2021 Day 214 Task – Designing and Supporting Team-Based Learning using Cooperative Learning

Today I’m involved in WORKSHOP ON 21ST CENTURY LEARNING FOR ENGAGING MILLENNIALS, PART 2, as one of the facilitator and stretch guy. This training is organized by UTMLead where the trainers are Prof. Dr. Khairiyah Mohd Yusof and AP Dr. Syed Ahmad Helmi.

Other Highlighted Tasks for today

  • Prepared a report for not performing FYP student and submitted it to the Head of Program.
  • Prepared a report for not performing PA students.

IChemE Supporting Drawings, References and Other Relevant Information

1) Infographics of CEE Workshops and Trainings around the globe:

2) News from Worldbank Organisation:



3) Testimonials from participants (in Bahasa Malaysia language):



4) List of Trainings and Workshops conducted by CEE:





Debut PBL – LCS at Sekolah Menengaah Kebangsaan Taman Sutera, Johor Bahru

It is the first time that Sekolah Menengaah Kebangsaan Taman Sutera (SMKTS), Johor Bahru participated in the Problem Based Learning (PBL) for Low Carbon Society (LCS) education in their school. About 32 form 2 students participated in this program which is conducted on every Wednesday morning from 7.30am to 9.15AM. It was my first time entering and monitoring the PBL activity in this school.

Further information about this has been reported in my FB account: https://www.facebook.com/zakiyz/posts/10157529655544973

Implementing Coorporative Learning (CL) in Class

Today, I implemented Cooperative Learning (CL) technique in my Master’s Safety Class. It was interesting and I think it can be implemented with some additional improvements on my side.

What is Cooperative Learning?

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

Following are few details on the CL implementation in my class:

  • Number of students = 12
  • Number of groups = 4
  • Number of students per group = 3
  • A mahjong paper is provided for each expert group to create the note.
  • A time was allocated for the students to research their own sub-topic. There were 3 sub-topics, which means 1 student will get 1 sub-topic in each group.
  • Subsequently, all expert members will meet up, discuss and create a note to later teach their friends.
  • This was performed in the gallery walk.