ASSIGNMENT 3B TEACHING METHODOLOGY (Prof. Madya Dr. Yeo Kee Jiar) submit 28/8/2017


TASK 1 (Individual)

  • Write a journal of your experience in learning and teaching. Relate that to 1 learning theories.
  • Objective – to be aware of learning theories.
  • Pick either learning and teaching – pick teaching ONLY Bandura’s Social Cognitive Theory – Observational learning.
  • Observe and Imitate: A reflection of Bandura’s Social Cognitive Theory in Children Development
    • I was in Penang over the weekend, and while waiting for my returning flight, I had a chance to reflect on the learning and teaching theories delivered earlier by Dr. Yeo and it was by far an interesting thought about education.
    • Relate with own children.

TASK 2 (Group)

  • Behaviorism, Cognitivism, Constructivism – identify 1 theorist (by name) from each theory and do an extended reading of the theory. Then answer the following – Gayla S. Keese:
    • Describe the learning theory, the roles of learners and teachers, as well as its relevance to your course.
      • Explanation of the conceptual theory.
    • How you are going to apply the method in teaching your course.
      • Example how you are going to apply (exp.) behaviourist learning theory in construction education.
    • The relevance of behaviourism theory in engineering and technical education.
      • This theory relies only on observable behaviour and describes several universal laws of behaviour. Its positive and negative reinforcement techniques can be very effective in a classroom environment. Behaviorism is often used by instructors who reward or punish student behaviours. The following explains the advantages and drawbacks of giving rewards and punishment to students in a context specific to technical and engineering education:
        • The Positive Side of Rewards
          Class instructors want to keep a positive atmosphere in the classroom. One way to maintain this is by using rewards to motivate students. These are offered in a variety of ways, for example, a treat for completing quizzes on time or extra recess for good behaviour. Rewards work for the students who receive them and those who do not: Seeing a high-achieving student enjoy a reward may inspire a disruptive student to focus on her work. This is applicable to engineering and technical students as rewards motivate them to perform better in the classroom.
        • The Positive Side of Punishments
          Instructors may choose punishments when instructions are not followed. They lay out guidelines when the semester begins and list what the punishments will be if the rules are not followed. The punishments, or consequences, usually involve withholding something the student enjoys. For example, a disruptive student may be kept in at recess time or withholding some of their works while others receive theirs. A student who frequently distracts his peers from learning will be deterred if he knows he will not receive what others might receive by the instructors.
        • Reward Drawbacks
          Though rewards motivate students to participate in class, the reward may become their only motivation. While many students may aim to please the instructor, some might turn in assignments just for the reward. If rewards are to be implemented in a classroom, instructors need to keep an eye out for students who may need encouragement to do their best.
        • Punishment Drawbacks
          Fear of punishment gets most students to follow clearly articulated instructions. Mentioning these punishments to a disruptive student, or one whose work ethic has been slipping, encourages the student to behave. However, the fear may cause a student to work simply to get by rather than operate at her full potential. For example, a student may behave only to avoid punishment, without listening to the lesson delivered by the instructor.