Category: Teaching

Hasan Langgulung

Someone asked me if I was Pak Hasan’s student.  Pak Hasan is a nickname that we (his students) fondly use to call him.  His real name is Hasan Langgulung.  He passed away in 2008.  Al-fatihah.

When I was his student in 2003, he was already nearly 70.  He used to go swimming before Zuhr with a colleague.  I used to see him waiting with his sport bag nearby the car park of IIUM Kulliyyah of Education (now it is known as Institute of Education or INSTED).

What I vividly remember until now is, there were six of us taking his Personality Psychology class.  Each of us had to present three times.  Yup.  With only six students in a class, what do you expect?  Our presentation would be based on either article review or our thoughts on Western and Islamic views of Personality.  For the Islamic views, we have to pour over the Holy Qur’an and such.  Of course, there is no direct comparison between theories by the western scholars with Islamic scholars like Al-Ghazali. But, it prompted us to think critically.  Talk about HOTs and whatsnot.  Well, it has been practiced long time ago before OBE and whatsnot.

Another thing that I remember well is there would be one of us who would go to his room before class and this person would walk with Pak Hassan to class.  While walking, this person would have the privilege to have a chat with Pak Hassan.  Normally, the male students would do it.  Or if we wanted to do it, there would be two of us female students who would “on a pretext of having something-to-discuss-with-you” go to his room and walk with him to class after our discussion.  Such a precious moment!  Of course, we could not do that with other lecturers but with him, he is like a father who we could discuss about intellectual stuff.

Calling him Pak Hasan rather than Professor (even though his official salutary title is Professor) shows the kind of relationship that we had as student-teacher.  Oh how I miss those moments!  Do I wish that I could have such relationship with my own students?   That is a question that I do not have any answer yet.

 

Program Kerohanian FSSH bagi Siri 22: Kemuliaan memberi dengan Ikhlas – Surah Al-Baqarah, Ayat 265-269

Tarikh / Hari     :      10 September 2020 (Khamis)
Masa                     :      8.15 pagi
Pembimbing    :      PM. Dr. Ahmad bin Che Yaacob
Tajuk                     :      Kemuliaan memberi dengan Ikhlas  – Surah Al-Baqarah, Ayat 265-269
Intipati ayat Surah Al-Baqarah
Ayat 265-269
  • Allah SWT menggunakan analogi orang yang ikhlas memberi seperti ladang atau kebun di tempat yang tinggi (selalunya tiada sungai atau sumber air), yang ditimpa hujan lebat, lalu mengeluarkan hasilnya dua kali ganda.  Dengan hujan itu, ladang itu dapat menghasilkan buah yang banyak.
  • Syaitan sentiasa memujuk untuk kita tidak memberi sumbangan.  Akan tetapi kita perlu melatih diri untuk mempunyai pendirian yang teguh untuk tetap memberi
Ayat 266
  • Allah SWT menggunakan analogi orang yang tidak ikhlas atau tidak mahu memberi seperti ladang yang mempunyai pokok yang pelbagai dan terdapat sungai yang mengalir, tetapi akan datang ribut taufan yang memusnahkan ladang itu dan akhirnya ladang itu tidak berhasil.

Ayat 267

  • Sekiranya ingin memberi sesuatu, tidak boleh dari sumber yang haram seperti barang haram, dari riba’ dan sebagainya.
  • Sumbangan perlu dari sumber yang halal dan dalam keadaan terbaik.  Contoh: Jangan beri baju-baju yang terkoyak untuk disumbang atau makanan yang hampir basi atau tidak elok untuk dimakan.

Ayat 268

  • Syaitan akan sentiasa menakut-nakutkan dengan kemiskinan dan kepapaan dan akan sentiasa menggalakkan pekerjaan keji.

Ayat 269

  • Allah berikan kebijaksanaan/hikmah (wisdom) kepada sesiapa yang dikehendakinya.  Sesiapa yang diberikan hikmah akan dimendapat kebaikan (ganjaran) yang banyak.

Example of CQI for OBE CAR: Based on CLO

This is an example of CQI that I wrote for the courses that I teach this semester (Semester 2, 201920) based on Course Learning Outcome (CLO).

CLO1: One student failed to submit the final examination (take home examination).  There other students who seem to struggle to link concepts relating to various theories of personality with life events.  It perhaps due to misconceptions or overloaded information that they have to digest within shorter period of time especially if they do not have continuous revision on their own.  So, students will be guided to have continuous revision through weekly online quizzes which will prompt them to revise consistently.

If I can break down the above CQI reporting based on three things: 1) Analysis of data, 2) Areas for improvement and 3) Action plan, you will see that I organise the sentence structure according to such order.

1) Analysis of data,

One student failed to submit the final examination (take home examination).  There other students who seem to struggle to link concepts relating to various theories of personality with life events.

2) Areas for improvement 

It perhaps due to misconceptions or overloaded information that they have to digest within shorter period of time especially if they do not have continuous revision on their own (in this sentence, I believe one of the areas for improvement is continuous revision.  So, I highlighted this aspect which I will take action in the future).

3) Action plan,

So, students will be guided to have continuous revision through weekly online quizzes which will prompt them to revise consistently.

Example of CQI for OBE CAR: Based on PO

This is an example of CQI that I wrote for the courses that I teach this semester (Semester 2, 201920) based on Programme Outcome (PO).

PO1: In general, with PO1 = 87.5%, it shows that on average students get above average mark (A range).  It seems that students performance for this PO is better than the previous semester (PO1 = 79%).  What is different in this semester is students are forced to be more independent in their learning due to COVID-19.  With support from the instructor for class notes (Prezi, Powerpoint notes with audio recording), extra ungraded quizzes (that they can take and convert into their carry marks for quiz = 10%) and such, students are scaffolded accordingly regardless of the limitations or challenges that they might experience throughout the Movement Control Order (MCO).  In the future, students will be given continuous formative assessment such as online quizzes which are non-graded assessment to assist students to revise and identify which concepts that they are still struggling with.

If I can break down the above CQI reporting based on three things: 1) Analysis of data, 2) Areas for improvement and 3) Action plan, you will see that I organise the sentence structure according to such order.

1) Analysis of data,

In general, with PO1 = 87.5%, it shows that on average students get above average mark (A range).  It seems that students performance for this PO is better than the previous semester (PO1 = 79%).  What is different in this semester is students are forced to be more independent in their learning due to COVID-19 [in this sentence (italic) is a personalised insight based on what I observe for this particular cohort]. 

2) Areas for improvement 

With support from the instructor for class notes (Prezi, Powerpoint notes with audio recording), extra ungraded quizzes (that they can take and convert into their carry marks for quiz = 10%) and such, students are scaffolded accordingly regardless of the limitations or challenges that they might experience throughout the Movement Control Order (MCO).

3) Action plan

In the future, students will be given continuous formative assessment such as online quizzes which are non-graded assessment to assist students to revise and identify which concepts that they are still struggling with.

How to write CQI for OBE CAR?

How to write Continuous Quality Improvement (CQI) for Outcome based Education Course Analysis Review (OBE CAR )?  That is the question that I asked myself few years back.  Being a novice, I struggle to find out what is needed for me to improve my teaching.  So, I did some reading and after that, I just do whatever I think is suitable and appropriate for me to improve my teaching based on my reading.  Sometimes, I discuss with my senior colleagues about how to improve my teaching, asking them to review my rubrics, assignment instruction and such.

For the CQI, it is basically based on what I did, do and plan to do in class.  It is really as simple as it it.  Pssttt…. of course passion for teaching is one of the key ingredients in this case.   Another thing is, since it is our own teaching practice, we have to be honest in reporting what we did and do in class.  I have seen some examples of colleagues who “borrow” the idea of teaching practice from looking from others CQI report and in fact, they don’t even practice that in their teaching or class.  So, it is not right to do so just for the sake of reporting.

In my case, based on what I did and do in class, when I write the CQI for OBE CAR, I will look at the programme outcomes (PO) and course learning outcomes (CLO).  So, my CQI will be based on that.

In the column where it is required for us to write an overall CQI, I will summarise what I find (based on data i.e. students performance), what I did in class that can be improved (class activities, tasks given to students etc.) and what I want to do in the future.

So, basically, I will put it under these three headings:

1) Analysis of data (What do I find from this cohort of students?)

2) Areas for improvement (What did I do in class that can be improved?)

3) Action plan (What are the things that  I want to do in future and how to do it?)

For more details, I provide

* an example of CQI based on PO and

* an example of CQI based on CLO. 

Am I becoming a Youtuber?

It is never in my wildest dream to be a Youtuber.  Nope.  But with COVID-19, I was challenged to learn new skills or to upskill my existing knowledge and skills.  I was feeling hopeless, helpless and frustrated with myself.  Indeed.

But, I take a baby step.  Some of the video editing is learned from training.  But I also learn from watching countless hours from Youtube.  I follow the tips and step by step process.

Here are some of the videos that I have created so far

  1.  Think-Pair-Share (Moovly)
  2. Sternberg’s theory of intelligence (Moovly)
  3. Cattell’s theory of intelligence (Moovly)
  4. Thurstone’s theory of intelligence (Powtoon)

Poster… poster….

I gave my students an assignment to create an infographic poster.   Wow… I am really impressed with them.  They use Adobe, Canva and so many other apps and software.  Me?  I only know how to use Canva but those who have seen my posters, they know that I need to improve and upgrade my skills and techniques.  I have a long way to go.  Indeed.

These students?  They belong to a different league.  It is hard to choose which the best.  I have my favorite though (tongue in cheek remark).  But I let them to vote two posters (not their own).  The criteria of evaluation: 1) accuracy of information, 2) interesting design/color, 3) attractive (the Wow factor).

Here are the posters (not rank into any specific order):

COVID-19: Unleashed your creativity_Part 3 (Powerpoint Audio note)

With limited internet connectivity, I could not add video on my Prezi note (yup, Prezi has video feature and I am still struggling to create a video using Prezi).  I am still trying out the new features on Prezi.

So in the meantime, I use different approach.  I added my voice on Powerpoint notes.  Old-timer method to others but for me, this is kind of new.

How to audio record your Powerpoint presentation slides?  For beginners

  1. Open your Powerpoint file which contains the slides of a particular topic
  2. On the task bar, choose Slide Show and Click at Record Slide Show (if you want to start recording without rehearsing)
  3. There are two options that you can choose from.
    1. If you choose Record from the current slide, the audio recording will only start at that particular slide
  4. If you choose Record from the beginning, the audio recording will start at the first slide
  5. If you are not sure about how it will turn out, you can rehearse first. At the task bar, choose Rehearse Timings (Click that)
  6. If you want to save the rehearsal version, you can do so. To stop the recording and end the session, Click X button and the following box will appear.  Choose Yes if you want to save the file.   But for the Rehearsal Timings, it does not record your voice though.  It just shows how long you spend time explaining information in one slide.
  7. If you are confident with yourself and do not need to rehearse (or if you have enough rehearsing), Click Record Slide Show and the following box will appear.
    1. You can select and set either to want to retain animation timing or narration, ink and laser pointer. And you can start recording.
  8. On the left side top corner of your computer/device, you may see a box that shows you are recording. You can forward, pause, undo or stop (Click button X).
  9. As you are recording, you can move your slide to the next one by clicking PgUp or PgDn or -> or <- like you normally do when you are moving your slides.
  10. If you want to save the recorded audio notes, you can do so. By clicking X button and it will be automatically saving your audio recording.  Click Save (Disk icon) to double check.

How to double check if the audio recording is ok or successful?  Click HERE

 

COVID-19: Unleashed your creativity_Part 2 (Future teachers)

Before the MCO, I never thought of giving an assignment that requires students to create a video because I was afraid that they need to learn video editing (which I don’t know how myself).  Video editing is a skill that I don’t have (yet) and I don’t teach.

But knowing how tech savvy the kids are nowadays, I decided to give two options of reporting: written (normal version + presentation using PPT slides with audio/voice note) or non-written (video) for this semester course that I teach SPPP/SHPP1012 Educational Psychology.  I just let their creativity unleashed and let them have fun while completing the assignment. (But how do I evaluate/mark their assignment as there are two options that I give to them?  HERE is how I do it)

Students nowadays are different from my generation.  They are more tech savvy and video editing is not an alien thing to them.  Indeed.

Wow.  What can I say!  I am impressed.  These are some of their works:

  1. Pelaziman klasikal by Muhamad Asyraf Bin Yahya
  2. Operant conditioning by Mohamad Fahmi Bin Abu Bakar, Muhamad Ibrahim Bin Johari, Mohd Zuhairie Bin Mohd Aidil and Mohamad Ridhwan Bin Othman
  3. Pelaziman operan by Muhammad Ikhwan Bin Abdullah
  4. Operant conditioning by Mohamad Farhan Bin Mohd Tap
  5. Operant conditioning by Nur Syamimi Binti Ahmad
  6. Self-regulation by Afifuddin Mahyudin
  7. Learning (behaviorism) by Kimberly Elsie Peter, Sharmila a/p Gobi, Kirooshini Navarathnaraja and Hannah Ruth a/p Ramesh
  8. Learning (behaviorism) by Arisha Balqis Binti Abdul Razak
  9. Social learning theory by Nur Aliya binti Amran
  10. Teori pembelajaran sosial by Nurul Nadiah Fadlil Alamin
  11. Operant conditioning by Fatin Maisarah Mohd Ariff
  12.  Teori pelaziman klasikal by Nurzahira Bt Rapani
  13. Teori pelaziman operan by Noorfarah Aimi Bt Habali
  14. Operant conditioning by Nur Aqila Farhana Bt Ismail
  15. Teori pelaziman klasikal by Wan Nursyahmi Idriss B Wan Nura
  16. Teori pembelajaran sosial by Nurulaian Nawwarah Bt Arif
  17. Teori pembelajaran sosial by Zanariah Bt Md Resad
  18. Teori perkembangan Vygotsky by Mohamad Zulsyauqi Bin Basarudin
  19. Operant conditioning by Ahmad Azmirul Hisyam B Ahmad Azam
  20. Teori pelaziman klasikal by Muhammad Nur Hamizan Bin Mohd Zaidin
  21. Teori pembelajaran behavioris by Nurul Ain Binti Zulkifli
  22. Teori pembelajaran behavioris by Muhamad Azfar Haiqal B Jamian
  23. Teori pelaziman operan by Aisyah Bt Yakop
  24. Teori pembelajaran sosial (Bandura) by Ahmad Nabil B Wan Ahmad
  25. Teori pembelajaran sosial by Siti Saidatul Asma Bt Zulkafli
  26. Learning (behaviorism) by Raihan Nadia Bt Roslan
  27. Operant conditioning by Ahmad Farhan B Shai Puddin
  28. Pembelajaran sosial by Nor Shuhada Bt Mohamad Sharapi
  29. Classical conditioning by Zainul Ariffin B Kamarul Azli
  30. Learning (behaviorism) by Nur Umi Rasyidah Bt Mohd Nor
  31. Learning (behaviorism) by Nurul Nazira Bt Mat Juri
  32. Teori pelaziman operan by Muhamad Sahirin B Abdul Sharif
  33. Teori pelaziman operan by Muhammad Zulfikri B Zul Edwar
  34. Teori pelaziman klasikal by Nurul Nasyita Binti Ahmad Fuad
  35. Teori pembelajaran behaviorisme by Amirah Afiqah Bt A Rashid
  36. Teori pelaziman operan by Nurfatinnajwa binti Rusli
  37. Teori pelaziman operan by Sulaiman B Hapit
  38. Operant conditioning by Aeron Tan Kwok Hou
  39. Operant conditioning by Muhammad Amin B Abdul Razak
  40. Teori pelaziman operan by Mohd Haizal Hariz B Jamhuri
  41. Teori pelaziman operan by Muhamad Faez B Mohmed Zi
  42. Operant conditioning by Qalida Aima binti Muhammed Khiruddin
  43. Teori pelaziman operan by Mohammad Syafiq Bin Roslani
  44. Operant conditioning by Afiq Hamizi B Jetan
  45. Pelaziman klasikal by Amir Ikhwan Bin Mohd Elham
  46. Teori pelaziman operan by Muhammad Hakimi Bin Mohd Fazil
  47. Teori pelaziman operan by Farizalmi Bin Juhari

Note to the haters: Come on, guys!  I know there are better videos according to your standard, but give my students a break ok!  They have done their best.  These are the future Malaysian teachers!  I am proud of them!  I think I need to learn video editing and whatsnot.  I feel old and outdated.

When Telekom cable was stolen_First incident

Staying at a sub-urban area is a blessing. When one of my colleagues lamented that I should have mobile wifi with unlimited dataplan and not using any excuse of unstable and limited internet connection of not conducting synchronous online class, I just bite my tongue to suppress myself from saying anything that I should not say.
I conduct my class using asynchronous online classroom method. Yup. No webex, zoom (uhuk uhuk controversial) and bigbluebutton. Here is the testament that I have provided materials/activities on my eLearning that students can use to assist their learning. On the day when we suppose to have class, I use Whatsapp to have “live” discussion.
Alhamdulillah, the internet is back now but still slow (low bandwith internet connection). Having this experience makes me emphatise with my students who are having the same predicament as me. So, synchronous online class is not a viable option for us.
In sha Allah if everything goes well as planned, the discussion of all topics will end on week 12.  So, my students can start their revision a bit early.
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