Archive for the ‘21st Century Teaching and Learning.’ Category

Machines taking over our jobs? Academics weigh in on the issue.

Friday, December 1st, 2017

THE World Economic Forum’s warning that five million jobs could disappear in five years because of advances in technology sounds like robots are taking over the world.

In a report published early 2016, the WEF said that developments in artificial intelligence, robotics and biotechnology would disrupt the business world in a similar way to previous industrial revolutions, with administrative and white collar office jobs most at risk, according to a CNN report.

New skill sets that are relevant in the Fourth Industrial Revolution were explored at the forum, as it looked at how disruptive technology has impacted the higher education industry and traditional fields like law, medicine, science, business, finance, accounting and construction.

The roundtable was attended by Management Development Institute of Singapore (Malaysia campus) CEO Prof Datuk Dr Syed Ahmad Hussein, Newcastle University Medicine Malaysia provost-CEO Prof Roger Barton, University of Reading Malaysia provost Prof Tony Downes, Iskandar Investment Berhad president-CEO Datuk Khairil Anwar Ahmad, University of Southampton Malaysia interim CEO Prof Peter Smith, and Raffles University Iskandar president Prof Dr Graeme Britton. Star Media Group editor-in-chief Datuk Leanne Goh was the moderator.

Disruptive technology is not a new phenomenon, the panellists say. While disruptive technology has brought change, and with it the fear that manual jobs are disappearing, Prof Britton foresees that there will be new opportunities as well.

“When computers came, people said it would run the world and we’d be out of jobs. But computers have created more jobs instead,” he says.

Prof Smith says that quantum computing and quantum technologies will transform what we do in the future, and “we are at an early stage of a revolution to create new companies and new industries.”

The consensus among the roundtable panellists is that adaptability and resilience are key attributes a fresh graduate should possess in order to forge successful careers in a rapidly-changing world where disruptive technology constantly influences how things are done.

“Skills that they use immediately after leaving university may be redundant further down their careers,” says Prof Downes. “What’s essential is for graduates to have an ability to continue to learn. This will be key to their success in the future.”

Because globalisation and technological development are realities of life, Dr Syed Ahmad says “we should not resist or reject them, but manoeuvre around them to get the best advantage.”

Sharing his observations from the construction industry today, Khairil says innovations and technology are being harnessed to address some of the disruptive developments taking place. He cites the shortage of skilled workers which has compelled the industry to automate certain functions and processes, resulting in industrialised building systems that depend less on on-site work.

In the field of medicine, Prof Barton says that it is all digital. “Many will see its impact on medicine as a positive one, for it facilitated quicker and better healthcare. It enables rather than disrupts,” he says.


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Developing human capital for the future workplace

Wednesday, November 29th, 2017
Students attending a lecture at Universiti Malaysia Pahang last year. We must help make science education more interesting, relevant and applicable to our daily lives. FILE PIC

MALAYSIA needs to be prepared for a rapidly changing, increasingly interconnected and technologically rich world where there will be many new opportunities.  There will also be disruption across many industries, demanding greater career flexibility.

We need expertise in various disciplines, particularly science, technology, engineering and mathematics (STEM). More effort is needed to increase the number of researchers, scientists and engineers. In the future, we will have to compete with our brains, and with science.

Promoting STEM education has long been prioritised in Malaysia, beginning in the 1970s with the first national science and technology enrolment policy, which aimed to see 60 per cent of students enrolled in science studies, 40 per cent in arts

Increasingly today, however, Malaysian students opt out of STEM fields at the secondary school and tertiary levels — part of a worrisome global trend.

To overcome this, science teaching must change, with the overall objective of fostering a living science as a dynamic force for societal improvement. Our efforts must be geared towards the creation of a scientific mind. Science teaching has to evolve from its traditional form, where sciences are taught without showing much of its exciting usefulness and practicality in everyday life.

In classrooms, scientific laws are learnt, not discovered; hypotheses are not tested but taught. This does little to develop an attitude for inquiry, adaptability and objective understanding. Students need the ability to critically observe, analyse and draw conclusions on everyday phenomena. We must help make science education more interesting, relevant and applicable to our daily lives.

Graduates must not only be book smart and curious, but have the “soul” or conscience to know right from wrong; they must have the ethics and integrity to pursue science for the betterment of society.

Prime Minister Datuk Seri Najib Razak believes that increasing the number of STEM students should be a “national movement” to ensure our competitiveness in the global arena

Tabling the 2018 Budget recently, he announced RM250 million to set up a STEM centre to develop the latest learning methods to train STEM specialist teachers.

The computer science curriculum module will be enhanced to include coding by primary and secondary school students, and 2,000 classes will be upgraded to 21st century smart classrooms to enhance creative learning and innovative thinking.

The government is also committed to technical and vocational education and training, announcing the TVET Malaysia masterplan, including 100 TVET Excellent Students Scholarships worth RM4.5 million.

Also of note is the bid to support skilled workers in the rail industry. The new  National Rail Centre of Excellence, Malaysia Rail Link Sdn Bhd, in cooperation with higher education institutions, will train 3,000 professionals in the industry.

In 2011, futurist Thomas Frey predicted that 60 per cent of the jobs in the future have not yet been invented.

Among them are drone traffic supervisor, data scientist, avatar designers, 3D printing engineers and autonomous transportation specialist. We need to address the conundrum of how to prepare our young for this

On that point, physician and writer Dr George W. Crane makes this assertion: “There is no future in any jobs, the future lies in the person who holds the job”.

Hence, we can no longer focus on equipping students for specialised careers. Career paths are becoming more flexible and we need to change expectations of what a person’s “career”, or “careers”, will look like. Of course, we need specialists and academics, but businesses need employees with a broad range of skills and experience that can help them to creatively adapt to technology-rich environments. Young people need that range of skills so that they can move between careers.

Graduates of the future should become job creators, rather than job seekers. The world needs new ideas, innovative solutions and visionary leaders who can make them happen.

Today’s most successful entrepreneurs are those who pursue both economic and social values, who create not only wealth but also a wealth of opportunities for others. Entrepreneurship education is a vital part of the overall curriculum.

We also should prepare the education system to support the ongoing re-qualification of the industrial workforce, recognising the need for training to take place in more settings than traditional locations. This support could include providing online-learning platforms and access to free courses at “open” universities, which have no entry requirements, as well as using mobile apps to offer training and access to know-how.


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Empower education sector by harnessing latest tech developments: Mahdzir

Saturday, November 25th, 2017
Education Minister Datuk Seri Mahdzir Khalid. NSTP file pic SAIRIEN NAFI

PETALING JAYA: The latest developments in information and communication technology should be harnessed to further empower the country’s education sector.

Education Minister Datuk Seri Mahdzir Khalid said this is important, as the education sector plays a crucial role in realising Malaysia’s vision to become a high-income developed nation.

‘By maximising technology’s benefits with comprehensive internet coverage, teachers and students will be able to (access quality) sources of online teaching and learning; and (this would) facilitate (PdPc) in accordance with the Malaysian Education Blueprint 2013-2025,” he said in his speech which was read by Examinations Syndicate director Dr Aliah Ahmad Shah.

Aliah was representing Mahdzir at the 2017 KL EdTech Day, an educational technology conference for teachers.

Mahdzir also said that all Malaysians should be given access to quality education, beginning from pre-school.

‘The Ministry’s priority is to ensure that access to education (is open to all Malaysians) using existing technologies,” he added.

Around 300 teachers from across Malaysia gathered at the Brickfields Asia College, Petaling Jaya to attend the two-day talk and practical workshops which offer in-depth insight on the creative use of apps and devices to update pedagogy, streamline administrative processes and improve the outcome of teaching and learning.

By Beatrice Nita

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The Finnish classroom

Thursday, November 23rd, 2017
Teachers Tiina Malste (second from left) and Emmi Herler-Westeråker (left) during the demonstration of Finnish education approach at SK Taman Megah in Petaling Jaya. PIC BY SADDAM YUSOFF

AS I open the door to the classroom, a typical Finnish Math lesson is under way.

The classroom is divided into four stations with desks and chairs arranged in a cluster to accommodate 10 students in a station. There are ice cream sticks and macaroni in one, and small tubs in red and blue in the other.

Forty pupils, divided into four groups, are engrossed in activities with their new teachers of the day, oblivious to observers in the room.


The Finnish education system has been making news since its outstanding PISA (Programme for International Student Assessment) results in 2000 and so much has been written about the system.

Its ability to produce high academic results among children, who do not start formal schooling until the age of 7, have short school hours, long holidays, relatively minimal homework and no exams, has long fascinated education experts around the world.

Recently, the Finland embassy in Malaysia organised a half-day demonstration of Finnish teaching and learning approaches in conjunction with its 100th year of independence. It was a chance not to be missed to see for myself what takes place in a Finnish classroom.

The lessons, ranging from English, Math to Music and Crafts, are conducted by Tiina Malste, a teaching expert, and Emmi Herler-Westeråker, an experienced teacher from EduCluster Finland. It is followed by a reflection session in the afternoon for the observers.

The one I observed was a Maths lesson conducted in English for 40 Year Two students at SK Taman Megah in Petaling Jaya.

Among the widely accepted explanation for Finnish success include Finland’s focus on teacher-student interaction and the demanding teacher-education system. Finnish education has a national curriculum, often revised, but how the teachers implement it is up to them. Their teachers are trusted as professionals and given a great deal of responsibility with flexibility on what and how they teach.

I was curious not only to observe if their lessons were any different, but also how the two teachers handled these eight-year-olds, who came from a different education system.

During the lesson on that day, both teachers, although not anxiously pacing around the classroom, had their eyes on the pupils. It was clear that decisions made during the lesson were with a common objective: to ensure that the child learns.

One of the basic principles of Finnish education is that the child comes first. Every pupil and student has the right to educational support from highly competent teachers and the child’s potential should be maximised.

To foster the potential of every child, a teacher must be alert and observant.

Malste, during the reflection session, said student individualisation meant the teacher was aware of each student’s behaviour and emotional state. It helps that in Finland, teachers generally stay with the same class for at least a couple of years.

As like any young children, some listen, while others don’t, during the lesson. Many times, I noticed that the teachers had the firm, no-nonsense approach similar to the traditional, teacher-centred classroom instruction. Yet, most of the time, they were gentle and approachable.

It was as simple as when the time was up at a station and the pupils needed to move to the next one. Both teachers made sure that they queued up and moved in an orderly manner. Another example was when Herler-Westeråker explained a math concept on the board.

One girl, who was sitting at the end of the table, was distracted by the pupils in the next station and was not paying attention. Realising this, the teacher moved the pupil quietly nearer to the board to bring her focus back to the lesson.

What’s also interesting was that each child got his or her own math practice exercise on small laminated card that the teacher had prepared earlier to pace the pupils and track their progress. The pupils used ice cream sticks and macaroni to complete the tasks on addition.

When one child got the right answer, the teacher would give him or her another piece of card to attempt. When a child did not get the right answer, the teacher would decide if the child needed more help.

In Finland, students are not categorised based on their abilities. Teaching is adjusted to serve the mixed abilities in a classroom. Effective teaching is more important than the size of the classroom. Teachers must be aware of their students’ levels and prepare the tasks accordingly.

Earlier, the lesson started with a brief instruction for these pupils on what they were going to do at each station for an hour that day. Only two out of the four stations needed thorough instructions with some teaching but the other two got the students working independently.


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1,000 Schools To Be Upgraded With 21st-Century Smart Classrooms

Friday, November 17th, 2017

NILAI, Nov 15 (Bernama) — The Ministry of Education will upgrade 1,000 schools nationwide with 21st-century smart learning classrooms starting next year.

Education Ministry secretary-general Datuk Seri Alias Ahmad said each school would have two classes upgraded to smart classes according to the criteria set by the ministry.

“Currently, the 1,000 schools are still in the selection process based on the criteria set, such as Internet access in the region. We are working with the state education department to determine which schools are eligible to be upgraded,” he told reporters after his official visit to the 21st century learning class and classrooms of the future at Tunku Kurshiah College, Bandar Enstek near here, today.


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Perak Sultan stresses need for diplomacy transformation to meet 21st century demands

Wednesday, July 12th, 2017

Sultan of Perak, Sultan Nazrin Muizzuddin Shah delivering his Royal Address at the Institute of Diplomacy and Foreign Relations (IDFR), Foreign Ministry, where he is also the IDFR’s Royal Patron. Pix by Mohd Yusni Ariffin

KUALA LUMPUR: Sultan of Perak, Sultan Nazrin Muizzuddin Shah stressed the need for continuous diplomacy transformation to keep up with 21st century demands.

Sultan Nazrin was delivering his Royal Address at the Institute of Diplomacy and Foreign Relations (IDFR), Foreign Ministry, where he is also the IDFR’s Royal Patron.

In his address, he specified that the need to transform and adapt is not something new in diplomacy.

“It has faced this challenge throughout recorded history. It has done so ever since organised political entities began interacting with one another.

“Then as now, the geopolitics, geo-economics and geo-technology of the day have been the primary drivers of transformation.

“Communication technology, especially the technology with which countries and peoples communicate with one another, exerts an especially powerful influence upon the conduct of diplomacy,” he said.

He added that the changes occurring in the environment for diplomacy are extremely important, and have been gaining momentum since the end of the last century.

“It is impossible to ignore them. The changes are already impacting upon the world of diplomacy and becoming the new norm.

“Nations that respond astutely will be able to leverage more effectively the new environment.

“This will entail making appropriate adjustments to the ways in which states formulate foreign policy and conduct diplomacy,” he said.

Sultan Nazrin also pointed out that national interest is best served when diplomats work together with civil society and NGOs to advance shared interests.

“Long-established and reputable cause- and issue-oriented international NGOs such as Amnesty International, CARE International, OXFAM International, Doctors Without Borders, and Mercy Malaysia, all make invaluable contributions to the alleviation of human suffering and the improvement of livelihoods.

“Working with NGOs may not always be easy, especially on the domestic scene. Things can get uncomfortable when governments become sensitive to critical scrutiny by assertive and vocal NGOs.


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Leaping into the 21st century

Thursday, June 8th, 2017
Students of SMK Puchong Batu 14 during a lesson in a Frog Classroom, where each classroom is equipped with 4G Internet and Chromebooks. FILE PIC

WHEN I was in school, there was no such thing as the World Wide Web. If you wanted to know more about something, you went to the library, hopefully, the one that carried the right books for you to refer to.

If you wanted to watch something, you had to wait until it appeared on television. Sometimes, you would just flip channels and find something interesting.

Way back before the Internet, the model of learning in schools was where a teacher possessed the knowledge on a topic and disseminated it to pupils. A teacher would read from a book or write on the blackboard so pupils could copy it down. It was the only way of sharing information that has worked wonderfully for eons.

But, with the Internet as a great source of information, what students learn and the way they learn have to change dramatically. The environment in which they learn cannot remain the same, as in classrooms with tables and chairs, arranged in rows, so that pupils face a teacher and a blackboard.

Teachers can do more than old-school information consumption and regurgitation. Classroom time must focus on facilitating pupils to process that information. They must go beyond creating an environment for pupils to participate in class. This means there should not only be one setting for learning.

Changing the environment, where they cannot function the same way as they used to, helps teachers and pupils break free from old habits. As Deputy Education Minister Datuk P. Kamalanathan, during Celebrating Classrooms — Inspiring 21st Century Learning Conference attended by teachers last week, said: “You need to be ready to be the change, and change begins with you.”

The conference, in association with YTL Foundation, founded in 1997 on the belief that “education is the basis on which society progresses”, brought together head teachers and senior school administrators from 150 schools that have embraced 21st-century teaching and learning through the Frog Classroom programme.

The Frog Classroom is designed to boost and facilitate the use of technology, using online platforms, such as Frog VLE (virtual learning environment) provided under the Education Ministry’s 1BestariNet project.

“This is a long-term strategic collaboration and co-investment involving the Foundation, FrogAsia and our other partners for the development of 21st-century teaching and learning in Malaysian schools,” said YTL Foundation programme director Datin Kathleen Chew at the conference.

Each classroom has 4G Internet and Chromebooks. Cooled by air-conditioning, the walls of the room are painted in sections of blue, green and pink. In the room, the curved desks are arranged in a semi-circle to encourage collaborative learning among pupils, who now face each other.

The Frog Classroom also encourages the importance of community in learning — with a general consensus that we are all engaged in learning, and that responsibility for learning lies not just with teachers, but with parents and society. After the makeover of the first classroom in 2014, there are now 150 classrooms nationwide, transformed with the help of parent-teacher associations (PTA) and corporate partners.

But, how does using a different physical space have an impact on learning? A team of researchers, headed by Professor Dr Radha M.K. Nambiar from Universiti Kebangsaan Malaysia, conducted a study to examine the impact of the Frog Classroom on schools.

The team, commissioned by YTL Foundation, looked into perceptions of the redesigned classroom and its impact on teacher pedagogy and student learning behaviour through the integration of technology.

Released at the same conference, results of the research concluded that when using the Frog Classroom, teachers became more creative and innovative through the materials, activities and methods during their lessons. Teachers also evolved into facilitators, guiding pupils in the learning process rather than serving as the source of knowledge and information.

Students, on the other hand, were found to display better peer interaction and learning from each other, at the same time developing 21st-century skills — self-directed, independent, less inhibited, more communicative and better at problem solving and collaboration.

However, while the physical changes implemented in the Frog Classroom makeovers make a big difference, as Chew said, the programme is much more than just the introduction of physical infrastructure and technology.

Training and support for teachers from school administrators are essential for these changes to take place in the classroom. Inspirational leaders who had introduced new learning environments in their schools could share the benefits of their approach with other schools.

Leadership is key, and it is about being bold and taking calculated or educated risks.​

In April last year, the headmaster of SK Tok Dir in Kuala Terengganu, Rosman Abadi, with the financial support of the school’s PTA, applied for a Frog Classroom for the school.

The classroom was launched in February this year, and since then, he said, it had not only benefited his pupils, but also opened doors for schools nearby.


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Grooming future proof work talents

Friday, May 19th, 2017

(File pix) In a 21st century classroom scenario, assignments can be in the form of presentations such as this.

IT is interesting times for tertiary education. Rapid technological advances have given rise to trends such as automation, globalisation and workplace change within industries requiring universities to produce students who have a broader set of 21st century skills that will enable them to thrive in the future.

Talents entering the workforce are expected to have strong foundational skills well as the ability to think independently, identify and solve problems on their own, work collaboratively, and learn new knowledge and skills when necessary.

At the same time, institutes of higher learning are already experiencing the enrolment of Gen Z — those born between 1996 and 2009 — who are digital natives with the always connected mentality and digital devices and profiles which they view as an extension of themselves.

Gen Z is technology-driven just like Gen Y but even more so as technology is more than a tool — it is part of who they are, said Universiti Kebangsaan Malaysia (UKM) Centre for Teaching and Learning Technologies director Professor Datuk Dr Mohamed Amin Embi.

In his inaugural lecture at UKM last year, Mohamed Amin said Gen Z has unique learning habits.

“They have a world of information at their fingertips; they can simply Google anything they need to know. Instead of wasting time at memorising, they focus on learning to find, interpret and take advantage of information,” he said.

They multi-task with an Internet-connected device while watching TV — surviving distraction.

And they learn visually as a result of constant stimulation in the form of video games, YouTube videos and television.

“If educators desire to remain relevant to Gen Z, they need to rethink teaching and redesign learning that will engage students in meaningful and deep learning,” said Mohamed Amin.

However, he added that the problem with today’s education — at the school and tertiary level — is that most educators teach the way they were taught in the past.

“There is a need to rethink and redesign 21st century teaching and learning so that they meet the needs of the era. As 21st century educators, it is imperative that we redesign the traditional concept of teaching and learning, and explore new ways to improve students’ experience to prepare them for tomorrow’s world.”

Redesigning Teaching:

Universiti Sains Malaysia (USM) School of Educational Studies dean Professor Dr Hairul Nizam Ismail said classrooms in Malaysian higher education institutions still predominantly adopt the “factory line” concept of teaching and learning where many university lecturers prefer the teacher-centred approach that emphasises delivering lectures during the duration of the class, while students listen passively in their seats.

“Tertiary students should possess learning and innovation techniques; information, media and technological competencies; and life and career skills that will increase their marketability, employability and readiness for citizenship in a competitive world.

“For learning and innovation skills, students need to be creative, think critically and possess problem-solving, communication and collaboration skills,” said Hairul Nizam.

As such, Malaysian higher education institutions are to implement various teaching strategies and approaches such as e- and blended learning, flipped classrooms and Massive Open Online Courses (MOOCs).

These strategies and approaches are suitable to be introduced in higher education institutions as the teaching tools provide flexibility and interactivity to attract 21st century students.

“A technology-based student-centred learning approach will not only make learning more interesting for students, it can also encourage them to actively learn and have confidence to interact with coursemates and lecturers. These characteristics are important to enhance marketability upon graduating.

“This is different from traditional teacher-centred learning, which allows students to remain rather passive. This type of ‘redesigning’ is needed to shape students’ attitudes and improve their skills towards becoming more competitive in the job market. Providing students with specific competencies, such as the ability to utilise information and communications technology tools and higher order thinking skills, will give them the edge they need for the current job market.”

Universiti Putra Malaysia (UPM) Faculty of Educational Studies dean Professor Dr Aida Suraya Md. Yunus meanwhile highlighted students need real-life learning experiences, and to work on tasks and attend meetings (or briefings) with chief executive officers and industry players.

“We try to arrange more engagement with the industry, therefore the lecturer will also need industry experience. We conduct field trips, collaborate with organisations to allow students to translate theory into practice,” said Aida Suraya.

Students also expect to have different kinds of learning spaces, no longer a lecture theatre or tables in a classroom with them facing the teacher.

“They need a more relaxed atmosphere, tables that can be shifted to allow group discussions and flip charts.

“Our lecturers upload their teaching materials online for students to refer. Not only are lecture notes uploaded, but also links to relevant websites, videos, animated materials, platform for students to share their materials with the class, online discussions/chat rooms with the lecturer and fellow students. This allows students to explore beyond the confines of the course content,” she added.

“A lot of discussion and presentation take place in the course of our programmes. Although the budget is limited, the faculty plans to transform all classrooms into conducive learning spaces — the ‘future classroom’ — for students.

“It will not only expose them to emerging technologies but it will also be a research lab to test technology-integrated teaching and learning. The classrooms will be ready by October.


Educational philosopher John Dewey (1859-1952) once said: “If we teach today’s students as we been taught yesterday, we rob them of tomorrow.”

As such, Hairul Nizam said educators cannot omit technology from teaching as it is dynamic and changing the way the education industry is shaped today.

“Technology provides the flexibility and learning platform for the teaching and learning process. The lecturers’ role in the 21st century teaching and learning environment is to facilitate students to create knowledge and unleash their creativity to enable them to be innovative. The 21st century lecturer does not go into a classroom to ‘deliver knowledge’ but to assist student to explore, experience and co-create knowledge. These can be done through various teaching and learning activities via technology applications,” he added.

While the importance of a lecturer as the content expert in any course or field cannot be denied, the lecturer also needs to be a good guide to shape critical thinking among students.

“At the end of the day technology is just a tool — how lecturers generate their lessons, readings and activities is important. Making use of tools to boost the learning experience is even more important.” Hairul Nizam added that USM recognises the important and challenging task of changing the mindset of its teaching staff, mostly known as digital immigrants.


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Johor Introduces Six Measures To Upgrade State Education Quality

Monday, May 15th, 2017

KOTA ISKANDAR, May 14 (Bernama) — Six long term measures have been planned to upgrade the quality of education in Johor, including the capacity of teachers and school administrators for the 21st Millennium Learning (PAK21).

Johor Environment, Health, Education and Information Committee chairman Datuk Ayub Rahmat said the state government wanted to ensure at least two secondary schools and five primary schools at every parliamentary constituency would be involved directly in these efforts.

“A total of 15,000 teachers will be assessed and they must have an evaluation level of 85 per cent.

“All these are carried out to enable students in Johor to be more creative and innovative in learning as well as always give a high level thinking skills evaluation,” he said when winding up the debate on the Education Committee porfolio at the 13th Johor State Legislative Assembly sitting here today.

Ayub said the state government also agreed to intensify efforts to train 1,100 teachers in Science, Technology and Mathematics (STEM-J) to enable Johor to attain a 60:40 ratio for Science students compared to Literature students.


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Teachers as co-learners in class

Sunday, April 9th, 2017

I refer to ‘Shift to student-centred learning’ (StarEducate, March 19). The paradigm shift from traditional teaching methods by focusing on how students learn instead of how teachers teach is called learner-centred teaching.

Educators need to question themselves on “How can I improve my students’ learning?” instead of the oft-asked question “How can I improve my teaching?”

Learner-centred teaching is based on the assumption that students are capable learners who will blossom as power shifts to a more egalitarian classroom. It allows students to critically think about questions using content not just as a collection of isolated facts.

Teachers are like knowledge explorers and students are responsible for their own learning and assessment. This form of education instruction enables educators to take on the role of co-learners. They help in active learning, assist in problem-based learning and, more generally, a thoughtful understanding of what the best teachers actually do in classrooms.

Educators now need to foster critical thinking, have a strong trust in students, and become life-long learners themselves.

Activities expected of the learner-centred teaching is the exchanging of lecture notes and multi-bullet point slides for a more active, engaging, collaborative style of teaching.

Learner-centred teaching involves connecting with knowledge and students at the same time. Educators must be able to learn and understand the way their students understand and analyse.

Students become lifelong learners by developing their critical thinking skills and self-management abilities. By doing so, they are more likely to have success in the “real world” than if they were merely test takers.

Learner-centred teaching requires us to progress from “doing something to students” (teaching) to “doing something with students” (teaching and learning) and to “being with students” (learning).

Utilising small work groups, personal work portfolios, and student-driven classroom experiences, and taking responsibility for their learning are among the measures called for.

A key in understanding the impact of a learner-centred model is seeing through the eyes of students. Collecting data from the students’ perspective is consistent with this approach.

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