Understanding of Lecturing and Tutorial

      School of law and business in Charles Darwin University uses lecturing and tutorial to transfer of knowledge between lecturer and his/her students.  Here is an easy about introducing of lecturing and tutorial from some sources.

         Lecture, as every one of us knows, is one of the oldest, most basic, most commonly and widely used method of teaching. It is a method in which a lecturer delivers a speech to an audience.  It is rather a one man show in which the lecturer is active and the audience/students are passive[1].

Lecture method has its own advantages and disadvantages.  Khamborkar (1980, pp. 18-19) lists them in detail as follows[2]:

       The advantages of its are : it is easy to communicate facts, ideas, opinions straight a way without any distortion; The communicator can reach a large number of audience in a short span of

time:  There is no difficulty in making arrangements in general nor is preparation necessary on the part of listeners;  On a topical or current subject, the lecture method is bound to create interest; A group of well experienced and knowledgeable participants can have an opportunity to get to know many things within a short time;  If the subject is not controversial or there is no scope for discussion, the lecture method is quite appropriate for a large group.

          In contrast, the disadvantages of this method are  a one-way process. There is no feedback either to the lecturer ; If the lecture is not interesting it becomes a matter of boredom; The average  attention span being very short, the listeners may not pay full attention; The level of retention is low; The audience tend to be passive listeners. There is no opportunity to check the information through questions.

       Nowadays there are some variants of lecture method such as lecture-discussion, question-lecture (answer), lecture-demonstration, lecture-recitation, lecture-laboratory and chalk and talk method.  In a lecture-discussion method, the lecturer speaks for five to fifteen minutes and then stimulates a few minutes of discussion around key points made in the lecture.  In question-lecture method, the lecturer spends most of his time in answering questions posed by students.  The lecturer mainly uses student’s questions to determine the points which need further explanation.  In lecture demonstration method, the lecturer uses device to illustrate the subject.  In lecture recitation, the lecturer requests the students to read out prepared material aloud.  We can use it as a variant which is the reverse of question-lecture method.  In this, the lecturer provides the questions and the students have to answer them. In lecture-laboratory method, students follow short lectures by making their own observations, experiments, or other independent work. In chalk and talk method, information is provided through talk but the black board or whiteboard  is used for aiding the talk.  

        Tutorial method will emphasize an individualized approach with the student pacing his own work within the framework of the course. No quizzes will be given, but occasional written papers will be required. The class work will be relatively undirected as compared with the Drill—Recitation method. The instructor will bring other elementary texts for references and demonstration apparatus to class. He will not conduct the class formally, but will be available to the students for consultation throughout the hour. The students will utilize the hour for study and consultation. The instructor will endeavor to help the student to find the answer to his questions rather than answering them himself. Social conversation will be prohibited. This method is based on that reported favorably by Scheidemann[3] (Sch. and Soc,1927, 25, 672-674.).

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[1] Lakshmi Reddy, M.V. and Daswani, C.J.. 2009.Teaching and Training Methods and Techniques in Adult Education. http://hdl.handle.net/123456789/32480 11 May 2011 06.15

[2] Khaunborkar, K. R. 1980. Training Tmching Techniques. Akola: Saoji Bangalow, Ranpis& Nagar.

[3] Scheidemann in Harold Guetzkow, Lowell Kelly and McKeachi. An Experimental Comparison of Recitation, Discussion and Tutorial Method in College Teaching. Journal of Educational Psichology. Number 4 Volume 45 April 1954.

Tuesday, 3 May 2011

Tuesday, 3 May 2011
10am
Prof. Ram ask me to join his meeting which is about "Integrated Learning" at Orange Precinct, Building 4, 2nd floor, room 33. Pak Banu wrote what they are talking about and I recorded. Honesty, only 60 % I understood what they mean. After taking a picture, Prof. Ram ask us to make a resume about Integrated Learning.

12  
Prof. Ram guided us to meet Prof. Siva whom is chief of Accounting. Pak Banu and I interviewed him about pedagogy of Accounting.

2-5pm
I searched and collected articles about Integrated Learning

9-11.30
I asked Pak Ruri to listen recording togather and made a resume.

Wednesday
0-2am
I made a resume of  Integrated Learning

Here is the resume about "Integrated Learning"

What is (Work) Integrated Learning ?

Integrated learning is used to reflect how pedagogy, curriculum, learning resources and environments work together in a seamless and integrated way to be responsive to student expectations and new developments in technology.

It’s an umbrella term used to describe a range of approaches that integrate theory with the practice of work within a purposefully designed curriculum.

The most common form of WIL involves a student placement or project within a workplace. Universities, students and employers work together to design and create a learning experience that benefits all parties. The student’s progress and learning outcomes are monitored and assessed by the university, with input from the employer.

Benefits and importance of (W)IL

For students, the experience is invaluable and plays an important role in their preparation for the work force. For employers, the experience goes beyond altruistic outcomes; the student can –and often does– add demonstrable value to workplaces in small, medium and large businesses.  

For employers, there are many benefits such as recruitment pathway, Flexible options, Partnerships with Universities Workplace-ready graduate, Return on investment and Fresh ideas and approaches

An opportunity to closely examine the skills and suitability of students before they graduate. For others, it may provide an enthusiastic, short term ‘employee’ who can undertake projects or tasks which might not otherwise get done while providing existing employees opportunities to learn valuable mentoring and management skill.

Students bring fresh ideas and approaches to the workplace, sharing the latest research and thinking in the field they study. Students who have experienced workplace learning graduate from university with workplace-ready skills. And that benefits students, universities, government, employers and industry.

Work-integrated learning (WIL) is very important way especially to link between graduates and employees. WIL promoted as a way of:  Applying learning immediately to real issues/tasks, Bringing learning to the fore in enterprises, Encouraging learners to take responsibility for their own learning, Learning through doing, with support and expert input at appropriate times, Transferring learning to a range of situations, and Enhancing the development of transferable generic skills such as critical thinking, communication, team work, problem-solving, organising and managing.

Some Approaches to gain WIL :

1. A Partnership Approach

Productive work integrated learning programs rely on a negotiated three-way partnership between the employer, the university and the student. The three parties work together to agree the tasks and/or project to be undertaken by the student and the associated workplace learning goals. The university prepares the student for their WIL experience and provides advice and support to the employer. As WIL is an important requirement of the university course, the employer and the university assess the student’s learning and workplace performance.

2. English Conversation

With a large number of student participants, many of whom have English as a second language, it is necessary to improve their conversation English ability to be fluently.

3. Professional Spirit and Skill

The curricula able to integrate discipline specific knowledge and skills with relevant professional work. For example simulations (eg moot court, in-house productions, simulated stock exchange, design proposals), professional work placements (including virtual placements),   internships, practicum, field/clinical placements,  service learning,  community service,  industry projects, site visits  and guest lectures.

4. Assessment

The University, through the committee is responsible for monitoring and assessing student progress in consultation with the on-site supervisor and unit coordinator.

 WIL in UMS

                Integrated Learning System should be adopted by the ministry of Higher Education of Indonesia to implement the method of undergruate learning.

                Even though UMS doesn’t use term “Work-Integrated Learning”, some of activities are similar with WIL. The University and faculty should facilitate, support, back up and coordinate this program with faculties and departments.

Wednesday, Day 1 sit in program

9am  We met Prof. Ram Vemuri, Prof. Don Fuller, Prof. Sarah and some colleagues at Business and Accounting School CDU, NT- Aussie.
9.30am Pak Banu and I join to Ram, Don and Sarah in coffee shop.

Prof. Ram Vemuri held Guest Lecturing

10 am  Pak Banu and I discussed with Prof. Ram about the aim of sit in program and breaking down with activities and timeline day to day. He also ask us to join his class this evening.

Ian from The Government of NT

5.30pm  Pak Banu and I joint the class which is guest speaker from Government of NT-Australia. Topic : Econoomy of State of NT.
Even though I still can not  catch all of the word, I understand what he meant because we can get his presentation at www.investnt.com.au.

This night I have many assignments.
Have a nice day....huffff....

Material of Test in Upper-Intermediate Class

1.       1. Future Continuous Tense

http://tensesbahasainggris.com/future-continuous-tense

Gambaran Kasus:
Anda telepon saya dan bilang mau ke rumah saya jam 9 besok. Wah saya nda bisa terima tamu tuh jam segitu, karena pas jam 9 itu saya akan sedang berenang. Jadwal saya renang itu 8:30 sampai 10:00. Jadi jam 9 besok itu sedang renang kan? kapan renangnya? besok!. Itulah arti “sedang tetapi akan” ini. Sekarang Anda faham 100 persen kan? Dalam hal ini kita gunakan Future Continuous Tense ya: “I will be swimming at 9 tomorrow, You may not meet me at home”.

Rumus Future Continuous Tense

Positif: S + will + be + Ving

Negatif: S + will not + be + Ving

Tanya: Will + S + be + Ving

2.       2. Future Perfect Tense

Gambaran Kasus :

Anda telepon saya dan bilang mau ke rumah saya jam 11 besok. Wah saya bisa terima tamu tuh jam segitu, karena pas jam 11 besuk itu saya sudah selesai berenang. Jadwal saya renang itu 8:30 sampai 10:00.

kalo jam 11 besuk  saya SUDAH SELESAI berenang kan? Itulah yang saya maksud dengan SUDAH AKAN ini, Future Perfect Tense: “I will have swum”.

Kok swum? ya, bentuk kata kerja swim dari yang ke-1 sampai ke-3 adalah: swim – swam – swum. Bentuk ING nya swimming

Rumus Future Perfect Tense

Positif: S + will + have + V3

Negatif: S + will + not + have + V3

Tanya: Will + S + have + V3

Lihat tuh, karena Future maka ada Will. Ada juga kata kerja bantu “Have” bentuk pertama karena mengikuti Will. Karena Perfect maka pake Kata Kerja bentuk-3 dan saya tulis V3 (Verb 3).

Contoh Kalimat Positif Future Perfect Tense:
-I will have swum at 11 tomorrow

Dari contoh Future Continuous Tense jadi Future Perfect Tense seperti ini:

-You will have worked …
-They will have driven home …
-She will have learned music …

Silahkan tambahkan contoh sendiri ya untuk Future Perfect Tense ini.

Kalimat Negatif Future Perfect Tense

Mudah saja, sesuai rumusnya, tambahkan NOT setelah Will:
-You will not have worked …
-They will not have driven home …
-She will not have learned music …

Kalimat Tanya Future Perfect Tense

Mudah saja juga, sesuai rumusnya, letakkan Will di depan:
-Will You have worked …
-Will They have driven home …
-Will She have learned music …

3.       3. Interupted Past Action

Use the past continuous to express what was happening when something important happened. This form is almost always used with the time clause '... when xyz happened'. It is also possible to use this form with '... while something was happening' to express two past actions that were occurring simultaneously.

This tense is often used with the following time expressions:

... when xyz happened
... while xyz was happening.

Basic Construction

Positive

Subject + was / were + verb + ing + object(s) + time Expression

Sharon was watching TV when she received the telephone call.

Negative

Subject + was / were + not (wasn't, weren't) + verb + ing + object(s) + time Expression

We weren't doing anything important when you arrived.

Question

(Question Word) + was / were + subject + verb + ing + object(s) + time Expression

What were you doing when Tom gave you the bad news?

4.       4. “0” Conditional

When we want to talk about things that are always or generally true, we can use

If/When/Unless plus a present form PLUS present simple or imperative.

• If you press this button, you get black coffee.
• When you fly budget airline, you don't expect to get anything to eat.
• Unless you need a lot of leg-room, don't pay the extra for first class.

Notice that we are talking about something which is generally true, not a specific event.

In the condition clause, there can be a variety of present forms. In the result clause, there can only be the present simple or imperative.

• If you visit Barcelona, you look out for the spectacular architecture.
• If unemployment is rising, people tend to stay in their present jobs.
• If you've finished everything, go home.
• When you go to Barbados, take plenty of sun cream.
• When I'm working, please be quiet.
• When I've written a new article, I run it through my spell-checker.

Notice that 'unless' means the same as 'if not'.

• Unless he asks you to continue, stop all work on the project.
• Unless interest rates are rising, it's not a good investment.
• Unless you've been to Tokyo yourself, you don't really understand how fantastic it is.

5.       5. First Conditional

We use the First Conditional to talk about future events that are likely to happen.

·         If we take John, he'll be really pleased.

·         If you give me some money, I'll pay you back tomorrow.

·         If they tell us they want it, we'll have to give it to them.

·         If Mary comes, she'll want to drive.

The 'if' clause can be used with different present forms.

·         If I go to New York again, I'll buy you a souvenir from the Empire State Building.

·         If he's feeling better, he'll come.

·         If she hasn't heard the bad news yet, I'll tell her.

The "future clause" can contain 'going to' or the future perfect as well as 'will'.

·         If I see him, I'm going to tell him exactly how angry I am.

·         If we don't get the contract, we'll have wasted a lot of time and money.

The "future clause" can also contain other modal verbs such as 'can' and 'must'.

·         If you go to New York, you must have the cheesecake in Lindy's.

·         If he comes, you can get a lift home with him.

65.6 .       Second Conditional

The structure of a second conditional sentence

Like a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:

if clause	main clause
If I had a million dollars,	I would buy a big house.

If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:

main clause	if clause
I would buy a big house	if I had a million dollars.

We use different verb forms in each part of a second conditional:

if clause	if + subject + simple past verb*
main clause	subject + would + verb

*Note that this "simple past" form is slightly different from usual in the case of the verb BE. Whatever the subject, the verb form is "were", not "was": If I were rich, I'd buy a big house.

Using the second conditional

The second conditional is used to talk about things which are unreal (not true or not possible) in the present or the future -- things which don't or won't happen:

Example	Explanation
If I were you, I would drive more carefully in the rain.	I am not you -- this is unreal.
Paula would be sad if Jan left.	Jan will not leave -- that's not going to happen.
If dogs had wings, they would be able to fly.	Dogs don't have wings -- that's impossible.

7.      7.  Third Conditional

The third conditional (also called conditional type 3) is a structure used for talking about unreal situations in the past. This page will explain how the third conditional is formed, and when to use it.

The structure of a third conditional sentence

Like the other conditionals, a third conditional sentence consists of two clauses, an "if" clause and a main clause:

if clause	main clause	explanation
If I had studied harder,	I would have passed the exam.	I failed the exam, because I didn't study hard enough.

If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:

main clause	if clause
I probably would have passed the exam	if I had studied harder.

We use different verb forms in each part of a third conditional:

if clause	if + subject + past perfect verb*
main clause	subject + would (OR could, OR might) have + past participle

*The past perfect is formed with the auxiliary verb "had", and the past participle (or third form) of the verb.

Note also that third conditional forms can be contracted:

Full form	If I had studied harder, I probably would have passed the exam.
Contracted form	If I'd studied harder, I probably would've passed the exam.

Using the third conditional

The third conditional is used to talk about things which DID NOT HAPPEN in the past. If your native language does not have a similar construction, you may find this a little strange, but it can be very useful. It is often used to express criticism or regret:

Example	Explanation
If you had driven more carefully, you would not have had an accident.	Criticism: You had an accident because you didn't drive carefully enough.
If we had played a little better, we could have won the game.	Regret: We didn't play well, so we lost the game.
If you had saved your money, you could have bought a computer.	Criticism: You didn't save your money, so now you can't afford a computer.
If it had snowed, we could have gone skiing.	Regret: It didn't snow, so we couldn't go skiing.

8.       8. Phrasal Verb

http://www.englishclub.com/vocabulary/phrasal-verbs-list.htm

Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition.

Most phrasal verbs consist of two words, but a few consist of three words, which always stay together.

Verb	Meaning	Example
ask someone out	invite on a date	Brian asked Judy out to dinner and a movie.
break down	stop functioning (vehicle, machine)	Our car broke down at the side of the highway in the snowstorm.
break down	get upset	The woman broke down when the police told her that her son had died.
break something down	divide into smaller parts	Our teacher broke the final project down into three separate parts.
break in	force entry to a building	Somebody broke in last night and stole our stereo.
break into something	enter forcibly	The firemen had to break into the room to rescue the children.
break something in	wear something a few times so that it doesn't look/feel new	I need to break these shoes in before we run next week.
break in	interrupt	The TV station broke in to report the news of the president's death.
break up	end a relationship	My boyfriend and I broke up before I moved to America.
break up	start laughing (informal)	The kids just broke up as soon as the clown started talking.
break out	escape	The prisoners broke out of jail when the guards weren't looking.
break out in something	develop a skin condition	I broke out in a rash after our camping trip.

http://www.englishclub.com/vocabulary/phrasal-verbs-list.htm

9.    9.   Phrasal Adverb

Definition - An idiomatic phrase that is used as an adverb. Notes: 1. Phrasal adverbs are a type of adverbial phrase.

Example - They walked down the street arm-in-arm. (In the above, arm-in-arm modifies walked.)