Innovation is the ability to see change as an opportunity, not a threat. - Steve Jobs
Teaching Methods
Student-centered learning practises, which are founded on constructivism ideas, are one of the most successful approaches to optimise how and how much students actually learn from a teaching activity.
This practice move an activity's focus away from the teacher and toward the students. It is important in tertiary education since it encourage motivation and learning. Students' interests, abilities, and learning styles are highlighted in these types of approaches. If we as lecturer acts as a facilitator, rather than an instructor, offering orders to the students, the students are able to take an active role in selecting what they learn, how they learn, and how they evaluate what they have learned. The goal is for students to take more ownership of their learning rather than simply waiting for the teacher to 'load them up' with information. Student-centered learning in university has been shown to help students become autonomous problem solvers and increase critical and reflective thinking. It also boosts their self-assurance in their knowledge and abilities. Assessment is influenced by the students' participation in their own learning. Students will have a greater say in how they assess and exhibit their learning. Below are some of the student centered activities that can be carried out, and the detailed implementation that I have delivered in my class is shared under the Teaching Innovations section. |
It is known that the most effective learning experiences are participatory. Active learning require students to participate, debate, draw, construct, and cooperate. It also help students have a better comprehension, retention, and skill fluency.
Limiting lecturer speaking is the first step toward active learning. The next phase is to have students engage in more genuine conversation with one another. This can eventually lead to student-led debates and other inquiry-based learning opportunities. It is more efficient and effective to allow students to collaborate. They can receive immediate feedback from their peers and improve their social-emotional abilities. There is also evidence that students learn more quickly when their peers explain something to them than than when they are taught by a teacher.
An easy method to incorporate collaboration into a regular lesson is to turn and chat. It's critical to remember that collaboration is a talent that can be mastered. Differentiation literally translates to "to make distinct." It's a broad phrase that refers to whatever adjustments we make to satisfy a student's specific needs.
Students build their social-emotional skills by participating in active learning in student-centered classrooms. Social-emotional learning is aided by long-term project planning, teamwork, and oral presentations. This method makes effective use of teaching time by allowing students to gain content knowledge while also developing social-emotional skills.
Giving students a say and a voice boosts student engagement, which leads to better learning. Surveys are one technique to amplify the voice of students. Inquire about how students felt about a subject or what they want to study in your class. You won't be able to satisfy all of their desires. However, simply asking for their input can make them feel more invested.
When used correctly, technology may be a tremendous student-centered learning tool. Students can collaborate on documents using technology in the classroom. Alternatively, they can use films and presentations to illustrate their understanding. Adaptive learning platforms provide us the ability to differentiate in previously unthinkable ways. Effective use of technology can simply save time, allowing teachers to create more engaging and creative classes.
|
Teaching Innovations
UTeM ULearn is used as my main one stop platform to plan, implement, and assess my students' learning processes. I use it to share lecture notes, monitor student participation and attendance, track performance and delivery of educational courses.
<-- Click this button to go to my Youtube channel!!
|
The Covid-19 pandemic has greatly changed the way I work as a lecturer. With the existence of constraints to meet students and conduct classes face to face, has led to new ideas and innovations to create a special youtube channel for teaching and learning. This Youtube channel consists of a collection of my lecture videos that have been implemented. I have created playlists for each different subject to facilitate the students and other viewers. With this medium, it helps students who have internet problems during online lectures by making it easier for students to review the lessons outside of lecture time. This Youtube not only benefits my own students, but also benefits other students around the world. This indirectly becomes a positive platform to share knowledge and exchange opinions globally.
I am very much believe that comments from students can help lecturers convey knowledge better. For my students, each week they are required to comment on my teaching as well as summarize what they have learned throughout the week. This way, I am able to improve my teaching skill week by week and at the same time know each student’s level of understanding for that week.
Mentimeter is one of the ultimate way to make lectures more engaging, no matter if it is a hybrid, live or remote session. We can run live polls, quizzes, and ask the students any question. The main feature that I really like is that it allows the users to remain anonymous so they can feel more comfortable indicating their opinions and answering quizzes. From my experience, students were more active in class compared to just by asking them directly. They really love seeing their voices heard in the presentation the moment they interact.
By utilizing the Microsoft Teams channel, I divide the students in small groups so that they can have a discussion among each other during classes and after classes. This is really helpful as it could act as a study group during online teaching & learning. These channels are constantly monitored by me to see their weekly participation. One of the activity that I usually did is that the students were asked to think about the answer to a question, and then discuss the question among each other. I will then selects students to explain the consensus to the class.