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izz aty

RSA Animate - The Divided Brain - YouTube - 0 views

www.youtube.com/watch

brain science bodies education learning health thinking society behaviour culture mcgilchrist psychiatry people psychology

shared by izz aty on 17 Feb 12 - No Cached
  • izz aty on 17 Feb 12
     
    Renowned psychiatrist and writer Iain McGilchrist explains how our 'divided brain' has profoundly altered human behaviour, culture and society. Taken from a lecture given by Iain McGilchrist as part of the RSA's free public events programme. To view the full lecture, go to http://www.youtube.com/watch?v=SbUHxC4wiWk
izz aty

How to Read a Book by Shaykh Hamza Yusuf, Part 1 - YouTube - 0 views

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sheikh hamza yusuf hamza yusuf islam faith literature literacy reading books strategies poetry lecture zaytuna learning teaching education reference resources language english

shared by izz aty on 17 Feb 12 - No Cached
  • izz aty on 17 Feb 12
     
    "How to Read a Book", a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.
izz aty

On Education: Lecture by Sheikh Hamza Yusuf - YouTube - 0 views

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education sheikh hamza yusuf hamza yusuf islam faith religion world society people culture community schooling learning teaching teachers youth middle east usa schools literature literacy politics history

shared by izz aty on 18 Feb 12 - No Cached
  • izz aty on 18 Feb 12
     
    Length: <1 hour. A short lecture on education, educating the youth and comparisons between contemporary and classical approaches towards institutionalized learning.
izz aty

How to Read a Book, Part 2 by Shaykh Hamza Yusuf - YouTube - 0 views

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sheikh hamza yusuf hamza yusuf islam faith literature literacy reading books strategies poetry lecture zaytuna learning teaching education reference resources language english

shared by izz aty on 29 Feb 12 - No Cached
  • izz aty on 29 Feb 12
     
    Length: approx 1 hr 40 mins a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.
izz aty

Wahab et al 2010 Transformational of Malaysian's Polytechnic into University College in... - 0 views

fptk.upi.edu/...28_Sahul_Hamed_Abd_Wahab.pdf

lifelong learning HTVET educational policy education

shared by izz aty on 21 Dec 15 - No Cached
  • izz aty on 21 Dec 15
     
    Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p
izz aty

(1) Malaysia's English language crisis ---- - this... - We are NOT Malaysian Zombies - 0 views

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language education language education english esol malaysia malaysian education language learning malaysians employability career

shared by izz aty on 18 Mar 14 - No Cached
  • During the British colonial era, schools used English as the medium of instruction. This continued after independence in 1957 and many English teachers either came from the United Kingdom or were trained there. "In the 1960s, one of the books read and discussed in English classes by sixteen-year-olds was George Orwell's "Animal Farm", recalled Andrew Yip, 60, a shopkeeper in Ipoh, Perak. In 1970, the Malaysian government began requiring all state-funded schools to use Malay to teach, to build nationalism; though English remained a compulsory subject. Many English teachers were phased out. Over the years, students' academic performances declined.
  • In the 2009 Programme for International Student Assessment, an international benchmark on students' performance in reading, science and mathematics, Malaysian students were in the bottom third among 74 countries. By contrast, 15-year-old students in Singapore, Hong Kong and South Korea appeared to have the equivalent of another three or more years of schooling compared to Malaysian students.
  • To compensate, middle-class parents are increasingly sending their children for tuition, or to private schools, as they lose confidence in the quality of education in national schools.
  • ...3 more annotations...
  • According to Jobstreet.com Malaysia, a recruitment agency, poor English is among the top complaints that employers have about fresh graduates.
  • Teachers who spoke to The Straits Times on condition of anonymity said it was impossible to meet the ministry's English "must-pass" target in two years. Habibah said they aim to prove sceptics wrong. Her agency is named Padu, or the Performance and Delivery Unit. Starting in November last year, some 14,000 teachers have been enrolled on crash courses in English. After school hours, they take lessons online and attend classes taught by teachers from the British Council and English university lecturers. Upon finishing 480 hours of studies, they are reassessed. Those who fail are redeployed to teach other subjects.
  • Former premier Mahathir Mohamad has called for a return to teaching science and mathematics in English, a policy introduced by him in 2003 and scrapped by Prime Minister Najib Razak in 2009. Such flip-flops, said Dr Kua Kia Soong, an educator, have hurt students. "They have affected students' concentration in grasping the language," he said.
  • izz aty on 18 Mar 14
     
    "Govt anxious to counter slump in test results by local students IN PERAK on the northern Peninsular Malaysia, an English teacher uses textbooks meant for seven-year-olds to teach her Form One class of students, mostly aged 13. "When I first taught them, they could not even tell the difference between 'when' and 'what'," the teacher, who wants to be known only as Yee, told The Straits Times recently. "I had to put my planned lessons aside and start with the basics." It is the type of story many English teachers in Malaysia share, but are reluctant to speak openly about because they worry about being sanctioned by the education ministry."
izz aty

The Swedish Model - Education | Frontier Centre for Public Policy - 0 views

www.fcpp.org/...the-swedish-model-education

sweden swedish education free school independent school social reform scandinvian education ESTEkiv

shared by izz aty on 11 May 14 - No Cached
  • Reforms that came into force in 1994 allow pretty much anyone who satisfies basic standards to open a new school and take in children at the state's expense
  • local municipality must pay the school what it would have spent educating each child itself—a sum of SKr48,000-70,000 ($8,000-12,000) a year, depending on the child's age and the school's location
  • Children must be admitted on a first-come, first-served basis
  • ...25 more annotations...
  • Nothing extra can be charged for, but making a profit is fine
    • izz aty
      izz aty on 11 May 14
       
      profit is fine; can't ask for fees
  • no religious requirements or entrance exams
  • In just 14 years the share of Swedish children educated privately has risen from a fraction of a percent to more than 10%
  • What no one predicted was the emergence of chains of schools. Yet that is where much of the growth in independent education has come from
  • Kunskapsskolan gets its customers to do much of the work themselves
  • He then broadens the analogy to hotels and airlines, which make money only if they are popular enough to maintain high occupancy rates.
  • Youngsters spend 15 minutes each week with a tutor, reviewing the past week's progress and agreeing on goals and a timetable for the next one. This will include classes and lectures, but also a great deal of independent or small-group study
  • Kunskapsporten allows each student to work at his own level, and spend less or more time on each subject, depending on his strengths and weakness
  • Each subject is divided into 35 steps. Students who reach step 25 graduate with a pass; those who make it to step 30 or 35 gain, respectively, a merit or distinction
  • no money is wasted on fancy surroundings
  • Teachers update and add new material to the website during school holidays and get just seven weeks off each year, roughly the same as the average Swedish office worker
  • Sweden's Independent Schools Association has ten members that run more than six schools, and five that run ten or more
  • “We do not mind being compared to McDonald's,” he says. “If we're religious about anything, it's standardisation. We tell our teachers it is more important to do things the same way than to do them well.
  • Each child's progress is reported each week in a logbook, and parents can follow what is being studied on the website.
  • expectation that the children take responsibility for their own progress
  • “Our aim is that by the time students finish school, they can set their own learning goals,” says Christian Wetell, head teacher at Kunskapsskolan Enskede. “Three or four students in each year may not manage this, but most will.”
  • tracks the performance of individual teachers to see which ones do best as personal tutors or as subject teachers
  • bonuses to particularly successful teachers and is considering paying extra to good ones from successful schools who are willing to move to underperforming ones
  • preferred bidder to run two “academies”—state-funded schools run largely free from state control—in London
  • The school reforms are popular with parents, he says, and politicians know they meddle with them at their peril. More plausible would be a change to the rules so that independent schools had to match the methods and curriculum of state schools more closely, or perhaps even a ban on profits
  • The firm also hopes to open low-cost independent schools in Britain, where it can offer the full Kunskapsskolan experience, free of state meddling
  • the returns are solid, rather than stellar: Mr Ledin quotes an average return on capital of 5-7% a year
  • If a future government, hostile to school choice, changed the rules, that would be the end of this nascent market.
  • run by a not-for-profit arm, since for-profit ventures are banned from Britain's academies programme
  • The latter sounds bad, says Mr Stawström, but would not really amount to much: companies could split themselves into non-profit schools and a profit-making body that supplies services, such as teaching materials and consultancy
izz aty

Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Saraw... - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes.&nbsp;
  • ...11 more annotations...
  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.&nbsp;&nbsp;
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills.&nbsp;
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser &amp; Waterhouse, 1999; Trigwell &amp; Prosser, 2004).&nbsp;&nbsp;
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi &amp; Rabin, 1999)
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.&nbsp;&nbsp;
izz aty

Problem-based learning - 0 views

www.studygs.net/pbl.htm

PBL Handbook PBL

shared by izz aty on 17 Dec 15 - Cached
  • With PBL, your teacher presents you with a problem, not lectures or assignments or exercises. Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem.
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