ACKNOWLEDGEMENT I would like to express my heartfelt gratitude to my wife, whose unwavering support and understanding have been the cornerstone of my journey in completing this teaching portfolio. Your encouragement, patience, and belief in my endeavors have been a constant source of strength. To my family, your love and encouragement have been my motivation throughout this process. Thank you for standing by me, providing the support I needed, and celebrating each milestone achieved. I extend my deepest appreciation to my mentor in research and academia, Prof Datuk Dr Zulkifli Idrus and Assoc. Prof. Dr. Juriah Kamaludeen for the invaluable guidance and insights that enriched the content of this portfolio. I am grateful for the continuous support, encouragement, and constructive feedback. Your mentorship has been pivotal in helping me refine my teaching philosophy, strategies, and research. This accomplishment would not have been possible without the collective support of my wife, family, and mentors. I am truly grateful for the contributions of each individual in making the successful completion of my teaching portfolio a reality.
TABLE OF CONTENT
TEACHING PHILOSOPHY 1
TEACHING PHILOSOPHY 2 STORY 1 WHAT IS MY TEACHING PHILOSOPHY? In the cozy realm of learning, where curiosity dances and light bulbs of understanding flicker, you'll find me, a guide in this vibrant adventure called teaching. My approach is like a friendly chat over a cup of coffee rather than a lecture in a stiff lecture hall. I believe that learning should be a conversation, not a monologue. So, picture this: a classroom filled with the hum of ideas, where questions aren't just welcome – they're celebrated. I'm not here to dazzle you with my brilliance; I'm here to help you discover yours. Forget the oldschool notion of a teacher as the sage on the stage. In my world, we're partners in this journey of knowledge, where both of us bring something valuable to the table. Passion is my secret sauce. Imagine a class that feels more like an engaging story than a boring history lesson. I want you to be as excited about learning as I am about teaching. When I throw a question into the mix, it's not to stump you; it's to spark that fire of curiosity within. Tests in my class aren't about regurgitating facts in a panic. They're more like real-world challenges that let you flex your intellectual muscles. Projects aren't dull assignments; they're your chance to show me what you've truly learned and how you can apply it beyond the classroom walls. I'm not tethered to textbooks and dusty traditions. Education, in my world, is a living, breathing experience. We might venture outside for a hands-on lesson or invite a guest speaker who's kneedeep in the real-world application of what we're learning. I'm not just interested in filling your head with information; I want to equip you with the tools to navigate the world of ideas. The goal isn't just to pass a test but to develop a mindset that questions, explores, and finds joy in the process. So, in my corner of education, we're not just learning; we're living it – embracing the excitement, the challenges, and the joy of understanding. Welcome to a classroom where passion meets curiosity, and every day is an opportunity to uncover something new.
TEACHING STRATEGIES 3
TEACHING STRATEGIES 4 STORY 2 TEACHING STRATEGIES In my classroom, we take a thoughtful approach to learning. It all starts with a simple question – the cornerstone of our exploration. I begin each session by presenting a central question that acts as a compass, guiding our journey through the topic. This sets the stage for an open discussion where your thoughts and perspectives are not just valued; they're essential. Our communication is a two-way street. Forget the traditional lecture format; we engage in meaningful conversations that allow everyone to contribute and learn from each other. The classroom is a space for collaborative discovery, not a one-sided presentation. Now, when it comes to teaching, it's not just about notes and lectures. We supplement our understanding by exploring relevant examples on YouTube. It's a way to visualize concepts, making them more tangible and applicable to real-world scenarios. Assessments in my class follow a staged approach. We start with a foundational assessment to ensure everyone is on the same page, and as we progress, the assessments evolve to reflect a deeper level of understanding. It's not about rote memorization but about grasping the core concepts and applying them effectively. In essence, my teaching philosophy revolves around creating an environment where learning is a shared experience. We navigate through the subject matter together, ensuring that each student's unique perspective adds value to the collective understanding. Welcome to a classroom where curiosity is nurtured, discussions are encouraged, and learning is a thoughtful journey.
TEACHING STRATEGIES – COURSES TAUGHT 5 Information of courses taught No Code and name of courses Credit hour Number of students Role Semester / Academic year 1 AHP2501 Forage Science 3 (2+1) 39 Coordinator / Lecturer Semester 1 2022/2023 2 AFS2001 Green Book 2 (0+2) 42 Lecturer Semester 2 2022/2023 3 AHP2507 Livestock Production and Processing 3 (2+1) 38 Coordinator / Lecturer Semester 2 2022/2023 4 AHP2501 Forage Science 3 (2+1) 42 Coordinator / Lecturer Semester 1 2023/2024 5 AHP2506 Ruminant Production 4 (3+1) 39 Coordinator / Lecturer Semester 1 2023/2024 6 AFS2002 Green Book 1 (0+1) 46 Lecturer Semester 2 2023/2024 7 AHP2506 Ruminant Production 4 (3+1) 45 Coordinator / Lecturer Semester 2 2023/2024 8 AHP2507 Livestock Production and Processing 3 (2+1) 22 Lecturer Semester 2 2023/2024 9 AHP2901 Industrial Training 12 (0+12) 39 Coordinator Semester 2 2023/2024
TEACHING STRATEGIES – COURSES TAUGHT 6 AHP2501: Forage Science Course synopsis: This course covers grass species and legumes used as a source of ruminant feed. The methods of cultivation, pasture management and the suitability of soil types in ruminant production systems are emphasized. Course outcomes: 1. describe species of grasses and legumes that are suitable as sources of ruminant feed. 2. practice methods of planting and managing pastures in ruminant production systems. 3. explain the suitability of soil type and pasture in the ruminant production system.
TEACHING STRATEGIES – COURSES TAUGHT 7 AHP2506: Ruminant Production Course synopsis: This course covers extensive and intensive management and production of ruminants. The emphasis is on the management of beef and dairy livestock production. Skills in breed selection, livestock handling, feed processing and farm biosecurity management are also addressed. Course outcomes: 1. differentiate ruminant production systems and management methods. 2. unravel the management methods of beef and dairy farming. 3. explain the environmental and socio-economic factors influencing the production of ruminant livestock.
TEACHING STRATEGIES – COURSES TAUGHT 8 AHP2507: Livestock Production and Processing Course synopsis: This course covers on the ruminant and non-ruminant husbandry practice as well as management of livestock products. The importance of animal industry and modern livestock husbandry practice are also emphasized. Course outcome: 1. relate the importance, principles, and practices of livestock farming and the processing of livestock products. 2. unravel the process of livestock handling, management, and product processing. 3. suggest ethical and responsible methods for livestock handling and production.
TEACHING STRATEGIES – COURSES TAUGHT 9 AFS2001/AFS2002: Green Book Program Course synopsis: This course covers practices and technologies used in agricultural production and management systems. Training and field work are carried out with good agricultural practices to achieve environmental sustainability. Course outcome: 1. explore suitable methods in the management of agricultural activities. 2. follow techniques in the use of equipment and technology in agricultural practices. 3. implement good agricultural practices in team-based agricultural projects.
TEACHING STRATEGIES – TEACHING MATERIALS 10 Lecture Notes
TEACHING STRATEGIES – TEACHING MATERIALS 11 Practical Instruction
TEACHING STRATEGIES – TEACHING MATERIALS 12 E-learning (PutraBlast)
TEACHING STRATEGIES – TEACHING MATERIALS 13 SCL Instruction
TEACHING STRATEGIES – TEACHING MATERIALS 14 SCL Instruction (Herbarium Project)
INNOVATION AND CREATIVITY – IMPLEMENTATION 15
INNOVATION AND CREATIVITY – IMPLEMENTATION 16 STORY 3 THE INNOVATION AND CREATIVITY In my approach to structuring innovation and creativity in teaching and learning, I embrace the dynamic realm of digital education. Leveraging e-learning platforms, particularly Putra Blast, has proven instrumental in engaging students on a whole new level. The interactive features and multimedia resources within the platform serve as catalysts for sparking curiosity and fostering a deeper understanding of the subject matter. Communication, a vital element in the learning process, is streamlined through the utilization of WhatsApp groups. This not only eases the flow of information but also facilitates quicker interactions, creating an environment where questions are promptly addressed, and discussions flourish. The immediacy of communication enhances the overall learning experience, creating a virtual space where ideas are exchanged seamlessly. To further enrich the learning journey, I provide students with a diverse array of supplementary materials. Games, quizzes, and curated YouTube videos act as engaging tools, offering students alternative avenues to absorb and internalize information. This multifaceted approach caters to different learning styles, ensuring that each student can find a method that resonates with their individual preferences. Recognizing the evolving landscape of skills required in the digital age, tasks assigned to students are designed to enhance their digital literacy. Activities like roleplay, short video making, and mind mapping not only stimulate creativity but also require students to navigate and utilize digital tools effectively. This not only augments their understanding of the subject matter but also equips them with valuable skills applicable in the contemporary world. In essence, my teaching philosophy encapsulates a blend of technological integration, effective communication, and diversified learning methods. Through the strategic use of e-learning platforms, WhatsApp groups, supplementary materials, and digital literacy-focused tasks, I aim to create a vibrant and innovative learning environment that prepares students not just for academic success but for the challenges and opportunities of the digital era.
INNOVATION AND CREATIVITY – IMPLEMENTATION 17 Implementation of Technology and Innovation Use of E-learning (Putra Blast)
INNOVATION AND CREATIVITY – IMPLEMENTATION 18 Implementation of technology and innovation Use of E-learning (WhatsApp group)
INNOVATION AND CREATIVITY – IMPLEMENTATION 19 Implementation of technology and innovation SCL Activity (Short Video / Roleplay)
INNOVATION AND CREATIVITY – FOSTERING CRITICAL THINKING 20 Technology and innovation to foster critical thinking In the dynamic realm of education, the fusion of technology, innovation, and mind mapping emerges as a potent strategy to nurture critical thinking skills among students. This multifaceted approach transcends traditional teaching methods, promoting active engagement, creativity, and profound understanding. This article delves into a distinctive approach, leveraging technology, innovation, role-play activities, class presentations, and mind mapping to fortify critical thinking abilities. Benefits of the Approach: 1. Active Engagement: The use of technology ensures that students are actively involved in their learning process, moving beyond passive consumption of information. 2. Real-world Application: Role-play activities simulate real-world scenarios, allowing students to apply their knowledge in practical situations. 3. Digital Literacy: Creating digital herbariums and multimedia presentations enhances students' digital literacy skills, preparing them for the technology-driven world. 4. Collaborative Learning: Technology facilitates collaborative learning, encouraging students to work together, share ideas, and benefit from diverse perspectives. 5. Holistic Development: The approach fosters not only critical thinking but also creativity, communication, and problem-solving skills, contributing to holistic student development. Incorporating technology and innovation into education provides a powerful avenue for cultivating critical thinking skills. Through role-play activities, mind mapping creation and class presentations, students are not only exposed to diverse learning experiences but are also equipped with the skills necessary to thrive in a rapidly advancing world. As educators, embracing this approach can lead to a more enriched and dynamic learning environment, preparing students for success in both academia and beyond.
INNOVATION AND CREATIVITY – FOSTERING CRITICAL THINKING 21 Mind Mapping Exercises Integrating mind mapping into the pedagogical toolbox further enriches critical thinking development. Mind maps serve as visual representations of interconnected ideas, fostering holistic comprehension. Students can use mind maps to synthesize information, identify relationships between concepts, and draw conclusions. This tool enhances their analytical prowess and encourages a structured approach to problem-solving. Class Presentations: Class presentations, a traditional yet potent tool, gain a technological facelift in this approach. Students harness multimedia presentations, interactive visuals, and collaborative tools to convey intricate ideas. For instance, class presentation activities in a ruminant production course can foster critical thinking by requiring students to research, analyze, and communicate complex topics. When students present information to their peers, they must not only understand the subject matter deeply but also anticipate questions and engage in discussions. This process encourages critical thinking as they evaluate various aspects of ruminant production, consider alternative viewpoints, and defend their arguments. Additionally, presenting in front of the class enhances communication skills and the ability to convey intricate concepts effectively. Role-Play Activities: Engaging students in immersive role-play activities remains a cornerstone of this approach. By assigning roles aligned with the topics studied, students delve into critical thinking by exploring diverse perspectives and scenarios. For instance, role play activities in a forage science course can foster critical thinking by immersing students in real-world scenarios related to forage management. Through role play, students are encouraged to step into the shoes of various stakeholders, such as farmers, researchers, or policymakers, and tackle complex issues. This hands-on approach requires them to analyze problems, consider multiple perspectives, and make decisions based on their understanding of forage science principles. By simulating practical situations, role play activities prompt students to apply their theoretical knowledge, enhancing their critical thinking skills and preparing them for the challenges they may encounter in the field of forage science.
IMPACT ON LEARNING AND TEACHING 22
IMPACT ON LEARNING AND TEACHING 23 STORY 4 IMPACT OF INNOVATION AND CREATIVITY ON LEARNING AND TEACHING In my teaching journey, I embraced new and creative ways to engage students, making learning more dynamic. Simplifying grading, fostering curiosity, and streamlining assessments became the compass guiding my approach. • Revamping Grading: I used innovative methods to make grading more personalized and responsive. Dynamic assessments and timely feedback replaced traditional grading, leading to higher student success rates. • Energizing Learners: Creativity became key in making learning exciting. Interactive sessions, practical projects, and unconventional methods sparked students' curiosity, encouraging participation and a sense of responsibility. • Efficient Exams: I adopted innovative approaches for smoother exams. New testing methods and adaptive assessments made exams more efficient, resulting in students approaching tests and quizzes with increased confidence. • Positive Teaching Feedback: The use of creative methods reflected positively in teaching evaluations. Students appreciated the interactive modules and modernized teaching, confirming that the journey with innovation was impactful and valued. In summary, my teaching journey, marked by innovative practices, has been a story of growth and positive change. As I continue exploring new approaches, the lessons learned shape my path toward a dynamic and responsive educational experience.
IMPACT ON LEARNING AND TEACHING 24 Student Achievement
IMPACT ON LEARNING AND TEACHING 25 Learning outcomes and activities Practical activities on cattle husbandry (AHP2507) Practical activities on pasture management (AHP2506)
IMPACT ON LEARNING AND TEACHING 26 Learning outcomes and activities Practical activities on aquaculture (AFS2002) Practical activities on nutrition and feed formulation (AHP2506)
IMPACT ON LEARNING AND TEACHING 27 Learning outcomes and activities Mini project: Napier planting project (AHP2501)
IMPACT ON LEARNING AND TEACHING 28 Learning outcomes and activities Mini project: Herbarium Portfolio (AHP2501)
IMPACT ON LEARNING AND TEACHING 29 Learning outcomes and activities Test and Final Exam
IMPACT ON LEARNING AND TEACHING 30 Teaching evaluation record
IMPACT ON LEARNING AND TEACHING 31 Teaching evaluation record Detail analysis
IMPACT ON LEARNING AND TEACHING 32 Response and Testimonial
INNOVATION AND CREATIVITY IN ASSESSMENT 33 Scholarships of Teaching and Learning Engaging in the Scholarship of Teaching and Learning (SoTL) has allowed me to enhance student performance across cohorts. Through systematic inquiry and reflection on teaching practices, I identified areas for improvement based on the previous cohort's outcomes. Implementing evidence-based changes, such as refining instructional strategies, incorporating more interactive elements, and adjusting assessments, contributed to notable improvements in the current cohort's academic performance. The ongoing cycle of reflection, adaptation, and assessment within the SoTL framework continues to drive positive outcomes and refine my teaching methodologies to better meet the evolving needs of students. 1 ST cohort for AHP2501 2 nd cohort for AHP2501
INNOVATION AND CREATIVITY IN ASSESSMENT 34
INNOVATION AND CREATIVITY IN ASSESSMENT 35 STORY 5 INNOVATION AND CREATIVITY IN ASSESSMENT In my application of innovation in assessment, I have designed a comprehensive grading system that goes beyond traditional methods. This innovative approach is centered on assessing students' cognitive, psychomotor, and affective skills, recognizing the importance of a holistic evaluation. The implementation of distinct rubrics for assignments, final exams, and quizzes/tests aims to provide a nuanced understanding of students' capabilities across multiple domains. Assessment techniques Grading details
INNOVATION AND CREATIVITY IN ASSESSMENT 36 Assessment techniques Rubric
INNOVATION AND CREATIVITY IN ASSESSMENT 37 Final exam
INNOVATION AND CREATIVITY IN ASSESSMENT 38 Test
KNOWLEDGE SHARING 39
KNOWLEDGE SHARING 40 STORY 6 KNOWLEDGE SHARING My professional journey has been marked by a deliberate effort to expand my skills, particularly in teaching and within the niche of livestock management. Attending workshops dedicated to digital educators and livestock-related topics has been instrumental in my growth. 1. Workshop Engagements: Enrolling in workshops focused on effective teaching methods provided me with valuable tools to enhance my pedagogical skills. These workshops not only sharpened my ability to create engaging learning environments but also introduced me to innovative teaching techniques that I could integrate into my courses. 2. Knowledge Sharing at Public Events: Sharing insights on animal welfare at public events became a natural extension of my commitment to knowledge dissemination. These engagements allowed me to contribute to broader discussions within my field, fostering a sense of responsibility to share expertise with a wider audience. 3. Postgraduate Mobility Participation: Participating in postgraduate mobility became an avenue for showcasing my expertise in livestock management. Presenting on topics related to the poultry industry allowed me to connect with fellow researchers, share my findings, and contribute to the advancement of knowledge in these critical areas. In conclusion, my commitment to professional growth extends beyond the confines of traditional learning. Workshops, knowledge sharing at public events, and participation in postgraduate mobility program collectively contribute to a holistic approach in advancing both my teaching skills and expertise in the livestock industry. This journey has not only enriched my professional capacity but has also allowed me to actively contribute to the broader academic and industry discourse.
KNOWLEDGE SHARING 41 Professional Development
KNOWLEDGE SHARING 42 Knowledge Transfer
KNOWLEDGE SHARING 43
KNOWLEDGE SHARING 44 STORY 7 MENTORING EXPERIENCE Engaging in mentorship roles for both undergraduate and postgraduate students has been a rewarding aspect of my professional journey. Assisting students in navigating academic challenges and providing guidance in research endeavors has not only been fulfilling but has also allowed me to contribute to the growth of the next generation of scholars. Supervision Academic Mentoring
KNOWLEDGE SHARING 45 Bachelor’s Final Year Project No. Name Research Title Status 1 Nurul Nazihah binti Baharuddin (UMK) Effects Of Mineral Premix Removal In Chicken Diet Impact On Village Chicken’s Carcass And Meat Quality Completed 2 Isnairrah Najiah binti Ibrahim (UMK) Effect Of Vitamin And Mineral Withdrawal From Village Chickens Diet On Growth Performance, The Bone Density And Foot Pad Dermatitis. Completed 3 Nur Aqilah binti Abdullah (UMK) The Effects of Different Energy and Protein Levels of Corn-Soy Feed on Village Chicken’s Blood Biochemistry and Hematology. Completed 4 Alia Nur Najwa Binti Roslly (UMK) Effects Of Different Energy And Protein Level On Village Chicken’s Growth Performance And Economic Efficiency. Completed 5 Bavani Visha A/P Doraisamy (UMK) Effects Of Different Energy And Protein Levels On Village Chicken’s Intestinal Morphology And Gut Microbiota. Completed 6 Caroline Seraphina David (UPM Bintulu) Potential Of Madre De Agua (Trichanthera Gigantea) Leaves As An Alternative Protein Source In Fish Diet On The Growth Performance Of Red Tilapia (Oreochromis Spp.) Juveniles Completed 7 Annatassharina Anak Jeffery (UPM Bintulu) Potential of Black Soldier Fly Larvae as Alternative Protein Source in Fish Diet. Completed Postgraduate Study No. Name Research Title Status 1 Aravind A/L Marcus (Master) - (CoSupervisor) A Study On Treating Eimeria Tenella In FreeRange Chicken Using Organic Selenium-Yeast Extracted From Local Rice Wine (Tuak) And Vitamin E. Ongoing
KNOWLEDGE SHARING 46 Sample of Participation in Symposium (Poster Presentation)