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Effective teaching for outcome-based higher education

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Richard M. Felder, Ph.D., is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He received the B.Ch.E. degree from the City College of New York and the Ph.D. in chemical engineering from Princeton University. How do students learn? How do teachers teach? What goes wrong in the process? (Learning and teaching styles). How do I plan a course? How do I identify learning objectives and use them to make sure that my lessons, activities, assignments, and exams are aligned? How do I assess learning and skill development? How do I design instruction and assessment for learning outcomes specified in the ABET
Engineering Criteria and the Washington Accord? How do I design tests that are both rigorous and fair? What can I do in the first week to get my course off to a good start? What do I need to do to be an effective lecturer? How can I get students actively involved in learning, even if there are 200 in the class? How can new staff members become fully effective in teaching and productive in research in 1–2 years instead of the usual 4–5 years?

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Effective teaching for outcome-based higher education

  1. 1. EFFECTIVE TEACHING FOR OUTCOME-BASED HIGHER EDUCATION S Y A H R U L N I Z A M J U N A I N I 1 1 J U N E 2 0 1 4 , F C S I T , U N I V E R S I T I M A L A Y S I A S A R A W A K Photo: CALM, UNIMAS
  2. 2. THE PRESENTER ATTENDED FELDER & BRENT WORKSHOPS AND EXPO WITH COMPETITION ON INNOVATIVE PRACTICES IN HIGHER EDUCATION 20TH - 23RD MAY 2014 | JOHOR BAHRU, MALAYSIA
  3. 3. W H A T W E T E A C H W H A T T H E Y L E A R N V S
  4. 4. W H A T T H E Y L E A R N Background Ability Motivation Learning style T E A C H I N G S T Y L E
  5. 5. E d u c a t i o n i s e v a l u a t e d b a s e d o n w h a t s t u d e n t c a n d o a f t e r t h e i n s t r u c t i o n , n o t o n w h a t t h e i n s t r u c t o r p r e s e n t s . Dr. Richard M. Felder Hoechst Celanese Professor Emeritus
  6. 6. learning objectives assessmentinstruction Icon made by FreePik from www.flaticon.com observable clear
  7. 7. A l e a r n i n g o b j e c t i v e i s w h a t t h e s t u d e n t s h o u l d b e a b l e t o D O t o d e m o n s t r a t e w h a t t h e y h a v e l e a r n e d .
  8. 8. “ O n e m u s t l e a r n b y d o i n g t h e t h i n g ; f o r t h o u g h y o u t h i n k y o u k n o w i t , y o u h a v e n o c e r t a i n t y , u n t i l y o u t r y . Sophocles
  9. 9. What would you do next…? Ask variety of questions What’s wrong with that...? What if?What could we improve…? How might that theory applied...Predict the answer… Icon made by FreePik from www.flaticon.com
  10. 10. Syahrul Nizam Junaini SENIOR LECTURER FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY UNIVERSITI MALAYSIA SARAWAK SYAHRULN@FIT.UNIMAS.MY

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