Archive for July, 2010

Selecting a delivery strategy.

Saturday, July 31st, 2010
1.  Introduction
The term “delivery strategy” is overused and often misunderstood. Books have been written about it and often equate it to the term “method.” Most undergraduate teaching-training programs even require a course in methods. For the purpose of this article, choosing a delivery strategy will be presented as a choice among the lecture, demonstrations, or discussion. The common nature of these choices do not answer the question How?, but focus on the question, Why ? A series of questions is presented to help you make a decision on which delivery method to use.
2.  Choosing a Lecture
The purpose of a lecture is to clarify information to a large group in a short period of time. It is not to convey information! Lectures require a great deal of preparation time and need to be supported by various audio-visuals. The lecture is a great opportunity for instructors to feed their egos! It is instructor-centered. Handouts, programmed instruction, information handouts, modules, student presentations, guest speakers, films, film strips, and reading assignments are adaptations of lectures.The following questions should assist you in determining the appropriateness of a lecture.

  1. What knowledge, skill, or attitude needs to be learned?
  2. How many students need the content?
  3. Do all or most of the students need the content now?
  4. How much preparation time is available?
  5. Are you in command of your nonverbal cues?
  6. Can you develop interest in the lecture?
  7. Are there appropriate audio-visual support systems?
  8. Would a handout work just as well?
  9. Can you devise means to ensure that more than one sense is used by students?
  10. Are there natural divisions that equate to 20 minutes or less?
  11. Would a videotape work just as well?
  12. Do your impromptu lectures last 5 minutes or less?
  13. Could you provide an outline of important parts of the lecture?
  14. What portion of your teaching time do you spend lecturing?
  15. Would a text assignment work just as well?
  16. Do you summarize regularly in the lecture?
  17. Do you pose questions in your lectures?
  18. Have you ever listened to or watched one of your lectures?
3.  Choosing a Demonstration
The purpose of the demonstration is to transmit the big picture to a relatively small group of students in a short period of time. Demonstrations usually require a lot of preparation time and must be supported with various audio-visuals. Demonstrations are particularly useful in teaching skills and are more teacher-centered than student-centered. There are several variations of demonstrations. Projects, peer tutoring, research papers, practice, field trips, on-the-job training, simulated experiences, and videotapes are adaptations of demonstrations. The following questions should assist you in determining the appropriateness of a demonstration:

  1. Does the learner need to see the process?
  2. How many students need the content?
  3. How many students need the content now?
  4. How much preparation time is available?
  5. Can you tell and show the content?
  6. Can you appeal to other senses?
  7. Do you want the students to imitate you?
  8. Is there a-v support available?
  9. Will the demonstration last more that 20 minutes?
  10. Could you use a videotape just as well?
  11. Can you ask questions during the demonstration?
  12. Can the students take notes?
  13. Will there be practice time for the students?
  14. Can the student easily identify the steps?
  15. Will you permit the students to ask questions?
  16. Is there only one right way?
  17. Will you support the demonstration with handouts?
  18. Have you ever listened to or watched one of your demonstrations?
4.  Choosing a Discussion
The purpose of a discussion is to solicit and involve the student in content transmittal. Discussions are limited to small groups and require considerable time. The discussion method does not require much audio-visual support. This method is particularly useful in an affective area. It promotes understanding and clarification of concepts, ideas, and feelings. There are numerous variations, and the discussion method can vary from teacher-centered to student-centered. Role playing, debate, panel discussion, reviews, supervised study, brainstorming, buzz groups, idea incubation, tests, show-and-tell, worksheets, conferences, and interviews are examples. The following questions should assist you in determining the appropriateness of a discussion:

  1. Do you need active involvement from the student?
  2. How many students need to be involved?
  3. Must you hear everything being said?
  4. How much time is available?
  5. Is divergent thinking a desirable end?
  6. Could you just as well tell them?
  7. Can there be more than one right answer?
  8. Is there time to clarify differences?
  9. How much control do you need?
  10. Can you accept the students’ views?
  11. Can interest be aroused and maintained?
  12. Is there time to draw conclusions?
  13. Is there time to follow up?
  14. What needs to be tested?
  15. Is two-way communication necessary?
  16. Are checks and balances available to prevent certain students from dominating?
  17. Are there means to keep on the topic?
  18. Have you ever listened to or watched yourself in a discussion?

Read more @ http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/delivery.htm

Health: Dealing with food intolerances

Saturday, July 31st, 2010

One of the causes of migraine is food intolerance

One of the causes of migraine is food intolerance

Your favourite food may be making you ill, writes ROGER DAVIS DEUTSCH

YOU may probably have heard of lactose intolerance, a sensitivity to lactose in milk and other dairy products that affects as many as 75 per cent of adults around the world.

But lactose intolerance is just one of the many types of food intolerance.
Food intolerance occurs when your digestive system is irritated by something in the food you consume or when you are unable to properly digest or break it down.

A person’s sensitivity to certain types of food can have a wide ranging effect on one’s health that may include memory problems, mood swings, migraines, weight problems, narcolepsy, eczema, acne, aching legs, breathing difficulties, restlessness, ear aches and heartburn.

Is it food allergy? Food intolerance is not to be confused with food allergy, which can be triggered by even a small amount of the offending food.
Food allergy creates an instant and obvious response, while reactions from food sensitivity or food intolerance are usually delayed or hidden, with the symptoms not as recognisable.

Those with food allergies generally need to avoid the culprit food.

Food intolerance on the other hand is usually related to regular consumption and sufferers may not show symptoms unless they consume a large portion of the foods or eat them frequently. For example, a person who is lactose intolerant may be able to take milk with coffee or a single glass of milk, but reacts if he or she downs several glasses of milk at once.

It is also not the same as food poisoning, which normally happens when one consumes spoiled or tainted food and always affects others eating the same thing.

What can cause food intolerance? Our fast-paced convenient lifestyles often mean that we eat the same type of food groups repeatedly.

We also always eat with such speed that our stomachs do not have the time to properly digest food. At the same time, some people lack the necessary enzymes to break foods down.

Some show signs following consumption of food that have chemicals produced naturally such as caffeine, salicylates and histamine in foods like chocolate and cheese.

Additives that give food longer shelf life can also cause food intolerance. Any type of food can be a culprit as it varies from one person to the next.

It is also normal to be intolerant to several different foods at the same time.

Read more @ http://www.nst.com.my/nst/articles/Health_Dealingwithfoodintolerances/Article

Fashion and style – are they the same?

Saturday, July 31st, 2010

FASHION and style are such subjective issues. Between the two there is a clear difference. Fashion is seasonal and subject to the whims and moods of the current time, generation and thinking. Therefore, it’s easy to pin-point and reference an outfit or look to a certain time frame.

Style however, rests solely on an person’s taste and is individualistic enough to mark the arbiter of it as something wholly personal.

The only thing that makes fashion and style similar is that both can be copied, (rather badly) but the difference, as Yves Saint Laurent said in the oft-mentioned quote, is that “fashions fade, style is eternal”.

A lot of people think they know what fashion is all about. In fact, everyone thinks they know what is fashion to the point that the current fashion is that anyone can be a designer, be it of clothes, shoes, bags or accessories.

What is so difficult about fashion? You look at what the current trends are, what people would most likely want to wear or buy, get a familiar face like whoever the darling of the masses is to wear or carry it, and there you go, you’re in fashion.

Now, if only it were that simple, everyone be the next big thing just like that.

No one wants to talk or think about the reality of the fashion industry – creativity, hard work, passion and commitment. Selling fashion on the Internet is something anyone can do, opening a boutique and stocking it with cheap and fast fashion from our neighbouring countries is child’s play.

Getting your best friend, the style icon to wear it and be photographed is no big deal, especially when you’re friends with people who are in the industry. But what does it take really to make it in the world of fashion? I love this quote from Karl Lagerfeld: “Ask yourself, are you sure this world is for you? And are you sure you are the right person to survive this world – the fashion world, a world with no rules, no laws?” – it puts everything in perspective.

by Dzireena Mahadzir.

Read more @ http://thestar.com.my/columnists/story.asp?col=senseofstyle&file=/2010/7/25/columnists/senseofstyle/6711264&sec=Sense%20Of%20Style

Better to educate kids on risks of premarital sex

Saturday, July 31st, 2010

I refer to the article “No sex please, we’re students” (The Star, July 29) on abstinence from sex before marriage to be introduced in schools.

A similar programme was introduced in the US and students were encouraged to submit written pledges to abstain from sex until their marriage.

But the programme failed and, despite the pledge, a higher number of pregnancies was recorded. The students were not prepared and they let their guard down. The fact is that most pregnancies were not planned; they happened because the students failed to take precautions.

Telling students to abstain from sex these days is like telling them not to smoke. Those of us in the front line have a tough time telling girls and boys not to get close. But, alas, our advice falls on deaf ears. Sometimes they think they are in love and give in easily without taking precautions.

Adults are equally vulnerable, but what really keeps us away from trouble is the family. For some, the thought of disappointing their parents deters them from doing anything wrong.

Next is the spiritual development. Children need to be taught the fear of God.

by James Nayagam,

Read more @ http://thestar.com.my/news/story.asp?file=/2010/7/30/focus/6760368&sec=focus

Students bring ‘green’ message home

Saturday, July 31st, 2010

PENAMPANG: Students from SM St Michael here have brought their environmental awareness out from school and spread it to family members.

For Kimberly Perera, 14, who is in form two, the campaign to reduce the use of plastic bags is one of the main priorities for her family, especially when going out to the market or grocery shops.

“My family and I will use recycled bags each time we go out to shop or buy things from groceries because we want to make the campaign a success.

“I have learnt many things about pollution caused by plastics and we, the students are trying to spread awareness to everyone, including villagers near the school,” she said.

According to science and physics teacher Jennifer Asing who is involved in the school’s environmental activities, students of SM St Michael are also collecting rubbish from houses near the school every morning.

“Apart from collecting rubbish, we also have students from our school’s Kelab Pencinta Alam and Kelab Kebajikan cleaning the rivers of Putaton and Kibambangan once a month.

“We started the program to clean the rivers in April as one of the environmental activities to educate students and the people around both rivers,” she said at the launching ceremony of  the No Plastic Bags campaign at the school yesterday.

Jennifer said the school welcomed any environmental activity that would better educate the younger generation.

by Mariah Doksil.

Read more @ http://www.theborneopost.com/?p=53762

Most unemployed youths want govt jobs – Jainab

Saturday, July 31st, 2010

PAPAR: Most unemployed youths, including graduates, in the state are found to be only keen on working for the Government, according to Assistant Minister of Human Resource and Information Technology Datuk Jainab Ahmad Ayid.

Instead of remaining jobless, they should change their mindset by not being too choosy, as not all people can secure their dream jobs, Jainah said after launching the Youth Entrepreneurship and Excellence Seminar at National Youth Skills Institute (IKBN) here yesterday.

She said they should open their mind and avail themselves of the ample employment opportunities in tourism, hospitality and plantation sectors.

“At the same time, the employers in these industries should at least offer a higher salary to local employees than foreign workers,” she said.

Jainab pointed out that if the total cost of hiring foreign workers, including levy and accommodation, is calculated, it would be much higher than the basic pay.

As such, there is no reason why the employers cannot offer a higher salary to local workers, as they would not have to pay levy and even accommodation for many, she said

Jainab urged jobless local youths to register with the Sabah Job Centre to avoid being cheated by irresponsible recruitment agents.

“If the unemployed youths register with Sabah Job Centre or Malaysia Job Centre, at least our ministry could help them to identify which companies offer the right jobs,” she said.

by Suraidah Roslan.

Read more @ http://www.theborneopost.com/?p=53751

Common Teaching Methods.

Friday, July 30th, 2010
1.  Lecture
  • STRENGTHS:
– presents factual material in direct, logical manner
– contains experience which inspires
– stimulates thinking to open discussion
– useful for large groups
  • LIMITATIONS:
– experts are not always good teachers
– audience is passive
– learning is difficult to gauge
– communication in one way
  • PREPARATION:
– needs clear introduction and summary
– needs time and content limit to be effective
– should include examples, anecdotes
2.  Lecture With Discussion
  • STRENGTHS:
– involves audience at least after the lecture
– audience can question, clarify & challenge
  • LIMITATIONS:
– time may limit discussion period
– quality is limited to quality of questions and discussion
  • PREPARATION:
– requires that questions be prepared prior to discussion
3.  Panel of Experts
  • STRENGTHS:
– allows experts to present different opinions
– can provoke better discussion than a one person discussion
– frequent change of speaker keeps attention from lagging
  • LIMITATIONS:
– experts may not be good speakers
– personalities may overshadow content
– subject may not be in logical order
  • PREPARATION:
– facilitator coordinates focus of panel, introduces and summarizes
– briefs panel
4.  Brainstorming
  • STRENGTHS:
– listening exercise that allows creative thinking for new ideas
– encourages full participation because all ideas equally recorded
– draws on group’s knowledge and experience
– spirit of congeniality is created
– one idea can spark off other other ideas
  • LIMITATIONS:
– can be unfocused
– needs to be limited to 5 – 7 minutes
– people may have difficulty getting away from known reality
– if not facilitated well, criticism and evaluation may occur
  • PREPARATION:
– facilitator selects issue
– must have some ideas if group needs to be stimulated
5.  Videotapes
  • STRENGTHS:
– entertaining way of teaching content and raising issues
– keep group’s attention
– looks professional
– stimulates discussion
  • LIMITATIONS:
– can raise too many issues to have a focused discussion
– discussion may not have full participation
– only as effective as following discussion
  • PREPARATION:
– need to set up equipment
– effective only if facilitator prepares questions to discuss after the show
6.  Class Discussion
  • STRENGTHS:
– pools ideas and experiences from group
– effective after a presentation, film or experience that needs to be analyzed
– allows everyone to participate in an active process
  • LIMITATIONS:
– not practical with more that 20 people
– few people can dominate
– others may not participate
– is time consuming
– can get off the track
  • PREPARATION:
– requires careful planning by facilitator to guide discussion
– requires question outline
7.  Small Group Discussion
  • STRENGTHS:
– allows participation of everyone
– people often more comfortable in small groups
– can reach group consensus
  • LIMITATIONS:
– needs careful thought as to purpose of group
– groups may get side tracked
  • PREPARATION:
– needs to prepare specific tasks or questions for group to answer
8.  Case Studies

  • STRENGTHS:
– develops analytic and problem solving skills
– allows for exploration of solutions for complex issues
– allows student to apply new knowledge and skills
  • LIMITATIONS:
– people may not see relevance to own situation
– insufficient information can lead to inappropriate results
  • PREPARATION:
– case must be clearly defined in some cases
– case study must be prepared
9.  Role Playing
  • STRENGTHS:
– introduces problem situation dramatically
– provides opportunity for people to assume roles of others and thus appreciate another point of view
– allows for exploration of solutions
– provides opportunity to practice skills
  • LIMITATIONS:
– people may be too self-conscious
– not appropriate for large groups
– people may feel threatened
  • PREPARATION:
– trainer has to define problem situation and roles clearly
– trainer must give very clear instructions
10.  Report-Back Sessions
  • STRENGTHS:
– allows for large group discussion of role plays, case studies, and small group exercise
– gives people a chance to reflect on experience
– each group takes responsibility for its operation
  • LIMITATIONS:
– can be repetitive if each small group says the same thing
  • PREPARATION:
– trainer has to prepare questions for groups to discuss
11.  Worksheets/Surveys
  • STRENGTHS:
– allows people to thing for themselves without being influences by others
– individual thoughts can then be shared in large group
  • LIMITATIONS:
– can be used only for short period of time
  • PREPARATION:
– facilitator has to prepare handouts
12.  Index Card Exercise
  • STRENGTHS:
– opportunity to explore difficult and complex issues
  • LIMITATIONS:
– people may not do exercise
  • PREPARATION:
– facilitator must prepare questions
13.  Guest Speaker
  • STRENGTHS:
– personalizes topic
– breaks down audience’s stereotypes
  • LIMITATIONS:
– may not be a good speaker
  • PREPARATION:
– contact speakers and coordinate
– introduce speaker appropriately
14.  Values Clarification Exercise
  • STRENGTHS:
– opportunity to explore values and beliefs
– allows people to discuss values in a safe environment
– gives structure to discussion
  • LIMITATION:
– people may not be honest
– people may be too self-conscious
  • PREPARATION:
– facilitator must carefully prepare exercise
– must give clear instructions
– facilitator must prepare discussion questions
Read more @ http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm

Maturity key in child marriages

Friday, July 30th, 2010

SETTING the minimum age for marriage at 18 seems the enlighted and modern thing to do, but that and other demands of the United Nations’ Convention on the Elimination of All Forms of Discrimination against Women (Cedaw) could go against long established Muslim conventions. A solution to this dilemma may be found through the concept of maqasid, or higher goals, of the syariah.

With child marriage, Muslims who believe that syariah is a blessing to the world are forced to embrace a few lecherous old men who want to marry defenceless young girls. They inevitably have to hear that Aishah, wife of the Prophet, was married at a young age. While there are historical pieces of evidence that she was anywhere from 9 to 19 or older when she was married, the real issue is not the age of the girl, but maturity, and together with maturity, a guarantee that her interests are defended.

Aishah, in any case, is sui generis, and famous for her sense of right. Whatever her age, she was never one to be pushed around.
On the other side, Cedaw originates from an idea that there are universal truths, which just happen to have arisen in a secular, Western context. In this context, the focus of providing for women’s rights in marriage is age. Right now, the syariah court has the opportunity to assess marriage applications, conduct interviews, and take time to decide whether a young female is fit for marriage. The worldview of Cedaw says we should fix an age, and that’s the end of the story.

Also, we find a tendency to want to push age limits up — to try to make laws stricter, in order to accomplish other things that may be desirable. We know that children born to girls just after puberty are not as healthy, and we know that marriage is difficult in modern societies and requires the resources (financial, psychological, etc) that generally come later in life rather than earlier.

by Dr. Eric Winkel, a principal research fellow at the International Institute of Adanced Islamic Studies Malaysia.

Read more @ http://www.nst.com.my/nst/articles/17chide/Article/

A headache dealing with exam question

Friday, July 30th, 2010

THE dour-looking participants trooped into the cavernous hall at the Putrajaya International Convention Centre and arranged themselves around a large oval table for the roundtable.

It was an overcast Tuesday morning and they were there for the second and final session organised by the Education Ministry to glean feedback on whether the Ujian Pencapaian Sekolah Rendah and Penilaian Menengah Rendah examinations should be scrapped.

Thirty-three of the 100 attendees were picked by Education director-general Tan Sri Alimuddin Mohd Dom, who chaired the session, to present their arguments. Most spoke over the allotted time and had to be “ding-dinged” off by a warning bell. The rest were told to fill in their thoughts on a form. The time given to each participant to speak might have been short but their message was clear — retain both exams.

The prevailing sentiment was why fix something that ain’t broke.

Some of the participants shared what they said during the session. Among them:
- “If the exams are scrapped, what kind of creature are we going to replace it with?”;

- “Set up a royal commission of inquiry on education”;

- “Are teachers ready? No, they are not.”;

- “We were shown several slides by the ministry of the new school-based assessment system in full detail before the session began. Does this mean there is already a decision to abolish?”;

- “We must first have a competent teaching workforce. If we do not, it does not matter what policy is introduced. It just won’t work. I’ve asked several teachers how events in World War 1 led to World War 2 and none of them could give me the answer. But ask them the dates and they have it.”;

- “I was called a Bengali (by some teachers). They can’t even tell the difference between Bengali and Punjabi.”;

- “The ministry is to be blamed to a certain extent for fanning the obsession with As. These days, we even have A+.”;

- “Students are not participating in sports not because the system is exam-oriented but because there are not enough facilities in schools.”;

- “Publishers will not be able to cope if school-based assessments are suddenly introduced. We need at least until 2012 to be ready.”; and,

- “Shouldn’t this question be answered by the experts and not all of us?”

Participants at the first roundtable on July 19 did not share the same views and said that the two exams should go. The composition of attendees differed vastly, however, and comprised senior officials of the ministry, state education directors, teachers unions and associations, principals, headmasters and school counsellors.

by Chok Suat Ling.

Read more @ http://www.nst.com.my/nst/articles/17sli/Article/

Teachers in politics

Friday, July 30th, 2010

THE move to allow graduate teachers to participate in politics has been met with a mixed response. As schools are for education, not for politics, and it would be unprofessional and unethical for those at the chalkface to use the schoolyard as a political barnstorm, the understandable concern is that these teachers cum politicians would not be able to leave their political hats at the school gate and behave as professionals in the classroom. Clearly, it’s legitimate to expect teachers not to be partisan or prejudiced, racist or sexist, unfair or unjust.

As a general rule, civil servants must refrain from any activity which is likely to interfere with the impartial discharge of their duties or which could give rise to the impression of bias in the eyes of the public. Indeed, in line with the ethos of political neutrality, regardless of changes in the legislative branch of government, the public rightly expects those working in the civil branches of government to offer objective advice to the elected leaders and conscientiously implement their policies.

However, this is an argument for strictly excluding the bureaucratic branch from partisan political activities rather than a blanket ban on the entire body of those employed in the civil service. Certainly, the statutory intent of Regulation 21 of the Public Officers (Conduct and Discipline) Regulations 1993 was to ensure political impartiality and prevent divided loyalties and prejudiced service. However, the principle seems to have been to impose political restrictions on those in the higher levels of the hierarchy who could influence policy and affect implementation but to exempt those in the clerical grades and support staff who carry out the routine work as directed by the higher-level administrators.

NST Editorial.

Read more @ http://www.nst.com.my/nst/articles/Teachersinpolitics/Article/
Read more: Teachers in politics http://www.nst.com.my/nst/articles/Teachersinpolitics/Article/#ixzz0v7Q0Z7VP