{"id":121,"date":"2021-06-21T11:45:48","date_gmt":"2021-06-21T11:45:48","guid":{"rendered":"https:\/\/macintag.uitm.edu.my\/?page_id=121"},"modified":"2024-10-07T03:35:15","modified_gmt":"2024-10-07T03:35:15","slug":"duties","status":"publish","type":"page","link":"https:\/\/macintag.uitm.edu.my\/index.php\/duties\/","title":{"rendered":"Duties"},"content":{"rendered":"\n

Teaching Duties<\/strong>
All academics are required to fulfill at least fifteen (15) Amanah Tugas Syarahan (ATS) hours per week. The program coordinator will determine the total ATS hours based on each academic track. Lecturers must upload all relevant records into the MyATP system, which is managed by the Academic Affairs Division. MyATP serves as a centralized platform for storing all necessary academic information.<\/p>\n\n\n\n

Teaching Approaches<\/strong>
I believe that students have diverse learning styles, and therefore, adopt a flexible approach to teaching. I draw upon the Felder and Silverman Learning Styles Model, which identifies four dimensions of learning preferences. In addition to having students complete the Entrance Exit Survey (EES) before the start of the class, I administer a learning styles survey using the Index of Learning Styles (ILS) instrument, developed by Felder and Soloman. This tool, available on the CIDL website, requires students to answer 44 questions, helping to identify their learning preferences. Understanding their learning styles has significantly enhanced my ability to tailor instructional delivery and improve student engagement.<\/p>\n\n\n\n

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Index Learning Style on CIDL Website<\/strong><\/figcaption><\/figure>\n\n\n\n

The system will send the ILS results to students via their registered email. Lecturers are required to analyze these results to identify learning differences before proceeding with instructional activities.<\/p>\n\n\n\n

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Analysis on the Students Index Learning Styles<\/strong><\/figcaption><\/figure>\n\n\n\n

There\u2019s no need to worry about the numbers themselves; they simply indicate the learning styles each student prefers. A higher number reflects a stronger preference for a particular style. This instrument is applicable to both undergraduate and postgraduate students. While many educators experiment with different teaching methods for effective delivery, no single approach fits all students. Based on the analysis, the ILS results are categorized into four key dimensions of learning preferences:<\/p>\n\n\n\n

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  1. Process (Active and Reflective)<\/strong><\/li>\n\n\n\n
  2. Perception (Sensing and Intuitive)<\/strong><\/li>\n\n\n\n
  3. Input (Visual and Verbal)<\/strong><\/li>\n\n\n\n
  4. Understanding (Global and Sequential)<\/strong><\/li>\n<\/ol>\n\n\n\n