Good teaching : Memorization or Understanding Dr. Md. Shahadat Hossain Khan Assistant Professor Department of Technical and Vocational Education (TVE) Islamic University of Technology (IUT), Board Bazar, Gazipur-1704, Bangladesh Mob: +8801798470248 Email: skha8285@uni.sydney.edu.au

Main focus Recent trends in Teaching and Learning New concepts in teaching and learning Where we are and what we can do !!

Trends: University teaching and learning 40 years 1979-1985 1985-2000 2000-NOW

Findings: common perspective “Teaching” Intermediate ? Learning -focused Content-focused

Students’ Learning Learning Surface level Deep level

Relation between Teaching and Learning Content-focused Teaching Surface level learning

Learning focused Teaching Deep learning

Teacher-Centered –Surface learning (Memorization) ‘Very simple, IT enables me to use my own notes, so I am just, conveying my notes to them’..(Teacher’s View ) ‘I hate to say it, but what you have got to do is to have a list of ‘facts’; you write down ten important points and memorize those, then you’ll do all right in the test….then you’ll get a good mark’….(Student’s view) .

Student-centered---Deep learning (Understanding) “They [students] do research on what is happening [in the industry], for example, in the latest cabling structure, information, or in wireless technology or fibre optic, although it depends on the topic, or how to configure a router or how to do problem solving. So the skills that they are developing, I think, are much broader than the actual requirement of the unit”(Teacher’s View ) ‘‘We were able to discuss various ways of tackling problems, not just going by the book, but rather thinking of ‘real-world’ issues. From our conversations, we were able to learn about mobile communication from another’s perspective.’’ (student’s view)

“One of the aims of a engineering education is a high- quality learning outcome, the research on student learning consistently confirm that to achieve that aim surface approaches to learning should be discouraged and deep approaches to learning is encouraged” (Prosser & Trigwell, 1999, p.97 ) Good teaching is based on constructive alignment, that is, teacher support of a student's deep approach to learning (Biggs 2003, p. 11)

Source: (Kember & Kwan, 2000)

Recent innovation: teaching approach Psychological perspective Phenomenographic/Phenomenological perspective Lecture method Demonstration method Group discussion method Problem solving method Project method A teacher-focused, information-oriented strategy A teacher-focused, feedback-oriented strategy A teacher-focused, practice-oriented strategy A learning-focused, facilitation-oriented strategy A learning-focused, industry-oriented strategy

Discussion