1. Scholarship of Teaching & SCL/LCE (part III)

2. Teaching the Content TOPIK PEMBICARAAN Teaching for Understanding Teaching for Transfer

3. TEACHING FOR UNDERSTANDING

4. The Difference Between Experts & Novices Large Knowledge base that is structured around foundation principles of the discipline M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

5. How Do You Describe Students Who UNDERSTAND???

6. Students who Understand Can 1. Access information in different ways 2. Explain in his/her own words 3. Apply information to new situation 4. See relationships between sub-components of information 5. Reconstruct details given partial description 6. Infer effects when given causes M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.43 Jossey Bass, 2004

7. UNDERSTAND Imply a Grasp Of Relationships Among Bits Of Informations & Ability To Construct New Pieces Of Informations From What Is Known So Far M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

8. Helping Students Recognize Structure 1. Concept Map 2. Advance Organizer → Outline 3. Verbal clues 4. Text Structures 5. Analogical reasoning M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

9. Chapter Map Title of Chapter Primary Headings Subheadings Secondary Subheadings Saundra Y. McGuire, Teach Students HOW to Learn: Metacognition is the Key!

10. Helping Students Recognize Structure 1. Concept Map 2. Advance Organizer → Outline 3. Verbal clues 4. Text Structures 5. Analogical reasoning M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

11. ISSUES TO ADDRESS... How do atoms assemble into solid structures? (for now, focus on metals) How does the density of a material depend on its structure? When do material properties vary with the sample (i.e., part) orientation? Chapter 3: The Structures of Metals

12. Helping Students Recognize Structure 1. Concept Map 2. Advance Organizer  Outline 3. Verbal clues 4. Text Structures 5. Analogical reasoning M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

13. The Challange of Structural Thinking It is hard to deconstruct our own thinking → aware of the components that make up our decisions & understanding Bring to a conscious level our own structural understanding M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004

14. Students Distracted by Gadget??? Shallow Learning & Dangerous

15. Teaching the Content TOPIK PEMBICARAAN Teaching for Understanding Teaching for Transfer

16. Near Transfer vs Far Transfer M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004

17. Suggestions that Support Transfer Be sure students learn the content to be transferred Make the initial learning situation more like the transfer situation Vary the practice situation Students know what is being transferred Teaching students when to transfer a rule M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004

18. About Development as a Professional Educator Student feedback can improve teaching & learning Improvement is an opportunity not a dirty word Instructional growth is not always easy Improvement begins & end with faculty member Teaching excellence is a journey not a destination M. Weimer, Inspired College Teaching, a Career Long Resource for Professional Growth, p. 2-21, Jossey Bass, 2004