Making Learning Fun

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Making Learning Fun

  1. 1. Making Learning Fun By: Kho Wen Lin Jenny Chan
  2. 2. Literature Review
  3. 3. A Model of Active Learning
  4. 4. Implementing the Active Learning Model <ul><li>Expand the kinds of learning experiences you create. </li></ul><ul><li>Take advantage of the &quot;Power of Interaction“. </li></ul><ul><li>Create a dialectic between experience & dialogue. </li></ul>Fink, 1999
  5. 5. Some Active Learning Techniques <ul><li>The “one-minute” paper </li></ul><ul><li>Jigsaw group projects </li></ul><ul><li>Daily journal </li></ul><ul><li>Concept mapping </li></ul><ul><li>Puzzles / paradoxes </li></ul><ul><li>Quotations </li></ul><ul><li>Games </li></ul>Paulson & Faust, 2002
  6. 6. Encouraging Students to Use Technology (1) <ul><li>Require students to use email. </li></ul><ul><li>Use email to send students individual assignments. </li></ul><ul><li>Require students to get assignments online. </li></ul><ul><li>Use electronic reserves. </li></ul><ul><li>Require students to search the Internet. </li></ul><ul><li>Require students to make use of one / more articles in electronic form. </li></ul>
  7. 7. Encouraging Students to Use Technology (2) <ul><li>Require that all papers be written using word processing software. </li></ul><ul><li>Require that students use presentation technology. </li></ul><ul><li>Include spreadsheet & graphing assignments. </li></ul><ul><li>Require students to create their own Web pages. </li></ul>Harris, 1997
  8. 8. Survey
  9. 9. Objectives & Methodology <ul><li>A survey was conducted to find out the opinions of different lecturers on teaching methods. </li></ul><ul><li>A questionnaire was given out to 25 lecturers around Klang Valley. </li></ul><ul><li>Findings are analyzed as follows. </li></ul>
  10. 10. Q1: How long have you been teaching?
  11. 11. Q2: What is your subject area?
  12. 12. Q3: Which level are the majority of your students at?
  13. 13. Q4: Which teaching methods & tools do you use most in class?
  14. 14. Q5: Which teaching methods / tool do you believe is most effective?
  15. 15. Q6: As a lecturer, I should know my subject area well
  16. 16. Q7: I believe I should make students want to learn
  17. 17. Q8: I expect my students to do their best
  18. 18. Q9: I set high standards for students in my class
  19. 19. Q10: I believe learning should be fun
  20. 20. Q11: Facts, concepts & principles are the most important things that students should acquire
  21. 21. Q12: My teaching goals & methods address a variety of student learning styles
  22. 22. Q13: I often show students how they can use various principles & concepts
  23. 23. Q14: Lecturing is a significant part of how I teach each of the class sessions
  24. 24. Q15: Activities in my class encourage students to develop their own ideas about content issues
  25. 25. Q16: Students can make choices between activities in order to complete course requirements
  26. 26. Q17: Students should design one / more self-directed learning experiences
  27. 27. Q18: Students might describe me as a &quot;coach&quot; who works closely with them to correct problems in how they think & behave.
  28. 28. Q19: I give students a lot of personal support & encouragement to do well in the subject.
  29. 29. Q20: I assume the role of a resource person who is available to students whenever they need help
  30. 30. Summary of Results <ul><li>Survey results show that: </li></ul><ul><ul><li>Most lecturers agree that learning should be fun. </li></ul></ul><ul><ul><li>It is not effective to just lecture; some other learning activities should be implemented in classrooms. </li></ul></ul>
  31. 31. Summary of Results (2) <ul><li>Some of the respondents were asked why they did not implement other methods & tools in their lectures. </li></ul><ul><li>Answers include: </li></ul><ul><ul><li>Cannot finish the syllabus on time. </li></ul></ul><ul><ul><li>Too little time to prepare for lessons. </li></ul></ul><ul><ul><li>Students are more concerned about getting through examinations. </li></ul></ul><ul><ul><li>Subject content is too complicated. </li></ul></ul>
  32. 32. Suggestions and Tips
  33. 33. 1. Know your student. <ul><li>The most important step is to understand the student. This is more than just knowing what he likes / dislikes. </li></ul><ul><li>Be aware of how your student learns & what activities he finds interesting. Students learn in different ways and at different paces. </li></ul><ul><li>Know what they best way to approach a new learning experience with your students </li></ul>
  34. 34. 2. Provide activities. <ul><li>Provide activities that are better suited to their learning style. </li></ul><ul><li>If the student learns better hands on, by actually doing something, & they are studying electricity in school, go over the required reading so they have an understanding of the topic. </li></ul><ul><li>Then, set up a simple lemon battery experiment so that they can actually create power & see it work. </li></ul>
  35. 35. 3. Encourage creativity (1). <ul><li>Be creative to come up with ideas that makes your students find learning fun. Everything can be a learning experience for your students. </li></ul><ul><li>Invoking creativity helps a students view things from many different angles. This teaches your students to have stronger critical thinking & problem solving skills. </li></ul>
  36. 36. 3. Encourage creativity (2). <ul><li>E.g., if you are walking through the forest ask questions like: </li></ul><ul><ul><li>Why do you think some trees grow taller than others? </li></ul></ul><ul><ul><li>What do you think happens to the dead leaves that fall to the ground? </li></ul></ul><ul><ul><li>How does the dying vegetation benefit the rest of the forest? </li></ul></ul><ul><li>Keep talking & your student would learn about the forest & the cycle of life by critically thinking & witnessing it. </li></ul>
  37. 37. 4. Lead by example. <ul><li>Make it a point to learn new things & be excited about it. </li></ul><ul><li>Each class, everyone should discuss something new they learned that day, even if it is as simple as learning how to say 'hello' in a foreign language. </li></ul><ul><li>If your students see you excited about learning, they will get excited about it too. </li></ul>
  38. 38. References <ul><li>Fink, L. D., 1999, Active Learning, Available at [ http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm ], Extracted 11 May 2011 </li></ul><ul><li>Harris, R., 2010, Encouraging Students to Use Technology, Routledge </li></ul><ul><li>Paulson, D. R. & Faust, J. L., 2002, Active Learning for the College Classroom, American Library Association </li></ul>
  39. 39. The end Thank you.

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