Teaching Portfolio

pg.46 ACADEMIC PORTFOLIO – TEACHING METHODS, MENTORSHIP

OBJECTIVE

To understand students situations and help develop key talent through education and
learning, and boosting engagement.

VALUE ADDED

• Individualized Goal Setting: Meeting students where they are as developing
individuals is where personalized learning begins. Each week, students meet with
mentors to assess their academic progress and to set individual short- and long-
term goals, develop an action plan, and learn time management and planning
strategies;

• Relationships Built on Trust: The reliable routine of mentorship allows students to
build a relationship with their teachers built on honesty and trust over time;

• Developing Self-Awareness and Passions: An essential component of one-to-one
mentoring sessions are weekly self reflection;

• Reaching All Students: Mentorship offers a structured, consistent time and space
for teachers to get to know the whole student;

• A More Rewarding Teaching Experience: A significant part of mentorship is
helping students develop habits of success, the dispositions, mind sets, and
behaviours that students need to make a successful transition.

USEFULNESS

Mentors serve as a thought partner for students on their academic journey and help
empower students to become autonomous learners and agents of their own change.
They express understanding of students’ aspirations and fears, and support their
success by acting as an advocate for students’ best interests.

pg.47

ACADEMIC PORTFOLIO – TEACHING METHODS, EXPERIENCE BASED LEARNING (EBL) EXPERIENCE BASED LEARNING:

DISABILITY SIMULATION TO PROMOTE VIRTUAL EXPERIENCES LIVING WITH
DISABLED PEOPLE

Disabled people also have a self-identity that can be ignored by a larger group identity of “disability”. This
module was designed to simulate experiences and stimulate discussion about the concepts and ideas that
shape the perceptions and attitudes about persons with disabilities. Some common myths and stereotypes
about people with disabilities still exist among the society up to present. Disability simulators are usually
designed in such a way that allows able-bodied people to experience being disabled and subsequently
promotes better empathy and awareness towards disabled people. Those who participated in this module will
be more empathetic to the disabled people who live day in and day out with their disabilities as well as being
more accepting and more inclined to organize for the disabled community. This module aims to improve the
participants’ knowledge of disability issues. After the module, all participants should be able to i) articulate
their attitudes, feelings, and beliefs about persons with disabilities; and ii) understand disabilities as part of
human diversity. There will be three sessions which include i) sharing session; ii) physical disabilities
simulation; and (iii) physical interaction with disabled people. The first session examines the participants’
thoughts and perspectives about disability. The second session includes a physical disability simulation and
the third session involves physical interaction with disabled people by spending their time as a “buddy” for two
days one night in a disabled center. During the event, the able-bodied people will experience the "realities" of
disability and attempt to do daily activities under artificial conditions of disability. Understandably, those
activities will become harder to perform by the able-bodied people which gives them a greater sense of
appreciation of disabled struggles. The interaction session with disabled people will also promote diverse
interests and accessibility concerns, which can be served as an ally for disability rights. From the sharing
session, it allows the participant to examine their thoughts and perspectives about disability, articulate their
attitudes, feelings, and beliefs about persons with disabilities, and understand disabilities as part of human
diversity.

OBJECTIVE USEFULNESS
This module is intended to help participants In active learning, students are engaged in more
reflect on their knowledge of people with activities than just listening. Students are
disabilities. At the completion of the module involved in the sharing session, simulation
participants should be able to i) articulate their activities and interaction with disabled people.
attitudes, feelings and beliefs about persons
with disabilities; and ii) understand disabilities RECOGNITION
as are part of human diversity. Collaboration with Industry (Jabatan Kebajikan
Masyarakat and Taman Sinar Harapan, Cheras) in
VALUE ADDED development of the module for innovative
Interacting academically beyond the classroom. teaching and learning.
Active learning when practiced effectively can
transform classroom into positive and shared
learning environment. Students able to aware,
understand and increase empathy of the issues
facing by disabled people.

pg.48

ACTIVITIES & SIMULATION
1. SHARING SESSION

Examine participants thoughts and ACADEMIC PORTFOLIO – TEACHING METHODS, EXPERIENCE BASED LEARNING (EBL)
perspectives about disability such as:-
i. what is the first thought that comes

to their mind when heard the word
disability?;
ii. what has influenced their thoughts
about disability?;
iii. how comfortable or uncomfortable are their when encounter someone with a disability?;
iv. how often do their encounter or interact with people with disabilities on a daily basis, weekly,
monthly or have no encounters regularly with people with disabilities.

2. DISABILITY SIMULATION

This simulation includes navigate indoor and outdoor areas in a wheelchair; simulate blindness
participants need to complete tasks while wearing blindfolds; and use earplugs to mimic deafness.
3. INTERACTION WITH DISABLED PEOPLE

Interaction with disabled people by spending their time as a “buddy” for 2 days 1 night in the disable
centre.

pg.49

ACADEMIC PORTFOLIO – TEACHING METHODS, STRATEGIES EMERGENCY REMOTE TEACHING Emergency Remote Teaching

The COVID-19 pandemic has created the largest disruption of education
systems in human history, affecting nearly 1.6 billion learners in more than 200
countries. This pandemic has brought a challenging and distinctive situation in
its educational system since we never transitioned to distance education before
the crisis. The pandemic has caused global citizens into enforcing widespread
community and school closures that only virtual communication is conceivable
to continue learning. Many students are unable to access distance education
that has never been a parcel in the history of the curriculum of the greater
majority of the higher learning institutions in the country. This exposition
provides a glimpse of the reflection of the simple application of an emergency
remote teaching in an unstructured manner of lesson delivery due to an
unprecedented emergency. Emergency remote teaching has the primary
objective of providing instructional support that is reliable but easy to create in
the time of the crisis which teaching and learning will be more effective and
engage with the students.

OBJECTIVE ALERT WITH THE ISSUES
• To provide instructional support • Emergency Remote Learning is a

that is reliable but easy to create in substitute for face-to-face
the time of the crisis; learning because of circumstances;
• To make emergency remote • Difficulty in communicating with
teaching more effective and one another because due to
engage with the students. unfamiliar with online
communication tools;
VALUE ADDED • There is a great diversity in the
• Provides an opportunity for demographics of students.
Educators may notice a lack of
students to engage with the maturity and self-discipline in
teaching and learning process; students not prepared for online
• Improves student attitudes learning;
toward education. • The learning activities may not
adequately support active
USEFULNESS learning online and students may
In active learning, students are feel a lack of interaction with
engaged in more activities than their peers and instructor;
just listening. Students are involved in • Learners may not have access to
the practical learning process. computers or a reliable internet
connection;
• Lesson plans that may have
accommodated student needs in the
classroom may not accommodate
the needs of students online.

pg.50

STRATEGIES & ACTIVITIES ACADEMIC PORTFOLIO – TEACHING METHODS, STRATEGIES EMERGENCY REMOTE TEACHING
There are FIVE (5) strategies in my Emergency
Remote Teaching that I have developed and
implemented through my observation ,
experienced and feedback from the students. The
strategies are: i) Learning Management System
(LMS); ii) Interactive; iii) Engagement; iv) Hands
on activity and v) Follow-up;.

Learning Management System - The main
objective of the LMS is to host and track online
learning. Providing a virtual hub where learners can
access training resources, an LMS aims to make
training accessible for remote learners and provide a
central location for training across an institution or
organization. All students are compulsory to join the
WhatsApp group to stay connected and for the latest
updates. Utilise PutraBlast and Padlet as a medium to
share information, updates, lecture notes, discussion,
etc.
Interactive - Whether you're 5 or 25, playing a
game can be fun. Games are also a great way to
keep lessons interesting (related or non-related to
the topic). Offering students the ability to make
their own choices when it comes to learning e.g.
what time to meet online; students choose a topic
for discussion/ class; students choose 3 out of 5
topics for the final exam, etc. Be a friend to the
students and keep the teaching and learning
process not too formal.
Engagement – Ask students to read and explain the slide/ topic of the day; Always related
or use students name for discussion; asking students if there are OK or need a break.

Hand on activity - Let the students' minds grow
and learn based on the experiences and the
environment they are exposed to by giving a task
that relates to the student's environment and
experience; group discussion online and offline-
zoom meeting or chat in WhatsApp Group.
Follow-up – Always follow-up with students on task by reminding them through WhatsApp
Group or PutraBlast announcement. Create a checkpoint in PutraBlast by giving students 2 or
3 questions that are related to the topics of discussion and 1 question that non relate to the
topics of discussion for example “what are My (lecturer) T-shirt colour for today?” or “Who's
name is frequently mentioned in the class?”.

pg.51

DOCUMENTARY
videos

ACADEMIC PORTFOLIO – TEACHING METHODS, DOCUMENTARY VIDEOS The younger generation entering the university today grew up in a multimedia digital
environment. However, the classroom environment they encountered often reflected the 19th-
century "walk and chalk" pedagogy, with a lonely educator standing at the blackboard calling
himself their subject. Not surprisingly, emerging research shows that this outdated teaching
model does not attract young people to participate. In addition, the labour market our students
are entering requires a different type of dedicated learner. In the process of rethinking
classroom strategies, I began to experiment with various forms of digital media to involve
students in learning abstract and sometimes difficult concepts in basic social science courses,
especially concepts related to social demography and urban development. My exploration
brought me to documentary, a medium that is undergoing the digital revolution, as a
mechanism to attract students, encourage critical thinking, and entice them to complete a
specified reading. The wider accessibility of documentaries has changed classroom teaching
and learning methods. Now I combine documentaries with peer-reviewed articles or other
designated reading materials around key concepts. It can be used to provide course
information, which is very helpful for opening class time. Lectures and other introductory
information can be viewed before class so that more classroom activities related to practice
and skills can be carried out. These documentary videos can be accessed through PutraBlast,
Padlet and YouTube at the convenience of the students and can be viewed multiple times to
help complete coursework and skill acquisition. Studies have shown that the use of short video
clips can be more effectively processed and memorized. The visual and auditory nature of
video attracts a wide audience and allows each user to process information in their natural
way. In short, videos are good teachers.

OBJECTIVE USEFULNESS
To engage sensory experiences, efficient • It provides a go-to resource that can
processing and memory recall of the
students via documentary videos as a be watched from anywhere with an
medium for teaching and learning. internet connection. Videos are
accessible on a multitude of devices
VALUE ADDED including laptops, tablets, and
• Documentary videos create a more smartphones. This allows for viewing
at the student’s convenience and from
engaging sensory experience than using wherever they are;
print materials alone. Students get to • Videos increase knowledge retention
see and hear the concept being taught, since they can be stopped and
and they can process it in the same way replayed as many times as needed.
they process their everyday interactions; They can also be reviewed long after
• They increase proficiency in digital the initial lesson was taught;
literacy and communication, which are • They greatly assist in the learning of
important 21st-century skills. all subjects, but particularly those
topics that are complex and/or highly
visual, such as step-by-step
procedures, problem-solving, or
science and math formulas.

pg.52 ACADEMIC PORTFOLIO – TEACHING METHODS, DOCUMENTARY VIDEOS

WHY DOCUMENTARY VIDEOS?
• They are an actual representation of the fact, people and situations;
• Their primary aim is to educate, inform and instruct. In the end, they leave the audience

inspired;
• Documentaries deal in reality;
• Some have recorded real-life events;
• They in most cases use real people and real actions.
TASKS
• Watch the documentary video;
• Write your understanding and the key point that has been highlighted in the video;
• How can you relate this documentary video to local context;
• Give your personal opinion or an argument;
• Share your finding to the class.

pg.53

Video

ACADEMIC PORTFOLIO – TEACHING METHODS, VIDEO THE BENEFITS OF USING EDUCATIONAL
VIDEO IN THE CLASSROOM

TEACHERS USING SUBTITLED VIDEO VIDEO AS A FLEXIBLE TEACHING
AS A TEACHING AID IN THE MEDIUM
CLASSROOM GAIN MANY BENEFITS
INCLUDING GREATER STUDENT The more interested and engaged students
INTEREST are, and the more interactive each
learning session is, the more students will
There is substantial research promoting the enjoy, learn from and retain information
use of video in the classroom as a dynamic from the lesson. Video provides a means
resource for supporting curricula. of interactive instruction and is a very
According to a recent teacher survey, 94% flexible medium. Having the ability to stop,
of classroom teachers have effectively used start and rewind is absolutely invaluable.
video during the course of the last
academic year. And most teachers were EFFECTIVELY USING VIDEO IN THE
using it frequently - on average, once per CLASSROOM
week. But why?.
Research has demonstrated that the most
As educators, our aim is to get students effective way to use video is as an
energized and engaged in the hands-on enhancement to a lesson, or unit of study.
learning process, and video is clearly an Video should be used as a facet of
instructional medium that is compelling and instruction along with other resource
generates a much greater amount of material available to you for teaching a
interest and enjoyment than the more particular topic. Teachers should prepare
traditional printed material. Using sight and for the use of a video in the classroom in
sound, video is the perfect medium for the same way they do with other teaching
students who are auditory or visual aids or resources. Specific learning
learners. With the added use of subtitles objectives should be determined in
each child then has the choice to watch, advanced, instructional sequences should
listen to, or read each presentation. Video be developed and reinforcement activities
stimulates and engages students creating planned.
interest and maintaining that interest for
longer periods of time, and it provides an
innovative and effective means for
educators to address and deliver the
required curriculum content.

VIDEO CREATES AN EXPERIENCE

The benefits of using video in education
includes providing a sensory experience
that allows concepts and ideas to actually
become an experience and come to life as
students are guided through each
adventure.

pg.54

What is Demography All About?
FEM 3312 Social Demography

Topic: The Introduction of Social Demography

What is Migration? (Apakah migrasi?) Migration PULL & PUSH factors ACADEMIC PORTFOLIO – TEACHING METHODS, VIDEO
FEM 3312 Social Demography FEM 3312 Social Demography
Topic: Migration & Population Size
Topic: Migration & Population Size

Economic Growth & Development Rostow Economic Development Theory
(Pertumbuhan & Pembangunan Ekonomi) FEM 3303 Planning & Evaluation Programme
FEM 3303 Planning & Evaluation Programme
Topic: Economic & Non Economic Development Topic: Development Concept & Definition

pg.55

STUDENT

ACTIVITIES

pg.56

content

pg.57 ice breaking
“who am i”
introduce yourself
pg.61 whatsapp
pg.63 birthday celebration
pg.65 my pink folders
pg.67 kahoot!
ppgg..6793 assignment
pg.77 group presentation
ppgg..8815 role play
mini documentary
public service announcement
pg.87 webinar
pg.88 check out point
pg.89 quiz
pg.91 test

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKERpg.57

B R EI CAEK E R

An icebreaker is an activity, game, or event that
is used to welcome and warm up the
conversation among participants in a meeting,

training class, team building session, or another
event. Any event that requires people to

comfortably interact with each other and a

facilitator is an opportunity to use

an icebreaker.

pg.58

WHO AM I? ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKER. “WHO AMI I”

“Who am I?” is a
task that given to

students to
introduce
themselves in
creative way in a
POSTER format.

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKER, INTRODUCE YOURSELFpg.59

INTRODUCE YOURSELF

I am using “Padlet” to memorise
students name and face. Therefore, I
asked students to introduce
themselves in this apps (Padlet), so
that I can always refer to this apps
whenever I forget their name & face.
Besides of that, it is one of the best
method for me to know my
students.
This are the information that I asked
my students to provide in Padlet:-
1. Name;
2. D.O.B.;
3. Year of Study;
4. Favorite Food;
5. Favorite Song:
6. Your BEST picture ever;
7. Your expectation to this class;

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ICE BREAKER, INTRODUCE YOURSELF pg.60

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WHATSAPP GROUPpg.61 Hi there, yes… you… I’m using WhatsApp as
one of medium to COMMUNICATE with the
group students.

Owh,… really? Why WhatsApp?

It is because that WhatsApp provides an easy
and inexpensive means to stay in constant
contact. It's a great way to share real-time
updates, photos and videos, and it's more
convenient than sending emails or individual
text messages.
Yeap… totally AGREED with you…

Print screen WhatsApp Group
FEM 3303 Planning & Evaluation Programme

pg.62

Print screen WhatsApp Group
FEM 3312 Social Demography

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WHATSAPP GROUP

WhatsApp to inform any WhatsApp to remind students WhatsApp to share photo,
update.. For example about the assignment & updates of the activities –
project submission & Community Service update
“cancelation of class”. In presentation.
additions, WhatsApp also can from Siti Khadijah.
be used as a medium to create
relationship with students and

break the barrier between
Students & Lecturer.

ACADEMIC PORTFOLIO – STUDENTS ACTIVITES, BIRTHDAY CELEBRATION pg.63

pg.64

Every months,I will celebrate my ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, BIRTHDAY CELEBRATION
students birthday. It is one of my
effort to appreciate my students
for they respect and commitment
to the class. . We become more
close to each others. Students
become more excited and I can
feel that my students become
more “open”and comfortable in
myclass.

monthCbleyilerbtrhatdioany

pg.65

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MY PINK FOLDERS STUDENT In my class, all students need to
have “My PINK folders”. Students
ACTIVITIES
are required to file in whatever
MPIyNfolKders documents related to the class

such as notes, test, quiz, revision
exercise and etc. that given to

them. I promised my students that
the EXAM QUESTIONS are from
any of documents (notes, test,
quiz, revision exercise and etc.)
that given to them. YEAP… I did
keep my promised…

pg.66

“MY PINK FILE FOLDERS” ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MY PINK FOLDERS
FEM3312: Demography Social

“MY PINK FOLDERS”
FEM3303: Planning & Evaluation Programme

MY PINK FOLDERS
FEM3303
Planning & Evaluation Programme
Nur Izzati Binti Atan (186003)

pg.67

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, KAHOOT! Why is a game-based learning platform,
free for teachers of awesome and
classroom superheroes. Play, learn,
have fun and celebrate together!

It is a tool for using technology to Instructional games are gaining
administer quizzes, discussions or acceptance in the classroom as the
surveys. It is a game based classroom eLearning merits of student engagement
response system played by the whole and immediate feedback are recognized.
class in real time. Multiple-choice Kahoot! is a popular eLearning tool that
questions are projected on the screen. can easily be used to add vitality,
Students answer the questions with their student engagement, and meta-cognitive
smartphone, tablet or computer. supports to higher education classrooms
Kahoot! bills itself as a “game-based with limited instructor or student
digital learning platform,” but all training required. The real-time feedback
students see is game. ... Because students provides opportunities for lecturers in
and their instructor see immediate various disciplines to tailor their
feedback between questions, this is a instruction based on student
powerful tool for formative assessment; understanding on quizzes while the
students hardly notice they are surveys allow for anonymous classroom
evaluating their own knowledge and participation, which further engages all
being evaluated. students.

pg.68

My Kahoot! account ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, KAHOOT!

Ice breaking Sustainable Development Goals
“How deep you know about me?” FEM3303 – Programme Planning & Evaluation

Students playing Kahoot1
Ice Breaking: “How deep you know about me?"

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENTpg.69

STUDENT

A C T I V I T IAEsSsignment

Assignment Assignments are important and do have
great advantages. Assignments are meant
is a task or piece of to enhance a students’ knowledge both at
work allocated to school/college and home. We must
someone as part of understand that assignments are a
a job or course of significant part of the academic process
study and there are reasons why
schools/colleges assign assignments to
students.

HENRY WILSON, UNIVERSITY OF SYDNEY

AMEELIA BROWN, ASSIGNMENT CONSULTANT
5+ YEARS EXPERIENCE AT GOTOASSIGNMENTHELP.COM (2013-PRESENT)

pg.70

The scholars fail to understand the importance of assignment writing. They find it
irrelevant and a time-consuming task to write lengthy assignments which need to
be completed within a deadline. However, the academic experts explain the
importance of assignment writing in the scholastic life as:

1 Gains more 4 Time management ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENT
technical knowledge
Every time there is a short deadline for
When a student prepares his/her the assignment, students automatically
assignment, it automatically enhances schedule his time accordingly. Including
the technical knowledge as well as gives from his daily routines to time spent in
a broader concept of understanding preparing assignment. One learns the
about the topic. life’s most important habit i.e managing
time.
2 Research skills are boomed
5 Development of the
Obviously when we keep doing a task Interpersonal skills
for a longer time and in continuation, we
possess higher skills level. Same goes Assignment writing not only helps the
with research work during the students with their academics, the
assignment, no rocket science. scholars also develop certain
interpersonal skills like discipline,
patience, work efficiency and hard work.
These traits are essential for the
personality development of an
individual.

3 Writing skills are improved 6 Development of
Cognitive thinking
You have to pen down your thoughts and
information in the form of essays, thesis, The students of the present era are
dissertations, assignments etc. and expected to be creative and innovative
assignment writing definitely help you to excel in their academic as well as in
out in improving your writing skills time their personal lives. With assignment
by time. writing, the scholars explore the
broadened horizons of the particular
subject. This leads to developing their
cognitive thinking abilities.

pg.71 PO1

As for assignment, I’m focusing FEM3303 C4
PLANNING & EVALUATION PROGRAMME
with this THREE Learning Outcome, which are FEM
PO1-C4, PO3 CTPS-C5 and PO6 EM-A5. This 3303
assignment worth total of 50% of students grade.
C5
ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENT PO1 KONOWLEDGE (pengetahuan) PO3
which are COGNITIVE DOMAIN. CTPS PO6
Students are required to achieve C4 EM
which is up to ANALYZING
(menganalisis). The objective is to A5
describe the key principles and
processes of planning and
evaluation (menghuraikan prinsip dan
proses utama perancangan dan
penilaian).

PO3 CTPS THINKING SKILLS &

SCIENTIFIC APPROACH (kemahiran

berfikir & pendekatan saintifik) which

are COGNITIVE DOMAIN. Students

are required to achieve C5 which is up

to EVALUATE or ASSESS or

APPRAISE (menilai). This is also to PO6 EM PROFESSIONALISM,
VALUES, ATTITUDES AND ETHICS
fulfil the standard objectives of the (professionalisme, nilai, sikap dan etika)
which are AFFECTIVE DOMAIN.
subject learning outcome which has Students are required to achieve A5
which is up to APPRECIATE THE
been set up for the subject. I must to VALUE (menghayati nilai). The
objectives to be fulfill is to analyze
make sure that my students to fulfill the the planning methods and
implementation of development
third objectives of the subject which programs (menganalisis kaedah
perancangan dan perlaksanaan
are to forming frameworks, program pembangunan).

assessments, development

programs that fit the target group

through group work (membentuk

rangka kerja, penilaian, program

pembanguan yang sesuai dengan

kumpulan sasaran melaui kerja secara

berkumpulan).

PO4 pg.72
CS
A4 As for assignment, I’m focusing FEM3303
FEM SOCIAL DEMOGRAPHY with this FOUR
3312 PO7 Learning Outcome, which are PO1-C4, PO4 CS-
LL A4, PO6 EM-A5 and PO7 LL-A2. This assignment
A2 worth total of 50% of students grade.

PO7 LL LIFELONG EDUCATION

AND INFORMATION ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ASSIGNMENT

MANAGEMENT (pendidikan

sepanjang hayat dan pengurusan

informasi) which are AFFECTIVE

DOMAIN. Students are required to

GIVING FEEDBACK (memberi

maklum balas). The objectives to

describes social demographics as a

dynamic area of human population

research (menghuraikan demografi

sosial sebagai satu bidang kajian

dinamik populasi manusia).

PO4 CS COMMUNICATION SKILLS PO6 EM PROFESSIONALISM,
(kemahiran berkomunikasi) which are
AFFECTIVE DOMAIN. Students are VALUES, ATTITUDES AND ETHICS
required to achieve A4 which is up to
ORGANIZING (mengorganisasi). The (professionalisme, nilai, sikap dan etika)
objectives to identifying important
elements in population studies, which are AFFECTIVE DOMAIN.
particularly the size, composition
and distribution of populations Students are required to achieve A5
(mengenalpasti elemen penting dalam
kajian populasi, khususnya menegnai which is up to APPRECIATE THE
saiz, komposisi dan pengagihan
populasi). VALUE (menghayati nilai). The

PO1 KONOWLEDGE (pengetahuan) objectives to describes socio-
which are COGNITIVE DOMAIN.
Students are required to achieve C4 cultural factors affecting the size,
which is up to ANALYZING
(menganalisis). The objective is to composition and distribution of the
describes socio-cultural factors
affecting the size, composition and population and the implications of
distribution of the population and
the implications of size on human size on human life (menghuraikan
life (menghuraikan faktor sosio-budaya
yang mempengaruhi saiz, komposisi faktor sosio-budaya yang
dan pengagihan populasi dan implikasi
saiz ke atas kehidupan manusia). mempengaruhi saiz, komposisi dan

pengagihan populasi dan implikasi siaz

ke atas kehidupan manusia).

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATIONpg.73

STUDENT

A CGT IrVouIpT IPE Sresentation

The purpose of this assignment is to:
1. give students experience working in small groups,
2. let students get to know some of their classmates better,
3. allow students to demonstrate their presentation skills before an

audience.

GROUP PRESENTATION PROCEDURE pg.74

Each group will be responsible for researching and presenting a topic to the class. The following
steps may help to accomplish this objective:

1 SHARE INFORMATION 4 OUTLINE
Once students have been assigned to a group, As a group, students will select which topics to
present (keep in mind “you CAN'T present ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATION
students are require to exchange names, e-mail everything” - pick what is important &
interesting). Students need to plan thier
addresses, and phone numbers. Figure out the presentation and prepare a written outline of
the research, including the topic order, who is
best days and times for you to meet as a group responsible for each part, and approximately
outside of class. how long each part will take (this will
be handed in). It is not required that every
group member to talk in front of the class, but
remember that “if you do not present in front of
the class you must contribute more to your group
in other ways”.

5 PRESENT
On presentation day, arrive a few minutes early
2 MEET to set up. The presentation should follow a
clear outline, including an introduction and
In meetings, groups should brainstorm conclusion. The format is up to each group to
presentation topics of interest and possible decide, so be creative. Students could use role
class activities, select topics by consensus, plays, a talk-show format, a traditional group
divide up the topics, and assign research tasks format, or something altogether
to each group member. Instruct students to talk different. Avoid simply tacking together five
about project frequently to keep group individual speeches, as this format can be
members informed. boring and/or confusing. Ideally, a group’s
presentation generates new ideas and
3 RESEARCH discussion in the listeners. Try to get audience
as involved in the presentation as possible, for
Students to conduct outside research on the example ask questions, incorporate a brief
topic area using the library and the web, then activity, show a brief video clip, or pop a brief
write up a short summary of the findings to quiz! It is compulsory to cite important sources
discuss with the group members. Students are aloud. All group members should contribute in
reminded when gathering research, be sure to some way (if not by speaking, then by
keep a record of the sources that their plan to preparing the powerpoint slides, handouts,
use in case it makes sense to cite them. etc.).
Students must selective about what information
to present- students should not try to summarize 6 HAND-IN
the entire topic, or to present all of the
information. Instead, select those parts of the Before presentation day (at least 1
topic that are the most relevant and interesting. week before), soft & harcopy as per task
instructions.

pg.75

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATION TipAsFfEoWr sDtuOdSenAtsND Group discussion & brainstorming
FEM3312 – Demography Social
DON’TS
Group presentation
Do: listen, prepare, cooperate, FEM3312 – Demography Social

take turns speaking, get
assignments completed on-time,
be creative, open-minded,
flexible, and courteous. Also,
coordinate your information into a
cohesive group project, rather
than one of five individual
projects tacked together.

Arrange speaking order to create
smooth transitions between sub-
topics. Let me know if you have
difficulties with a group member,
are unclear on part of the
assignment, need help planning
how to involve your audience –
anything of concern!

Don’t: wait until the last

minute to start, interrupt, be late
for meetings, forget to get the
class involved, prepare sloppy
handouts or slides, forget to use
outside sources, and do not
repeat class activities we’ve
already done.

pg.76

GRADING ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, GROUP PRESENTATION
I will grade the overall

presentation using the GRADING

RUBRIC FOR PRESENTATION

FORM that is posted-my grade

will count for 100 points of this

assignment's grade which equal to

5 or 10 points of overall marks for

this course. The group as a whole

will receive this grade (i.e., every

group member's grade will be the

same). However, each team

members have authority to

evaluate thier team members

performance which can can bring

up your project grade or bring

down your grade, depending on

their interpretations of your

performance, including

promptness, preparation, and

contribution.

Group presentation
FEM3312 – Demography Social

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAY
pg.77

STUDENT

A C T IRV IoTleI EPSlay

pg.78ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAY

Why “role play”…?

Role playing is a learning structure that
allows students to immediately apply
content as they are put in the role of a
decision maker who must make a
decision regarding a policy, resource
allocation, or some other outcome. This

technique is an excellent tool for

engaging students and allowing them to
interact with their peers as they try to
complete the task assigned to them in
their specific role. This work can be
done in cooperative groups and/or
students can maintain the persona of
their role throughout the class period.

Students are more engaged as

they try to respond to the material from
the perspective of their character.

How does it works…?

Offer a relevant scenario to

students which include the role the
student must play, the informational
details relevant for decision making in
this role, and a task to complete based
on the information. Give students five to

ten minutes to complete the task.

Students might have to do this alone or
in small groups or follow the think-pair-
share format in which students work
individual and then discuss their results
with their partner. Find a way to

process student deliberations.

Students might be ask to write their
replies to submit or this might be a very
good lead in to a larger class discussion
where students can justify their
differing outcomes or opposing views.

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAYpg.79

role play is a technique that allows students to explore

realistic situations by interacting with other people in a

managed way in order to develop experience and trial different

strategies in a supported environment. Depending on the
intention of the activity, participants might be
playing a role similar to their own (or their likely
on in the future) or could play the opposite part of
the conversation or interaction. Both options provide the

possibility of significant learning, with the former allowing experience
to be gained and the later encouraging the student to develop on
understanding of the situation from the “opposite” point of view.

STUDENT

A C T IRV IoTleI EPSlay

I used role play technique in FEM 3312: SOCIAL
DEMOGRAPHY class. Students are given particular roles to play
in a conversation or other interaction. The students will then
act out based on the scenario given and afterwards
there will be reflection and discussion about the

interactions, such as alternative ways of dealing with the situation.
The scenario can then be acted out again with changes on the outcome
of the reflection and discussion.

pg.80

Topic of role play current issue in
Malaysia: Air Pollution. Students
need to act as Malaysian “Rakyat”,
governance and NGO.

NGO talks about pollution in ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, ROLE PLAY
Malaysia

Rakyat (students) health affected due
to air pollution.

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARY pg.81 S T U D E N T

MAinCi TDI oVcIuTmIeEnStary

pg.82

WMhinyi Documentary”? I believe that this mini documentary ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARY
project help in facilitating thinking and
There are many benefits to using problem solving among students. Allam
video in education as shown in several (2006) observes that the creative
decades of research. challenge of using moving images and
sound to communicate a topic indeed
Salman Khan in 'Let's use video to engaging and insightful, but adds that it
reinvent education' (20 mins) also enables students to acquire a range
describes the transformative way of transferable skills in addition to
video can impact on teaching and filmmaking itself. These include
learning and encourages teachers to research skills, collaborative working,
consider the flipped classroom model problem solving, technology, and
where learners can digest lecture organizational skills (Bijnens, N.D.)
content at their pace and explore
content more deeply during class In additions, this task can be inspiring
time. and engaging students. More recently,
Willmot et al (2012) show that there is
As for my class FEM3312 – SOCIAL strong evidence that digital video
DEMOGRAPHY, this documentary reporting can inspire and engage
project will be about a topic that students when incorporated into
enhances students own understanding student-centred learning activities
of the world in which we live as well as through:
contributing to audience’s knowledge
and understanding. • increased student motivation;
• enhanced learning experience
Students needs to conduct "research" • higher marks;
(fact-finding, conducting interviews, • development potential for deeper
seeking out original photographs and
film clips, re-creating situations and learning of the subject development
environments, manipulating texts and potential for deeper learning of the
images) which will enable them to subject development potential for
create a documentary that adopts an deeper learning of the subject;
angle that is new, interesting, and • development of learner autonomy;
refreshing to the audience. • enhanced team working and
communication skills;
• a source of evidence relating to skills
for interviews;
• learning resources for future cohorts
to use.

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARYpg.83

Mini Documentary: POVERTY

Mini Documentary: PUBLIC FACILITIES

Mini Documentary: CONGESTION

Mini Documentary: MIGRATIONS

pg.84ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, MINI DOCUMENTARY

Mini Documentary: CRIME

Mini Documentary: POLLUTION

pg.85

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, PUBLIC SERVICE ANNOUNCEMENT (PSA) STUDENT

ACTIVITIES
Public Service
Announcement

(PSA)

What is PSA? What are the ADDED VALUE?

A public service announcement is a PSA projects tend to be creative,
short 30-60 second video that makes active, and authentic. They are a nice
an announcement for the good of the change of pace and in most cases the
public. It’s normally persuasive where students spend more time with the
the creator takes a side on a issue and material than they would on a paper,
attempts to enlighten or educate the as the planning requires the students
public to win them over. “PSAs can to work with the information in
create awareness, show the different ways. In addition, for some
importance of a problem or issue, assignments, creating a PSA can be a
convey information, or promote a more authentic and relevant
behavioral change. assignment than writing a paper.

Objectives Just like with different types of writing,
video projects have different types that
Students to get involved in civic require different skills. A PSA is a
specific type of video that requires the
action; research issues of interest to students to:

them; demonstrate content

knowledge; be exploratory and

research-based; integrate the • get involved in civic action

Quality Enhancement Plan (QEP) of • research issues of interest to them

sustainability; target a specific • demonstrate content knowledge

audience; be quick and concise; • be exploratory and research-based

deliver a message; persuade the • integrate the QEP of sustainability

public; produce a product; and have • target a specific audience

an authentic audience. • be quick and concise

• deliver a message

• persuade the public

• produce a product

• have an authentic audience if

published (depends upon

assignment)

Tasks pg.86

• PSAs should be between 30 and 60 seconds and can ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, PUBLIC SERVICE ANNOUCEMENT
be video. These assignments can be successful as an
individual, pair, or group project. The key elements to
a PSA are: i) Target audience, who do I want to reach
with this message?; ii) Message, what do I want my
audience to understand?; iii) Significance of the issue
to the audience, why is this important to my audience
AND iv) Call to Action, what do I want my audience to
do as a result of the PSA?.

• All videos will be reviewed and screened by the
expert or academician before the video can be
published on social media.

• Students are required to share the video link to the
community and required to get “like”, “share” and
“comment” of the video.

FEM3312 SOCIAL DEMOGRAPHY – Public Service
Announcement (PSA) on Covid19. In this video, students
shared their perspectives and respondents on the
understanding of Covid19 and how it's affecting daily life
and change the trend of social demographic development
around the world.Video.

FEM2311 INTEGRITY AND CORRUPTION – Public Service
Announcement (PSA) on integrity and corruption. In this
video, students shared a few pieces of information on
integrity and corruption issues that happened in daily life;
how to make a report to Suruhanjaya Pencegahan Rasuah
Malaysia (SPRM)?; what is the punishment for corruption in
Malaysia?; how can we stop corruption in the workplace or
the university?; What are the elements of corruption? and
many more.

pg.87

STUDENT

ACTIVITIES
WEBINAR

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, WEBINAR The advancement of communication The webinar introduced student-led tasks by
technology has improved access to positioning them on a spectrum of active
information for many people around the learning and engagement in course design,
world. Where a reliable internet connection explaining how these tasks may provide
exists, people with communication devices opportunities for students to rehearse and
can tap into the treasure trove of articulate their knowledge as part of their
information available online. Improved independent study. Implicit in this design
access to information is especially apparent approach is an acknowledgement that
in the education sector. students have the skills and capability to
engage in collaborative knowledge creation
Webinars are live sessions allowing real-time activities and to develop their learning as
interactivity between the presenter and producers of ‘content’. Webinars allow
attendees. The webinar focused specifically students to share documents of all kinds
on the opportunities for the design of including but not limited to voice notes,
student-led learning and teaching activities videos, presentations and other documents,
through the use of technology, making etc. with their audiences This design
reference to a series of case studies of approach are focused on supporting students
blended courses delivered. Webinar looked in their development as autonomous learners
at how effective activity design and through ‘work-centred programme design’.
facilitation can encourage cohorts to This is best achieved by designing
participate in student-led teaching and independent study and formative work which
content creation tasks. demands engagement of a high standard to
propel student learning to the achievement
of targeted learning outcomes.

pg.88

STUDENT ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, CHECK OUT POINT

ACTIVITIES
c h e c k o uptoint

PutraBLAST Check Out Point for FEM3312: “Check Out Point” is one of alternative to
Social Demography evaluate students knowledge on the topic
discussed after class. A simple question will
PutraBLAST Check Out Point for FEM2311: be asked towards the end of the class
Integrity & Corruptions through PutraBLAST within the limited time
for students to answer the question.

There are various type of questions will be
asked to the students. The question might
ask students their opinions or facts on the
topic discussed during class on that days.

Example:
Type of Questions: Opinion
FEM3312: Social Demography
Minggu 2/ Week 2: Ceritakan pengalaman
atau pendapat anda mengenai COVID-19/
Share your experience or opinion about
COVID-19.

Minggu 11/ Week 11: Apakah yang anda
faham mengenai Penuaan?/ What do you
understand about Ageing?

FEM2311: Integrity & Corruption
Minggu 3: Bincangkan salah satu isu integrity
yang berlaku disekeliling anda dan nyatakan

Type of Questions: Fact
FEM3312: Social Demography
Minggu 9/ Week 9: Ciri-ciri sebuah Kawasan
mengalami urbanisasi?/ Characteristic of an
area undergoing urbanization?

FEM2311: Integrity & Corruption
Minggu 4: Huraikan 4 kesalahan utama
jenayah rasuah dan hukuman yang
dikenakan kepada pesalah rasuah.

ACADEMIC PORTFOLIO – – STUDENT ACTIVITIES, QUIZpg.89

STUDENT

A C T I V I TQI EuiSz

“…quizzes consider as on of the methods for me to teach my students. It is the

easy way for me to keep track of my students and have insight into the gaps
of knowledge. As for me, quizzes gives both the teachers and students
a reflection. It shows students on what subject they have to focus. There are

different kinds of questions that can be used for quizzes for example fill in the
blanks, multiple choice and true or false…”

pg.90 ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, QUIZ

Quiz only applicable to FEM3312: SOCIAL DEMOGRAPHY. The main reason I
conducted this quiz to FEM3312 because this students are still new to “University
Life”. Basically FEM3312 is a core subject for Bachelor Human Development
with Information Technology (HDIT), Faculty of Human Ecology. My Students
are first year students. My method of teaching and the way I explain might be
different from my others class. That’s why I try to investigate whether my
teaching methods is “suit” with my them or not???. How can I measure it? It can
be measure by conducting QUIZ… This is a simple quiz/ a basic questions which
require students to give a simple straight forward answers. Plus, the question is
straight forward without any twist. Questions are in Bahasa as per requested by
students.

Example of Quiz questions:-

1. Apakah definisi Pola Taburan
Penduduk? (2 markah)

Pola taburan penduduk merujuk
kepada sebaran / corak atau agihan
penduduk di atas ruang bumi.
Sebaran ini menghasilkan taburan
penduduk yang tidak sekata iaitu
kawasan yang berpenduduk padat,
kawasan berpenduduk sederhana
padat dan berpenduduk jarang.

2. Nyatakan 5 faktor yang
mempengaruhi taburan penduduk di
Malaysia.(5 markah)
a) Faktor sosial
b) Faktor Ekonomi
c) Faktor Governan
d) Faktor Fizikal
e) Faktor Bentuk Muka Bumi

ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, TESTpg.91

“…a test usually much longer than a quiz.

Its mostly used as a standard
evaluation technique to determine

how students really understand the
course. Failing the test means failing the

whole course. Test normally covers a
longer chunk of course or a

whole unit or sections...”

STUDENT

A C T I V I TTIeEstS

pg.92

FEM FEM
3303 3303

TEST ACADEMIC PORTFOLIO – STUDENT ACTIVITIES, TEST

PO1 know- cognitive
ledge domain

C4

I am measuring PO1: KNOWLEDGE - Example of Test questions for
FEM3312 Social Demography:
C4: ANALYSING for both subject Referring to Diagram 1.0:
Demographic Transition Model,
FEM3303: PLANNING & explain each stage accordingly.

EVALUATION PROGRAMME & Example of Test questions for
FEM3303 Planning & Evaluation
FEM3312 SOCIAL DEMOGRAPHY. Programme : The purpose of
development is to bridge the
This learning outcome are required economic development and to
students to separate materials or improve the quality of life & social
concepts into the part of the within a country. However, the
compound to be understood imbalance of development still exists
(memisahkan bahan atau konsep ke until today. Discuss the factors that
dalam bahagian komponan supaya contribute to the imbalance in
difahami). development in Malaysia.

These are the key word of my TEST This test worth 10% of students grade.
questions “analyze, select, alienate,
compare, contrast, explain, describe,
describe, knit, identify, draw, separate,
conclude, illustrate, discriminate”
(menganalisis, memilih, mengasing,
membanding, membeza, menjelaskan
dengan gambarrajah, memghuraikan,
mengait, mengenalpasti, menggambar,
memisahkan, menyimpul, mengilustrasi,
memdiskriminasi).

pg.93

gRrUaBdRiInCg

“… rubrics are scale in which the criteria used for grading
or assessment are clearly spelled out along a continuum.
A rubric divides the assigned work into component parts

and provides clear descriptions of the characteristics of
the work with each component, at varying level of
mastery…”

pg.94 pparrsoesjesicgetnnmtaetniotn
ppgg..9965 research proposal
pg.97 cthoemsmisunity
pg.98
pg.100 service

gRrUaBdRiIpnCrgefosrentationpg.94

Below Standard Approaching Standard As Standard Marks
(below 59%) (60 – 74%) (75 - 100%)
Explanation of ACADEMIC PORTFOLIO – GRADING RUBRIC, PRESENTATION
Ideas & • Uses inappropriate facts • Chooses some facts and • Chooses appropriate facts
and irrelevant details to details that support main and relevant, descriptive
Information support main ideas; ideas, but there may not details to support main
(40%) be enough, or some are ideas and themes;
• Does not include irrelevant;
Organization everything required in • Includes everything
(10%) presentation; • Includes almost required in presentation;
everything require in
Eyes & Body • Present ideas in an order presentation; • Presents ideas in an order
(10%) that des not make sense; that makes sense;
• Tries to present ideas in
Voice • Does not plan timing of an order, but it doesn’t • Organizes time well, no
(10%) presentation well, it is too always makes sense; part of the presentation is
short or too long; rushed, too short or too
Presentation • Presents for the right long;
Aids • Does not look at audience, length of time, but some
(10%) reads notes; parts may be too short or • Keeps eye contact with
too long; audience most of the time,
Response to • Fidgets or slouches a lot; only glances at the notes
Audience • Makes some eye contact, or slides;
Questions • Speaks too quietly or not but reads notes or slides
(10%) clearly; most the time; • Has a confident posture;

Participation in • Does not speak • Fidgets or slouches a • Speaks loudly and clearly;
Team appropriately for the little; • Speaks appropriately for
situation (may be too
Presentations informal or use slag); • Speaks loudly and clearly the situation, using formal
(10%) most of the time; English/Bahasa Malaysia
• Does not use audio/visual when appropriate;
Remarks/ or media; • Speaks appropriately for
comment: the situation most of the
• Uses inappropriate or time;
distracting audio/visual
aids or media; • Uses audio/visual aids or • Uses well-produced
media, but they sometimes audio/visual aids or media
• Does not answer audience distract from the to add to main ideas and
questions; presentation, or do not add themes;
to ideas and themes;
• Not all team members • Answers audience
participate, only one or • Answer some audience question clearly and
two speak; questions, but not clearly completely;
or completely;

• All team members • All team members
participate, but no equally; participate for about the
same length of time and
are ale to answer
questions;

TOTAL MARKS

pg.95gRrUaBdRiInCagsfosrignment

ACADEMIC PORTFOLIO – GRADING RUBRIC, ASSIGNEMENT Focus Exceptional Effective Satisfactory Unsatisfactory
Organization (5 marks) (4 marks) (3 marks) (2 mark)

Sourcing • Paper is well • The paper is • The paper is • The paper is not
Editing developed with clear developed and somewhat developed developed or
purpose, supported supported; and supported; supported;
with evidence and
author’s ideas; • The purpose is • Purpose is not • It does not follow
relevant and matches entirely consistent assignment criteria
• It accurately matches assignment criteria; with assignment and/or misses the
the assignment criteria; point of the
criteria; • Paragraphs show the assignment;
relation between • Sequence of ideas is
• Ideas of the paper are ideas; unclear/confusing; • There is little or no
organized into well- attempt to separate
structured paragraph; • Transition are clear, • Transitions do not ideas into
though not ideal; lead from one idea to paragraphs;
• Transitions clearly another;
lead from idea to • MLA format and • Ideas are not
anther; source are generally • MLA format and sequent or not
cited correctly; sources are cited relevant;
• MLA format is used correctly a few times
correctly; • Source are generally in paper; • Source are not
appropriate and relevant or are
• Source are support purpose; • Sources are missing;
appropriate and somewhat relevant
support author’s • Errors in grammar, an/or somewhat • MLA format and
purpose; punctuation, spelling, support author’s citing of source is
and word choice may purpose; incorrect or absent
• Source are cited be present but do not in paper;
correctly; distract from • Errors in grammar,
purpose; punctuation, spelling • Essay shows major
• Essay demonstrates and word choice are deficiency in
professionalism; frequent and conventions and
noticeable enough to mechanics of
• Paper is nearly free begin to distract the English/Bahasa
of errors in grammar, reader from the Malaysia;
punctuation, spelling paper;
and word choice;

Remarks/
comment: