Effective Teaching Plan

Effective Teaching g Plan Widia Center of Excellence for Teaching & Learning ( (WiTeL) )

Debby Tanamal, S.Kom., M.Trng. & Dvt. [email protected]

Widia Center of Excellence for Teaching and Learning

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OUTCOMES At the th end d off this thi session, i th the participant ti i t will ill b be able to: - Explain component of Curriculum Component Consistency - Identify the component of Learning Environment - Design the Structure of the Lesson


Multi-Channel Learning M Multi lti Channel Ch l Learning L i is i BiNus Learning System MCL combines several channels of learning: – Face-to-face (F2F) – Self-study, – E-Learning/Online Learning (Guided Self-Learning Class)


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Teaching-Learning Material

Learning Material

Satuan Acara Perkuliahan (SAP)

Module Plan (MP)

Course Outline (CO)


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Teaching-Learning Material SAP-Satuan SAP Satuan Acara Perkuliahan Suatu panduan yang memberikan petunjuk umum mengenai tujuan dan ruang lingkup materi t i yang akan k dipelajari pada satu matakuliah selama satu semester.

MP-Module Plan

CO-Course CO Course Outline

Panduan yang memberikan petunjuk secara rinci, mengenai pokok bahasan, tujuan instruksional khusus, aktivitas pembelajaran d media/referensi dan di / f i dalam setiap pertemuan perkuliahan baik tatap muka (F2F) maupun Guided Self Learning Class (GSLC).

struktur/susunan materi dari suatu matakuliah yang merupakan hasil konversi dari Media/Referensi pada d Module M d l Plan Pl menjadi bentuk digital yang siap digunakan oleh dosen dan mahasiswa.


Curriculum Component Consistency Learning Outcomes

Teaching and Learning Activities

Assessment

Situational Factors Taxonomy of Significant Learning. Fink, L.D., (2003). Creating significant learning experiences : An Integrated approach to designing college courses. San Fransisco:Jossey-Bass Widia Center of Excellence for Teaching and Learning

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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 g experience. p They state the knowledge, skills, and attitudes that the students will gain through your course


What are the teaching and learning activities that will support the students in achieving these outcomes?

Assessment

How will students demonstrate that they have achieved these outcomes?


Domain of Learning COGNITIVE

Berorientasi kepada p kemampuan p “berfikir” , dari level intelektual yang paling sederhana (recalling) sampai ke level yang complex (evaluation)

AFFECTIVE

Berhubungan dengan perasaan, emosi, sikap hati (attitude), nilai (values); dari level penerimaan sampai kepada taraf internalisasi

PSYCHOMOTO R

Berorientasi kepada kemampuan motorik, dari level imitation sampai kepada level naturalisation


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COGNITIVE DOMAIN


Affective Domain

Psychomotor Domain

1. Receiving Phenomena

1. Imitation

2. Responding to Phenomena

2. Manipulation

3. Valuing

3. Precision

4. Organization

4. Articulation

5. Characterization

5. Naturalization

Reference : Krathwohl, Bloom dan Masia, 1964


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Cognitive in SAP-MP

LEARNING OUTCOMES (3’) Matakuliah

TIK

Metodologi Penelitian

Mahasiswa dapat menerangkan hakikat penelitian ilmiah

Manajemen Keuangan

Mahasiswa dapat menghitung WACC menggunakan biaya komponenkomponen modal termasuk yang baru diterbitkan

Manajemen Keuangan

Mahasiswa dapat merancangkan pengelolaan kas, persediaan, dan piutang berdasarkan minimalisasi biaya

Level


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Components of Course Design Learning Outcomes

Feedback And Assessment


Situational Factors Taxonomy 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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Teaching & Learning Activities (TLA) Lecturing

• Group - Discussion • Role-Play • Think – Pair – Share (Sharing in Pair) • Brainstorming

• Question and Answer

StudentCentered Learning

• Quiz • Case Study, Problem-Solving • Demonstration (Example) Widia Center of Excellence for Teaching and Learning

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Student Centered Learning • Facilitate Effective Learning (active participation) • Empower learners to discover and construct knowledge • Learner Responsibility


Components of Course Design L Learning i Outcomes

Feedback And Assessment


Situational Factors Taxonomy 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 – Class assignment; Exercise – Homework; Quizzes; – Essay; Multiple Choice – Student’s St d t’ self lf assessmentt – Mid Term Examination/ Final Examination – Project Work; Case Study Widia Center of Excellence for Teaching and Learning

Classroom Environment

L-T-H-TR

• Range of total students : 40-80 • Heterogeneos Students • Classroom Setting y Environment • Physical – LCD – PC – White Board Widia Center of Excellence for Teaching and Learning

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Structure the Lecturing Preparation Introduction Body/Content Closing


Preparation Essentials • Lecturer Presentation and Material (SAP-MP-CO) • Knowing Your Students (Semesters, Program Study, GPA) • Media M di (A (Audio-Visual di Vi l Aids) Aid ) & R Resources • Scheduling & Mode of Delivery


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The Introduction •

Preview

The Body

• Stimulating Interest

• Less Lecturing; Vary the activities

• Need

• Attention Span

• Topic & Range

• Use AudioVisual (Media) Effectively

• Outcomes

The Closing • Review the Outcomes • Two-way Feedback • Reinforce for Future Learning


Tips for First Week Lecturing • Learning Contract – – – –

Kehadiran Text Book Aturan Nilai Partisipasi (F2F, GSLC, Group Discussion, etc)

• Building a Rapport with Your Students – Demographic of students ( GPA, prior learning in related subject, learning habit, learner characteristics) Widia Center of Excellence for Teaching and Learning

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http://witel.binus.edu Widia Center of Excellence for Teaching and Learning

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Effective Teaching Plan

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