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Use of various instructional methods and pedagogical initiatives

Real world examples

Tackling real world problems can make sustainability issues more tangible and

meaningful to students. Real examples provide concrete applications to knowledge and skills

learned in the classroom as they relate to students themselves and society. Real examples also

encourage students to be aware of the choices they make and how they fit into a greater societal

context.

Real world examples demonstrate the complexity and unpredictability of real issues, and

as such, can stimulate critical thinking. They also highlight the need for an inter- and multi-

disciplinary approach to problem solving. Further, using examples from the real world

demonstrates that, oftentimes, there is no perfect solution to a given problem. But, in doing so,

gets students thinking about solutions, rather than ust focusing on problems.

Information & Communication Technologies (ICT) learning

!s technology becomes more and more embedded in our culture, we must provide our

learners with relevant and contemporary experiences that allow them to successfully engage with

technology and prepare them for life after engineering.

"t is widely recogni#ed that learners are motivated and purposefully engaged in the

learning process when concepts and skills are underpinned with technology and sound pedagogy.

Main advantages of ICT tools for education

$ Through "%T, images can easily be used in teaching and improving the retentive memory of

students.

& Through "%T, teachers can easily explain complex instructions and ensure students'

comprehension.

( Through "%T, teachers are able to create interactive classes and make the lessons more

enoyable, which could improve student attendance and concentration.

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)orldwide research has shown that "%T can lead to improved student learning and better

teaching methods. ! report made by the *ational "nstitute of +ultimedia ducation in apan,

proved that an increase in student exposure to educational "%T through curriculum integration

has a significant and positive impact on student achievement, especially in terms of

Knowledge

Comprehension / Practical skill and Presentation skill in subect areas

such as mathematics, science, and social study

Think-pair-share (TPS)

Think-pair-share 0T123 is a collaborative learning strategy in which students work

together to solve a problem or answer a 4uestion about an assigned reading. This techni4ue

re4uires students to

0$3 Think individually about a topic or answer to a 4uestion5

0&3 2hare ideas with classmates. 6iscussing an answer with a partner serves to maximi#e

participation, focus attention and engage students in comprehending the reading

material.

Silent Card Shuffle

This strategy will help students to classify, understand and analyse

information.

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Implementation

The teacher should consider a range of 'cards' to use for this activity, i.e. visual images,

statements, concepts or single words. ach card should be cut up and placed ready for students

in an envelope, or secured together in a umbled order. 1rovide each individual, pair or group

with their envelope or selection of cards related the given topic.

$. Silent Card Shuffle

The cards are spread out on a flat surface without talking

The cards are rearranged to complete the given task 0e.g. se4uencing, classifying,

matching or mapping7positioning3

&. Justify and Refine

!s each group completes the task, the members may talk to each other and ask for

an explanation or ustification for the positioning of certain cards.

Refinements or changes may be made at this stage.

(. Circle and Observe

The teacher now needs to coordinate the movement of the groups so that they are

able to visit the other tables and discuss what they notice.

They may not touch the cards.

8. Return and Refine

ach group returns to their home table, and based on what they observed anddiscussed in the visits to other tables they decide whether or not to make any refinements.

9. eacher !ebriefing

This would be undertaken by the teacher according to their preferred style and to

suit the group of students.

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Class room Ice breakers

An ice breaker is an activity, game, or event that is used to welcome

and warm up the conversation among participants in a meeting, training

class, team building session, or other event. Any event that requires people

to comfortably interact with each other and a facilitator is an opportunity to

use an ice breaker

!n effective ice breaker will warm up the conversation in your training class or meeting,

reinforce the topic of the session, and ensure that participants enoy their interaction and the

session.

)hen participants don:t know each other, the ice breaker will help them introduce

themselves to the other participants.

igsaw Activities

A!igsaw activityis a cooperative learningtechnique where students

work in groups to teach each other something. The groups are given an

overall assignment, and each student in each group becomes an "e#pert" on

a smaller part of it. $hen each student has taught what he knows to another

group member, they have together learned the overall assignment and

completed the !igsaw, similar to a pu%%le.

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;eneral !pplication of the igsaw +ethod

The igsaw method can be applied to nearly any topic, provided that students have received

enough instruction and have access to the materials they need for developing their 'expert' role in

the group. The general steps are as follows