJ, ASERG, UiTM, Shah Alam Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states. Eg. List the six levels in the cognitive domain of Blooms taxonomy. Define State the main principles of Theory X. Converts, defends, distinguishes, estimates, explains, extends, generalises, gives examples, infers, paraphrases, predicts,
rewrites, summarises. Eg. Describe three main features of Explain the 3 main components of a learning outcome. Summarise the main causes of the American war in Iraq. 35 Blooms Taxonomy Level 3 Application Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, The ability to use learned material in new and concrete shows, solves, uses. situations. This may include the application of such things as E.g.: rules, methods, concepts, principles, laws and theories.
Construct measurable learning outcomes that include Learning outcomes in this area require a higher level of lower and higher order cognitive skills for a one-semester understanding than those under Comprehension. course. Level 4 Analysis Breaks down, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, The ability to break down material into its component parts so selects, separates, subdivides that its organisational structure may be understood. This may e.g.: include the identification of the parts, analysis of the Analyse authentic data from various sources and relationships between parts, and recognition of the prepare organisational principles involved. Learning outcomes here represent a higher intellectual level than Comprehension and Application because they require an understanding of both
the content and the structural form of the material. Copyright DR JJ, ASERG, UiTM, Shah Alam 36 Blooms Taxonomy Level 5 Synthesis The ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structures. Level 6 Evaluation The ability to judge the value of material. The judgements are to be based on definite criteria. These may be internal criteria (organisational) or external criteria (relevance to the purpose)
and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other Copyright ASERG, UiTM, Shah Alam categories,DR plusJJ, conscious value judgements based on clearly Categorises, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organises, plans, rearranges, revises, rewrites, summarises, tells, writes. e.g.: Analyse authentic data from various sources and prepare
a recommendation report for a specified audience. Appraises, compares, concludes, contrasts, criticises, describes, discriminates, explains, justifies, interprets, relates, summarises, supports. e.g Evaluate the strengths and weaknesses of the cognitive domain of Blooms taxonomy in relation to the National Educational Philosophy. 37 PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS lower order Higher order Copyright DR JJ, ASERG, UiTM, Shah Alam
38 AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION) Higher order lower order Copyright DR JJ, ASERG, UiTM, Shah Alam 39 Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step
building upon the other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked. Barbara W. Winder The great aim of education is not knowledge, but action. Herbert Spencer Copyright DrJJ, ASERG, FSG UiTM, April 2008 40
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