Postgraduate Diploma of Teaching in Higher Education PGDipTHE Programme

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Postgraduate Diploma of Teaching in Higher
Education (PGDipTHE) Programme

• Orientation
• Welcome Address
• -Professor Lee Sing Kong
• Dean, Graduate Programme and Research
• Refreshment
• Briefing on PGDipTHE Programme
• -A/P Chen Ai Yen
• DT701 DT 702 First Session
• - A/P Chen Ai Yen Prof. Elwyn Thomas

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Postgraduate Diploma of Teaching in Higher
Education (PGDipTHE) Programme

• Aims to address the pedagogical needs of
• teachers in higher education
• Structure 3 core modules, 2 electives and
• 1 Project
• Flexible teaching learning strategies
• Assessment by written assignments, portfolio
• of practical exercises and a Project Report
• on a detailed investigation of a chosen
• issue or topic on quality teaching and
• learning

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Postgraduate Diploma of Teaching in Higher
Education (PGDipTHE) Programme

• Core Modules
• DT701 Teaching and Learning in
• Tertiary Institutions
• -A/P Chen Ai Yen, Coordintor, PGDipTHE Programme
• DT 702 Learning and Motivation
• -Prof. Elwyn Thomas
• DT703 Assesment in Higher Education
• -A/P Poh Sui Hoi

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DT 701 Teaching and Learning in Tertiary
InstitutionsDT 702 Learning and Motivation

• DT701 702
• Rationale for A New Integrated Course
• Objectives contact hours of the two modules
• Structure
• Delivery and Learning Modes
• Assessment

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DT 701 Teaching and Learning in Tertiary
InstitutionsDT702 Learning and Motivation
DT701702 July 2000 Schedule Week Day, Date
Time Topic 1. Mon 17 July 2000
4.30-7.30 p.m. Introduction
Understanding self (teacher characteristics) and
the contexts of teaching and learning in
Singapores tertiary institutions - A.Y. Chen
E. Thomas 2. Fri 21 July 2000
Issues and challenges of teaching in
higher education in Singapore 5-7
p.m. - S. Gopinathan 3. Mon 24 July 2000
The socio-cultural context of learning
and teaching in 5-8 p.m. higher
education in Singapore - E. Thomas 4.
Fri, 24 July 2000 Reflective
teaching approaches strategies for active
learning 5-7 pm
authentic problem solving -A.Y. Chen 5.
Mon 31 July 2000 Learning Process 1-
Concept Learning - E. Thomas
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DT 701 Teaching and Learning in Tertiary
InstitutionsDT702 Learning and Motivation

• Session One
• Self Introduction Expectations of
• Programme and Modules - All
• Introduction - Ai Yen Elwyn
• Activity 1 Self Analysis in Context - Ai Yen
• Activity 2 The Problem of Faculty Development
• -Elwyn

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DT 701 Teaching and Learning in Tertiary
InstitutionsDT702 Learning and Motivation

• Introduction
• Challenging time - tremendous changes in
• economic, social educational contexts
• Professions are changing rapidly
• Change in education mainly shaped by
• educational practitioners-Elliot Eisner,
  Stanford U.
• contradiction policy makers
• Professionals are already skilful Reflective
• practitioners have additional qualities of
• creative design and practical wisdom
• - D. Schon, MIT.

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Five R-Collaborative Inquiry Framework -A.Y. Chen
1993

• Reflect the context and past experience
• What is the problem/ issue/ puzzle
• re STUDENTS LEARNING ?
• Recognize identify the reason or cause
• Realizeself as one possible solution
• Respondpossible actions
• Resolveto persevere in solution of problem

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Self Analysis

• Activity 1
• Understanding Self -
• My personality
• My concerns, values and
• assumptions regarding
• teaching and learning in
• higher education

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The TRUE function of the TEACHER is...
to create the most favourable conditions for
self learning True teaching is not that which
gives knowledge, but the which stimulates pupils
to gain it. One might say he teachers best who
teachers least. -John Milton Gregory
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Who is a TEACHER ?

• Teacher - stop learning today and you stop
• teaching tomorrow.
• Education-how people learn determines how we
  teach
• Activity - maximum learning is always the result
  of maximum
• involvement.
• Communication - to truly impart information
  requires
• the building of bridges.
• Heart-teaching that impacts iis not head to head
  but heart to heart .
• Encouragement-teaching tends to be most effective
  when
• the learner is properly motivated.
• Readiness-teaching is most effective when both
  student
• and teacher are adequately prepared.
• Resolveto persevere in solution of problem

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Five R-Collaborative Inquiry Framework -A.Y. Chen
1993

• Reflect the context and past experience
• What is the problem/ issue/ puzzle
• re STUDENTS LEARNING ?
• Recognize identify the reason or cause
• Realizeself as one possible solution
• Respondpossible actions
• Resolveto persevere in solution of problem