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SoTL Research Proposal

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Summary of SoTL Exercise

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- alert about the importance of LEM, give students time to think and absorb
-imply group activity to make the students get involved and drive the learning
-time constraint, still teacher-centred

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An activity in class simulation, role-playing, presentation. On that activity student more attractive in class. Then after class they always ask me what we doing in the next class

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The 23 pupils really enjoyed the jigsam technique
They did mention that they had to look for the information themselves... then that make tendvto rember the info more...
Yet i thought that this technique is more applicable for a small size classroom

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Classroom :
I have applied Jigsaw technique   in my classroom. Students were divided into 5 group and discuss 5 subtopic in Wireless Communication class. All of them get involved and the student very active.
Department:
I have introduced LEM in my department (electrical department) in short course.  Some of them still dont know "why" important to engage with student.

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Faridah: What hinders application of level 1&2 in the training we did?

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Faridah: What hinders application of level 1&2 in the training we did?

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Having the last unit of a one-day training workshop, my plan for participants discussion and sharing has to be cancelled as the participants were showing tired faces! With some empathy, class was turned into lecture mode and make short and straight to the point. (Reflection in action: Gibb's).

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For 23 pupils
Let them discuss and generate knowledge and facts regarn a ceetain topic, then one of the need to explain their discussed topic to other group

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Mas Ayu Hassan: What i've learned & applied during training in my faculty? What factors hindered me from applying LEM training?

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Mas Ayu Hassan: What i've learned & applied during training in my faculty? What factors hindered me from applying LEM training?

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I learned that there are lack of lecturer awareness on the importance of LEM. Majority staff not interested to hear and refuse to attend the training i organized. I hope i can create awareness on LEM among them when i obtained Master Trainer from AKEPT.
However, i managed to attract few lecturers and we shared a lot of valuable teaching experienced which it would be beneficial to all academician if they willing to come & hear.  Probably if better enforcement and support given by dean 's of faculty, lecturers will attend this course.

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Q1- I tried to apply it on 65 Diploma students for 3times
Q2- (i) Ask them to discuss & solve a statistical question in a small group discussion & then ask them to share the solution with their classmate, (2) Evalute if they are surface or deep learner, (3) Ask the feedback question on what topic they like, didnt like, how they want teacher to teach in class, how they want to improve their study.
Q3 - I observed that my students are lack in interest to study the statistics course & majority are surface learner. So I try to find the solution to improve the quality of student that I teach & hopefully all of them get a good grade & apply this knowledge in their life

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Mariam: We managed to share the gist of LEM - through self reflection about our teaching practices.  I shared about SRL with the training participants

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Mariam: We managed to share the gist of LEM - through self reflection about our teaching practices.  I shared about SRL with the training participants

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With much emphasis on the importance of encouraging SRL among the GenY generation

I dont see any hindrance to apply what I have learned, in my own classroom. But to share it with other lecturers in UMT, I may face some resistance from reluctant lecturers

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Faridah : Application of LEM in training

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Faridah : Application of LEM in training

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- A few times only in classroom, e.g. small group discussion for 17 students in a class. Every students were involved in the discussion, putting down their ideas on mahjong paper and finally presenting them. Students feedback confirms their likes towards the method rather than lecture only.
- Gibb's reflection cycle was applied during our LEM workshop to young academics. Participants were engaged in various T&L practices to achieve workshop outcomes, and asked to reflect on each topic.

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1.Applied a few times only due to limited chances
2.Only applied a few techniques of engagement during lecture such as in the group discussion by using jigsaw method.
3.No chances and no lectures