Category: Teaching

UTMconfession

I know about its existence last year (2018) when I did my Latihan Ikhtisas.  I have no issue about its existence and whatever posts that people write.  A similar kind of blog such as IIUMconfession has existed few years back earlier.  For IIUMconfession, most of the times, the students or former students of IIUM would write about their experience learning and studying at IIUM.  When they talk about former lecturers, even though some of the lecturers are well-known as “killer lecturers”, they would write something positive about those killer lecturers.  They talk about the values they learn from them.  [Note: There are also non-IIUM students or former students who post their thoughts at IIUMconfession 😀 ]

UTMconfession?  It is totally a different game.  Some might say that I am bias because I didn’t graduate from UTM.  But the way I see it, UTMconfession has become a place where students defame, malign, slander (you name it) either the university where they go or went to study i.e. UTM or the people who teach or taught them or anyone that they have encountered for various purposes.  Don’t get me wrong.  There are some positive uplifting posts by various individuals (who are mostly students or former students) too.  

I am not saying that one could or should not give bad comments on the institution i.e. UTM or its staff (academics or non-academics), but from the way I see it, majority of the bad comments are baseless.  Only few can be considered as genuine cases that worth to be taken into consideration.  

For example, if you get failing marks, rather than just go straight away to “attack” the person who teaches you, please have self-reflection first.  Why do you get such marks on a first place?  Most of the time (99.9%) it is due to students’ effort.  As university students, it is not about judging how other people teach you, but rather judging how you learn from this person who teaches you.  Capisce?  

You might say that “Well, even though he/she has a PhD, but still he/she is a lousy lecturer“.  I do admit that some of my colleagues might not emphasize on their teaching, rather than research but they are the “minuscule organism” at this university.  Majority of us are passionate educators.  Every semester during semester break especially, some of us attend workshops/training etc. to improve our teaching strategies.  Some of us take the effort to change or adjust certain things that we normally do in class.  To have a fresher style, we go extra miles to keep ourselves updated with the latest development in teaching and learning.  All of these take efforts and time.  Students don’t see the behind-the-scene things. 

Do they know that we have to juggle with so many things other than teaching?  Do they know that whatever things that we do in class will be evaluated, audited and monitored?  So, when you guys give “lousy evaluation” on our ePPP, sometimes it does make others to raise questions about what and how we teach in class.  This is especially if we are teaching different sections, and one section give us good rating about our teaching and another section give us bad rating.  We are the same.  How can we get two different ratings?  It is you guys, students who have different perceptions about us.  It’s ok.  We are not stopping you from giving us bad evaluation if you feel dissatisfied with us.  You are human being with feelings so, it is your right to let your emotion known to us.  But you have to do it with hikmah (wisdom).  That’s something that you need to learn.  

Note: If you are dissatisfied with the university or the lecturer who teaches/taught you, please use proper channel.  Don’t use UTMConfession with the hope that anyone that you think has nothing better to do than to entertain your slandering complaint would read it.  Do you think that by posting such thing would change the situation according to what you wish?  It might backfire you instead.  

A dilemma indeed

The KPIs for university lecturers are not for faint-hearted people.   Indeed.  But sometimes, there are daredevil ones who would dare to do any and everything to make sure they hit their KPIs with flying colors.   Slow professor principle?  Definitely not on these peps’ vocabulary.  They are one on the Shinkansen mode.  Always.  So, anything that block their way will be bulldozed indefinitely. 

But the reality starts to show that the quantity does not justify the quality.  People have started to talk about it.  When asked about the practice of individuals who use other people’s students work without their contribution, critical people like Tan Sri Rafidah Aziz does say something spot on.  

For me, I believe that we can’t hurry to be “matured”.  It is as if you are taking a hormone booster to get old quickly.  Does anyone want to get old early?  Of course, there are outliers who excel in certain fields at young age and in academia, these people can be exemplified in the way they rise to the social academic ranking faster than the average.  Some are really good.  But I am not like them.  I am a late bloomer.  This is what I notice since young.  So, I am not pushing myself to be on Shinkansen mode.   

The incident that happened to one of my seniors in April 2019 left indelible mark that makes me think to reevaluate and reprioritise my goals in life.  Now, I believe that if I improve myself in the way I relate myself to Allah, it will be translated in the way I lead my life as His ‘Abd.  Even though in one of the verses in the Qur’an states

Yet, I believe that what is good in this world does not mean or equate with money or social status.  Allah Knoweth the best and I pray May He Bless me with the best gladtiding.  

To all teachers …

When I did my Latihan Ikhtisas, the English teachers in my school attended a workshop/seminar conducted by Google Educator Group Johor.  Well, since I am not the “real” teacher, for obvious reason, I was not selected to attend the seminar because there was an allocation for teachers to attend such event by school.  I was not a teacher = Not selected.  Kind of sad to be in such equation.  But, that’s life.  For all English teachers, check this out.  

What to write in your TESDCP teaching portfolio?

There are four aspects that you need to write.  

  1. Goals of student learning,
  2. Philosophy,
  3. Beliefs and practices of assessment and
  4. Self-reflection of teaching development over time.

Some tips:

  1. Write from your heart (either in English or Malay) in Words doc file first (the system is linked to UTMPORTAL, so if you leave it for a while, you will lose all of the things that you have written if you don’t save it)
  2. Highlight NALI (use certain terms commonly related to NALI)
  3. Don’t worry too much about grammar (this is not an SPM essay though.  But, please do proofread your writing because it might reflect your language proficiency as an academician teaching at university).
  4. If you have written somewhere that reflect your belief in either one of the aspects, you can link the URL too (there is a column under each heading of the four aspects).   For example, I link a post that I wrote here in my TESDCP about my belief in assessment.  

How to fill in information on Teaching Excellence System (TES)?

First of all, you need to be UTM staff.

Next, log in to MYUTM (using your ACID and password) to go to UTM Staff Portal (Portal Staf UTM).  

On your left hand side under Sistem UTM, scroll down to Akademik (click).  Choose Profile Akademik (click).

On your right hand side under Quick Links, choose and click Teaching Excellence System.  

Under Teaching Excellence Report, there are four (4) headings: Blended Learning, OBE, NALI & HIEPS and E-content.  

a) Blended Learning

To look at your Blended Learning report (this is based on your eLearning), click Blended Learning.  To see a list of courses that you teach or have taught, scroll down the heading Semester Session.  Click the semester that you want to see the report.  You can see the report any time during the semester.  You don’t have to wait until the end of the semester to see the report.

There is nothing you can add here.  If you want to see the change, make any change by adding activities, notes etc. on your eLearning.

2) OBE

To look at your OBE report (this is based on your OBE), click OBE.  So, once you complete your CAR report on your OBE, the status will automatically change to Complete.  If you have a course (like a module type kind of course) that you don’t need to create a CAR report, let your IT manager knows about it.  For example, in School of Education, there are MPPU1060, MPPU1070 and MPPU1080 (for Full research and mixed mode students).  There is no final examination and there is no grading except students need to comply certain requirements to get a status of PASS or FAIL (LULUS atau GAGAL).  So, if there is this kind of course that you teach, it might appear INCOMPLETE because there is no CAR report in the OBE (Don’t worry though.  It is just a report.  During audit, you can let the auditors know that it is not normal courses with final exam and such.

3) NALI & HIEPS

To look at your NALI & HIEPS report (this is based on ePPP), click NALI & HIEPS.  In your ePPP, there are questions about your teaching practice (strategies, activities that you do in class).  But however, students might not know and aware that when you do, let’s say a discussion on cases in class refers to case based learning.  So, they might not answer the question about case-based learning accurately (they might not state that you use case-based learning in your class).  Sometimes, it is worth to highlight the activity that you do in class is related to certain teaching approach.  For example you might say “You will be given a case based assignment.  You have to do it in group.  I want to emphasize case based learning and active learning in this class.  So, I give you assignment relating to case-based learning“. 

But normally, you assign the assignment on the first two weeks of semester, so students might not remember it by the time they have to fill in the ePPP which is at the end of semester (Week 13 onwards).  So, don’t be disheartened if you don’t see any NALI strategies appear on your report even though you apply it in your teaching.  That is why it is really important to explain your teaching strategies etc. in TESDCP (this one is different from TES) on a) Goals of Student Learning, b) Philosophy, c) Beliefs and Practice of Assessment, d) Self-reflection of Teaching Development.  

4) e-Content

To look at your e-content report (this is based on whatever things you do in class as long as you use the internet), click e-content.  Then select +Add New (on your right side).  There are several headings will appear.  

The several headings are: 

  1. Reference no (no need to fill in anything here)
  2. Project name (if it is based on a project, state the name of the project.  If not, just leave it empty)
  3. Session/Semester (you need to scroll down to make your selection).
  4. Subject Code (you need to type subject code of the course that you teach/taught).
  5. Category (you need to scroll down to make your selection)
  6. URL (you need to link a webpage URL here. See further explanation below).
  7. From (this is the date/duration that you use the material) 
  8. To (this is the date/duration that you use the material) 

Make sure you have your materials ready to be linked.   For example, to add category “Gamification”, make sure you have an online quiz on Kahoot or Quizziz or elsewhere that is open for PUBLIC view.  Don’t set it as PRIVATE (that one might need you to activate the viewing with certain password or code).  After that, copy-paste the link.  For example, HERE is an online quiz that I have made for Research Methodology class (Topic: Pilot study or Kajian Rintis) for Gamification category or HERE is a note for a topic for Educational Psychology class (Topic: Classroom Management) for Learning Management System category.  Using the respective link, I paste it on URL.   

Note of plagiarism: Quizziz and Kahoot allow users as administrator of a quiz to use/take questions from other existing quizzes.  So, in this case, please make sure that you add some questions of your own even though you also take other questions from other quizzes.

Final word

For the marking and evaluation, even though you put more than one quiz under gamification category, the panel would only give one mark for that.  So, make sure you diversify your e-Content category

Disclaimer: I am a novice in this thing.  So, if you need extra help, don’t hesitate to contact Assoc Prof Dr Mohd Nihra Haruzuan (the facilitator of TES workshop).  😀  We are all together in this.  So, let’s support one another in our journey to be the best educators in our respective field.  

If you need the notes from the TES workshop that I attended on 26 June 2019 (Wednesday), click HERE.  I took some personal notes on TES on e-content rubric (my own interpretation though)  and others.

 

Teaching Excellence System (TES) workshop_Part 3

Measures of Student Learning 

Basically, the information in Average score in ePPP and Feedback and Testimony from ePPP is generated from ePPP.  So, what you can do is you have to make sure your students would evaluate you every semester without fail and request them to give narrative feedback about you.  Any narrative feedback will appear in Feedback and Testimony from ePPP.  

But, for Feedback and Testimony (From others), upload any message, cards etc.  (written feedback) that you get from your students.  If you receive a Whatsapp message from your student, screen shot it and then covert it into PDF format before uploading it to your TES.  

Psst…. so next time when your students want to say thank or whatsnot, you can request them to write it in a form of note.  No need card.  Just a simple A4 paper would be enough.  😀

Teaching Excellence System (TES) workshop_Part 2

Blended learning would be based on several aspects or criteria: Course information (CL1), Learning materials (C2), Activities (C3), Assessment (C4) and student access to elearning (C5).  

How to get marks for e-content?

  1. Get 1-2 mark (receptive): Upload a note/voice-video of your notes on people.utm.my (this notes have to be different from the ones that you upload on elearning).  Link the webpage (people.utm.my) where you put your note on your elearning so that your students will get access to it by using elearning.  In this case, you will increase your elearning hits as well as get a marks for the econtent (you will only get one mark for econtent)
  2. Get 3-4 marks (interactive): Link your Kahoot! or Quizziz to your econtent (at least 2 media i.e. if you use Kahoot and Quizziz, you comply to the requirement).  Make sure you make your online quiz at Kahoot or Quizziz as public.   As an example, for my pre-teaser quiz for Educational Psychology, I have an online quiz at Kahoot and Quizziz that I set as public.  So, anybody can get access to it.  Click HERE  (Kahoot) and HERE (Quizziz).  [Note: However, I could not upload it on my TES e-content though]

In addition, you also can link your interactive note from different sources like Padlet or Prezi.  I use Prezi (I have to pay annually to have certain features as administrator/instructor though 😀 ).  

  1. Get 5 marks (cooperative): You need to show that there is brainstorming interactive group activity/interaction 

 

What are (some) of the criticism about CEFR cum new KSSM syllabus for English?

I found quite a lot criticism and concerns by various individuals mainly teachers or educators (those people who are in teaching profession) on the current implementation of CEFR based curriculum and MUET.  Here are some of those that I can find

New syllabus is good

New literature syllabus 

English Literature is a dying subject

MUET is a requirement for admission

The need to boost English proficiency 

The need for proficient English teachers 

MUET

When I assigned to teach form 6 student MUET subject, I was feeling a little bit apprehensive.  I never took MUET before.  The only similar kind of examination that I had taken is IELTS before I went to further my PhD at UK.  It is the requirement for admission to any of UK university.  So, with RM600+/-, I took IELTS once.  Alhamdulillah I got Band 7, so I could apply to any UK university that require at least Band 6.5 or 7 as application requirement.  Well, those were the days.  Things are different now for the better.  MUET is required as admission requirement as well as graduation requirement.

Last year, when I sent Amira and Shakir to SMKUT to take their MUET speaking test, they told me that they were partnered with a lady from UKM.  She failed her MUET and thus, she needed to retake MUET again as graduation requirement.  Amira and Shakir asked me if is it required to get Band 4 to graduate in Malaysian universities.   I told them that as far as I know, only the top five universities i.e. old or research universities make such requirement.  For other universities like USIM, it depends on your majoring.  If you major in Islamic Revealed Knowledge programme like Qur’an and Sunnah, it is required for you to get Band 4 to graduate.  This is what I know based on my conversation with USIM graduates who work as teaching in the school where I did my Latihan Ikhtisas.  

But now, they i.e. Ministry of Education want to make it as requirement for non-option teachers who are teaching English to take MUET too.  Of course, this move would create an uproar among teachers in Malaysia.   But, being as an outsider but somehow links to education system, I would like to see positive change in this move.   Would they become better teachers to teach CEFR curriculum if they take MUET?  What would happen to those teachers who are not excelled in their MUET?   That’s what I want to know in the future.  

Common European Framework of Reference for Languages (CERF)

What is CERF?  It refers to Common European Framework of Reference for Languages.  You’ve got it right!  It is a European Framework that somehow as Asians, we have to follow.  Ironic, isn’t it?  Nevertheless, with that as reference and guidance, we change our curriculum i.e. in specific the English subject when we started KSSM in 2017.  Yup.  Indeed.  It makes the PT3 for this year different from the last year.  Last year, there was literature part.  But there is no more literature part in PT3 this year. 

But does the change matters?  Well, there are lots of criticism that you find from various parties like teachers, parents and others who are concern with the latest development.   Of course, it is kind of safe to say that you can’t see the impact now but have to wait for few years to see any improvement of the English language proficiency among Malaysians.  Yet, there are various elements that I notice in the textbooks used for the new curriculum. 

When I taught form 1 last year (2018) when I did my Latihan Ikhtisas, other than the literary part (poems and short story/graphic novel), I have to use Pulse 2 textbook to teach form 1 class (which is not readily available in any bookstore like MPH and such.  But you can but the workbook from Lazada though).  There are lots of criticism on this by teachers.   I reserve to comment on this matter.  After all, who am I to comment on this matter when I am not even a teacher?  😀

So, my initial thought is when the PT3 has no longer the literature part starting this year, so it would be the same for SPM then in the next two years.  How wrong I was?  They are introducing “new” literature content.  So, what’s new, pussycat?  Well, the Education director-general Datuk Dr Amin Senin explained the new stuff would be included in the current curriculum.  

For an 18-month curriculum, students have to learn 10 poems, one novel or six short stories, and one drama.  Sound quite the same, right with the current practice?  Wait until you see the lists though.  

Among the literature contents that they have to learn is The Merchant of Venice (William Shakespeare), The Clay Marble (Minfong Ho), and Embra­cing Your Shadow (Chua Kok Yee). The poems would include To Autumn (John Keats) and When You Are Old (by William Butler Yeats).

They are piloting the literature contents in selected schools which started in 2017.  There are around 300 students from seven schools in Penang, Perak, Selangor, Kuala Lumpur, Sabah and Sarawak would sit for the International General Certificate in Secondary Education (IGCSE) Eng­lish Literature exam in June 2018 instead of the SPM English Litera­ture paper.  I don’t know how the teachers would react towards this.  But most importantly, can teachers i.e. non-option English teachers be better prepared if they take MUET?   That’s what I would like to know and see the impact in the future.

Personally, I am glad that I belong to different era so I won’t be affected by this.  But, I am sad that the current generation has to face this.  All the best, guys!