TM-0077 Effective Teaching Plan...
Transcript of TM-0077 Effective Teaching Plan...
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Effective Teaching gPlan
Widia Center of Excellence for Teaching & Learning(WiTeL) ( )
Debby Tanamal, S.Kom., M.Trng. & [email protected]
Widia Center of Excellence for Teaching and Learning
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OUTCOMES
At th d f thi i th ti i t ill bAt the end of this session, the participant will be able to: - Explain component of Curriculum Component
Consistency- Identify the component of Learning Environment- Design the Structure of the Lesson
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Multi-Channel Learning M lti Ch l L i i BiNus Learning SystemMulti Channel Learning is BiNus Learning SystemMCL combines several channels of learning:– Face-to-face (F2F) – Self-study, – E-Learning/Online Learning (Guided Self-Learning
Class)
Widia Center of Excellence for Teaching and Learning
Class)
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Widia Center of Excellence for Teaching and Learning
Teaching-Learning Material
Widia Center of Excellence for Teaching and Learning
Learning Material Satuan Acara Perkuliahan
(SAP)
Module Plan(MP)
Course Outline(CO)
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Teaching-Learning Material SAP-Satuan Acara MP-Module Plan CO-Course OutlineSAP Satuan Acara Perkuliahan
Suatu panduan yang memberikan petunjuk umum mengenai tujuan dan ruang lingkup
t i k
Panduan yang memberikan petunjuk secara rinci, mengenai pokok bahasan, tujuan instruksional khusus, aktivitas pembelajaran d di / f i
CO Course Outline
struktur/susunan materi dari suatu matakuliah yang merupakan hasil konversi dari Media/Referensi
d M d l Pl
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materi yang akan dipelajari pada satu matakuliah selama satu semester.
dan media/referensi dalam setiap pertemuan perkuliahan baik tatap muka (F2F) maupun Guided Self Learning Class (GSLC).
pada Module Plan menjadi bentuk digital yang siap digunakan oleh dosen dan mahasiswa.
Curriculum Component Consistency
Learning Outcomes
Teaching andLearning Activities
Assessment
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Situational FactorsTaxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integrated approach to designing college courses. San Fransisco:Jossey-Bass
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Constructive Alignment (Biggs, 2003)
Outcomes
What are the outcomes we want students to achieve?
Specify what learners’ new behaviours will be after a
learning experience.
Assessment
How will students demonstrate that
they have achieved these
Teaching and Learning Activities
What are the teaching and
learning activities
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g p
They state the knowledge, skills, and attitudes that the
students will gain through your course
outcomes?that will support the students in
achieving these outcomes?
Domain of LearningBerorientasi kepada kemampuan “berfikir” ,
COGNITIVE
AFFECTIVE
p p ,dari level intelektual yang paling sederhana(recalling) sampai ke level yang complex (evaluation)
Berhubungan dengan perasaan, emosi, sikap hati (attitude), nilai (values); dari level penerimaan sampai kepada tarafinternalisasi
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PSYCHOMOTOR
internalisasi
Berorientasi kepada kemampuan motorik, dari level imitation sampai kepada level naturalisation
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COGNITIVE DOMAIN
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Affective Domain Psychomotor Domain
1. Receiving Phenomena
2. Responding to Phenomena
3. Valuing
4. Organization
1. Imitation
2. Manipulation
3. Precision
4. Articulation
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Reference : Krathwohl, Bloom dan Masia, 1964
5. Characterization 5. Naturalization
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Cognitive in SAP-MP
LEARNING OUTCOMES (3’)Matakuliah TIK LevelMetodologiPenelitian
Mahasiswa dapat menerangkan hakikatpenelitian ilmiah
ManajemenKeuangan
Mahasiswa dapat menghitung WACC menggunakan biaya komponen-komponen modal termasuk yang baru
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diterbitkanManajemenKeuangan
Mahasiswa dapat merancangkanpengelolaan kas, persediaan, dan piutangberdasarkan minimalisasi biaya
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Components of Course Design
LearningLearning Outcomes
Teaching andLearning Activities
Feedback And
Assessment
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Situational FactorsTaxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integrated approach to designing college courses. San Fransisco:Jossey-Bass
Teaching & Learning Activities (TLA)
• LecturingLecturing
• Group - Discussion• Role-Play
• Think – Pair – Share (Sharing in Pair)
• BrainstormingStudent-Centered Learning• Question and Answer
• Quiz
• Case Study, Problem-Solving• Demonstration (Example)
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Learning
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Student Centered Learning
• Facilitate Effective Learning (active participation)
• Empower learners to discover and construct knowledge
• Learner Responsibility
Widia Center of Excellence for Teaching and Learning
Components of Course Design
L iLearning Outcomes
Teaching andLearning Activities
Feedback And
Assessment
Widia Center of Excellence for Teaching and Learning
Situational FactorsTaxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integrated approach to designing college courses. San Fransisco:Jossey-Bass
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Assessment
Group Presentation– Group Presentation – Class assignment; Exercise– Homework; Quizzes;– Essay; Multiple Choice
St d t’ lf t– Student’s self assessment– Mid Term Examination/ Final Examination – Project Work; Case Study
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Classroom Environment
L-T-H-TR
• Range of total students : 40-80
• Heterogeneos Students• Classroom Setting • Physical Environmenty
– LCD– PC– White Board
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Structure the Lecturing
Preparation
Introduction
Body/Content
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Closing
Preparation Essentials
• Lecturer Presentation and Material (SAP-MP-CO)
• Knowing Your Students (Semesters, Program Study,
GPA)
M di (A di Vi l Aid ) & R• Media (Audio-Visual Aids) & Resources
• Scheduling & Mode of Delivery
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The Introduction The Body The Closing
• Preview
• Stimulating Interest
• Need
• Less Lecturing; Vary the activities
• Attention Span
• Review the Outcomes
• Two-way Feedback
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Need
• Topic & Range
• Outcomes
• Use Audio-Visual (Media) Effectively
• Reinforce for Future Learning
Tips for First Week Lecturing • Learning ContractLearning Contract
– Kehadiran– Text Book– Aturan Nilai– Partisipasi (F2F, GSLC, Group Discussion, etc)
• Building a Rapport with Your Students• Building a Rapport with Your Students– Demographic of students ( GPA, prior learning in
related subject, learning habit, learner characteristics)
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http://witel.binus.edu Widia Center of Excellence for Teaching and Learning