Outcome Based Education 29/06/2010 Copyright DR JJ, ASERG, UiTM, Shah Alam 1 6/29/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 217 http://drjj.uitm.edu.my 6/29/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 218 http://drjj.uitm.edu.my Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Area = B*W = BW Area = 2B*W/2 = BW Area = 3B*W/3 = BW If curriculum/syllabus is like a rectangle with a constant Area, then Take your pick. 1. Breadth: wide coverage and surface learning giving disjointed wide coverage and surface learning giving disjointed multistructural outcomes multistructural outcomes. 2. Depth: fewer topics and deep learning giving relational and extended fewer topics and deep learning giving relational and extended abstract outcomes abstract outcomes. 3. 3. Do you want a curriculum Do you want a curriculum ‘ a mile wide and half an inch deep a mile wide and half an inch deep’, 4. 4. Or do you want your students to Or do you want your students to really really understand and be able to use what understand and be able to use what you have taught them you have taught them? Actually, the area of the curriculum needn’t be entirely constant. Good teaching increases Good teaching increases the area, maintaining depth the area, maintaining depth. But there are limits, But there are limits, and there is little doubt that most and there is little doubt that most courses in all universities contain more content than students c courses in all universities contain more content than students can handle at little an handle at little more than the level of acquaintance more than the level of acquaintance – which, it is to be hoped, is not an intended which, it is to be hoped, is not an intended outcome outcome.
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Outcome Based Education 29/06/2010
Copyright DR JJ, ASERG, UiTM, Shah Alam 1
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http://drjj.uitm.edu.my
6/29/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 218
http://drjj.uitm.edu.my
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
Area = B*W = BW Area = 2B*W/2 = BW Area = 3B*W/3 = BW
If curriculum/syllabus is like a rectangle with a constant Area, then
Take your pick.
1. Breadth: wide coverage and surface learning giving disjointed wide coverage and surface learning giving disjointed
multistructural outcomesmultistructural outcomes.
2. Depth: fewer topics and deep learning giving relational and extended fewer topics and deep learning giving relational and extended
abstract outcomesabstract outcomes.
3.3. Do you want a curriculum Do you want a curriculum ‘‘a mile wide and half an inch deepa mile wide and half an inch deep’’,,
4.4. Or do you want your students to Or do you want your students to really really understand and be able to use what understand and be able to use what
you have taught themyou have taught them?
Actually, the area of the curriculum needn’t be entirely constant. Good teaching increases Good teaching increases
the area, maintaining depththe area, maintaining depth. But there are limits, But there are limits, and there is little doubt that most and there is little doubt that most
courses in all universities contain more content than students ccourses in all universities contain more content than students can handle at little an handle at little
more than the level of acquaintancemore than the level of acquaintance –– which, it is to be hoped, is not an intended which, it is to be hoped, is not an intended
outcomeoutcome.
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
� to delineate boundaries, giving students a broad picture of what’s ‘there’
� to inform on a current state of play, to bring students up to date on the state of the
topic or discipline
� to stockpile knowledge, of no perceived use for the present, but likely to be needed
later
� to inform decisions that need making in the near future, as in problem-based
learning?
Is it an introductory or an advanced course?Is it an introductory or an advanced course?
In first year, higher order thinking may be too high even for the “A” student. The answer
also varies according to why students are enrolled in a common first year subject.
PHY430, for example, might contain students enrolled in firstPHY430, for example, might contain students enrolled in first--year physics and year physics and
students enrolled in technology programs. The students enrolled in technology programs. The CLOsCLOs, the required levels of , the required levels of
understanding and the assessment tasks should be different for eunderstanding and the assessment tasks should be different for each groupach group.
Next, it is necessary to ask why you are teaching this particular topicask why you are teaching this particular topic:
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
Is it an introductory or an advanced course?Is it an introductory or an advanced course?
Each of these purposes implies a different level and kind of understanding; each can
be nominated by identifying the appropriate outcome action verbs.
One way of addressing the importance of a topic is to spend more or less time on it.
A better way is that important topics should be understood at higher level than important topics should be understood at higher level than
less important topics. An important topic might be understood soless important topics. An important topic might be understood so that that
students can use it or solve problems with it; a less important students can use it or solve problems with it; a less important topic, just that topic, just that
for it to be recognizedfor it to be recognized. We can signal importance by choosing a verb at the signal importance by choosing a verb at the
appropriate level of understanding for each topicappropriate level of understanding for each topic
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Knowledge, as the object of understanding at whatever level, comes in two
main kinds. DeclarativeDeclarative, or propositional, knowledge, or propositional, knowledge refers to knowing aboutknowing about
things, or things, or ‘‘knowingknowing--whatwhat’’::
�knowing what the terms of an equation refer to
�knowing what kinds of cloud formation can be distinguished
�knowing what were the important events in Shakespeare’s life.
Such content knowledge accrues from research, not from personal experience. It is
public knowledge, subject to rules of evidence that make it verifiable, replicable and
logically consistent. It is what is in libraries and textbooks and is what teachers
‘declare’ in lectures. Students’ understanding of it can be tested by getting them to
declare it back, in their own words and using their own examples. Such knowledge
is basic to applications and
creations, but is separate from them.
Kinds of knowledge: Declarative & FunctionalKinds of knowledge: Declarative & Functional
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
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Functioning Functioning knowledge is based on the idea of performances of variousknowledge is based on the idea of performances of various
kinds underpinned by understandingkinds underpinned by understanding. This knowledge is within the experience. This knowledge is within the experience
of the learner, who can now of the learner, who can now put declarative knowledge to work by solving put declarative knowledge to work by solving
problems, designing buildings, planning teaching or performing sproblems, designing buildings, planning teaching or performing surgeryurgery. .
Functioning knowledge requires a solid foundation of declarativeFunctioning knowledge requires a solid foundation of declarative knowledgeknowledge.
These distinctions tell us what our curricula might address. Curricula in many Curricula in many
universities are overwhelmingly declarative with teaching methoduniversities are overwhelmingly declarative with teaching methods s
correspondingly expositorycorrespondingly expository. One study from the University of Texas found that
university teachers spent 88% of their teaching time in lecturing students (cited by
Bok 2006), yet students are supposed to be educated so that they can interact
thoughtfully with professional problems; to use functioning knowledge, in other
words. Unfortunately, often it is only the foundation declarative knowledge that is
taught, leaving it to the students when they graduate to put it to work.
Kinds of knowledge: Kinds of knowledge: DeclarativeDeclarative & Functional (D+P)& Functional (D+P)
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
� As general ‘cultural’ content, as in the liberal arts notion of an educated person; e.g.
a business management student must take an arts subject for subject for ‘‘broadeningbroadening’’..
There is no functioning knowledge involved here.
� As content specifically related to the profession: e.g. the history of western
architecture in an architecture degree. This is important back ground for important back ground for
architects to have, but again there may be little direct bearingarchitects to have, but again there may be little direct bearing on functioning on functioning
knowledgeknowledge.
� As content that does bear on functioning knowledge, but is not a key prioritydoes bear on functioning knowledge, but is not a key priority.
In this case, students might be taught the basic outlinesstudents might be taught the basic outlines and where to go for
more details as and when the need arises.
�� As content that definitely bears on everyday decision making. ThAs content that definitely bears on everyday decision making. The e CLOsCLOs
should be written specifically for seeking the functioning knowlshould be written specifically for seeking the functioning knowledge edge
concernedconcerned
Guidelines to decide on what kind of knowledge is to be involvedGuidelines to decide on what kind of knowledge is to be involved for for
the course: the course: -- Declarative or FunctionalDeclarative or Functional
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
Guidelines to write your constructively aligned Guidelines to write your constructively aligned CLOsCLOs
Level of understanding / Performance (Outcome verb)
MOHE LOs or PLOs (from Curr Map)
Topics to be learned / Content
Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Functional)
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Course outcome #1Course outcome #1:
ExplainExplain the concepts, laws and theories in electrostatics, electricity concepts, laws and theories in electrostatics, electricity
and magnetismand magnetism using a combination of the qualitative, visual and qualitative, visual and
DetermineDetermine the voltage and the current on each resistor connected in series, connected in parallel and connected in a series-parallel combination.
OR OR
Course outcome #1Course outcome #1:
ExplainExplain the concepts and principles involved in inducing current and concepts and principles involved in inducing current and
voltage in a conducting coilvoltage in a conducting coil using a combination of the qualitative, qualitative,
visual and quantitative approachesvisual and quantitative approaches. (LO1-C2)
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UnderstandingUnderstanding is the appreciation of "whyappreciation of "why””.
It is an interpolative and probabilistic process. It is cognitive and analytical.
It is the process by which I can take knowledge and synthesize nIt is the process by which I can take knowledge and synthesize new ew
knowledge from the previously held knowledge. The difference knowledge from the previously held knowledge. The difference
between understanding and knowledge is the difference between between understanding and knowledge is the difference between
"learning" and "memorizing"."learning" and "memorizing". People who have understanding can undertake useful actions because they can synthesize new knowledge, or in some cases, at least new information, from what is previously known (and understood). That is, understanding can build upon currently held information, knowledge and understanding itself.
Source: Data, Information, Knowledge, and Wisdom by Gene Bellinger, Durval Castro, Anthony Mills
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MQF
Sci
Science programmes must focus on Science programmes must focus on presentations, discussions presentations, discussions
and practical workand practical work that enable students that enable students to demonstrate to demonstrate
understanding of theory, skills in analysis, ability to speak, wunderstanding of theory, skills in analysis, ability to speak, write, rite,
plan and manage as well as teamwork and leadershipplan and manage as well as teamwork and leadership. Industrial . Industrial
training is a must for Applied Science programmes.training is a must for Applied Science programmes.
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must get “big picture” before individual pieces fall into place
*28, ** 40Global
easily make linear connections between individual steps
*71, ** 60Sequential
Understanding
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Research on Learning PreferencesResearch on Learning PreferencesImplications:
0
20
40
60
80
% o
f s
tud
en
ts
Reflective Intuitive Verbal Sequential
Learning Preferences
Percentage of Students' Preferences Addressed By the
Traditional Passive Lecture Method
USA
This work
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Research on Learning PreferencesResearch on Learning PreferencesImplications:
0
50
100
%
A B C D
CCI Score
Input
Visible Verbal
CCI grade: A (>15), B (11CCI grade: A (>15), B (11--14), C (814), C (8--10) and D (<7) out of 22 10) and D (<7) out of 22
6/29/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 252
Research on Learning PreferencesResearch on Learning PreferencesImplications:
020
4060
80
%
A B C D
CCI Score
Information Process
Active Reflective
CCI grade: A (>15), B (11CCI grade: A (>15), B (11--14), C (814), C (8--10) and D (<7) out of 22 10) and D (<7) out of 22
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Research on Learning PreferencesResearch on Learning PreferencesImplications:
CCI grade: A (>15), B (11CCI grade: A (>15), B (11--14), C (814), C (8--10) and D (<7) out of 22 10) and D (<7) out of 22
0
20
40
60
80
%
A B C D
CCI Score
Understanding
Sequential Global
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Instrument: LSRTS – Q3Gambar dalam Rajah 1 mewakili dua silinder yang mempunyai bentuk dan saiz yang sama. Kedua-dua silinder tersebut mengandungi jumlah air yang sama banyaknya. Apabila sebiji guli kaca di jatuhkan dan di biarkan tenggelam di dalam Silinder 1, paras air dalam silinder 1 meningkat hingga ke aras-6 silinder tersebut.Sekiranya sebiji bebola besi yang sama saiz tetapi lebih berat dari bebola kaca dijatuhkan ke dalam silinder 2, air dalam silinder tersebut akan naik
a. ke aras yang sama dengan Silinder 1. b. ke aras yang lebih tinggi daripada Silinder 1.c. ke aras yang lebih rendah daripada Silinder 1.
You chose:A: 24%B: 76%
You chose:A: 19%B: 78%
Rajah 1
Guli kaca Guli besi
Silinder 1 Silinder 2
6
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Instrument: LSRTS – Q4Jawapan di atas dipilih kerana
a Guli besi akan tenggelam lebih cepat.b. Guli-guli tersebut diperbuat daripada bahan-bahan berlainan.c. Guli besi lebih berat daripada guli kaca.d. Guli kaca menghasilkan tekanan lebih rendah.e. Kedua-dua guli bersaiz sama.
Rajah 1
Guli kaca Guli besi
Silinder 1 Silinder 2
6
You chose:A: 3%B: 9%C: 57%D: 11%E: 20%
You chose:A: 0%B: 9%C: 64%D: 7%E: 19%
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Instrument: LSRTS – Q11Dua puluh ekor lalat buah-buahan (lalat-lalat kecil yang biasa menghurung buah-buahan)
diletakkan ke dalam setiap tiub kaca yang ditunjukkan dalam Rajah 4. Kesemua tiub-tiub
tersebut ditutup rapat supaya tiada lalat yang boleh keluar atau memasuki tiub-tiub. Tiub I
dan Tiub II dibalut separuh dengan kertas berwarna hitam sementara Tiub III dan Tiub IV
tidak dibalut. Tiub-tiub tersebut diletakkan dalam kedudukan sebagaimana yang
ditunjukkan dalam Rajah 4 dan kemudian didedahkan kepada sinaran berwarna merah
selama lima minit. Bilangan lalat pada bahagian tiub yang tidak dibalut bagi setiap tiub
adalah seperti yang ditunjukkan dalam Rajah 4.
Eksperimen ini menunjukkan bahawa lalat bertindakbalas (bertindakbalas bermakna
menjauhi atau mendekati):
a. kepada sinaran berwarna merah dan bukannya kepada graviti.
b. kepada graviti dan bukannya kepada sinaran berwarna merah.
c. kepada sinaran berwarna merah dan juga kepada graviti.
d. bukan kepada sinaran berwarna merah dan tidak juga kepada graviti.
You chose:
A: 41% B: 14%
C: 32% D: 14%
You chose:
A: 45% B: 18% C: 22% D: 15%
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Instrument: LSRTS – Q1212. Jawapan di atas dipilih kerana
a.kebanyakan lalat berada pada bahagian atas Tiub III tetapi sama bilangannya pada kedua-dua bahagian dalam Tiub II.
b kebanyakan lalat tidak pergi ke bahagian bawah dalam Tiub I dan dalam Tiub III.
c.lalat perlu melihat cahaya dan mesti terbang melawan graviti.d.kebanyakan lalat berada pada bahagian atas dan pada bahagian tiub yang
menerima cahaya.e.sesetengah lalat berada pada kedua-dua bahagian setiap tiub.
You chose:
A: 7%
B: 19%
C: 18%
D: 47%
E: 9%
You chose:
A: 10%
B: 21%
C: 25%
D: 33%
E: 10%
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“Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a
replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building uponthe other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we
must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in
result. As our knowledge is converted to wisdom, the door to opportunity is unlocked. “ Barbara W. Winder
““The one real goal of education is to leave a person The one real goal of education is to leave a person
asking questions.asking questions.”” Max Beerbohm Max Beerbohm
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Categories in the Cognitive Domain
(Taxonomy of Educational Objectives, Bloom, 1956)
Level 1 – Knowledge
The remembering of previously learned material. This may
involve the recall of a wide range of material, from specific
facts to complete theories, but all that is required is the
bringing to mind of the appropriate information. Knowledge
represents the lowest level of learning outcomes in the
�Evaluate the strengths and weaknesses of the cognitive
domain of Bloom’s taxonomy in relation to the National
Educational Philosophy.
BloomBloom’’s Taxonomys Taxonomy
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 262Copyright DR JJ, ASERG, UiTM, Shah Alam 262
Higher order
lower order
INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS
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Higher order
lower order
PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS
Copyright DrJJ, ASERG, FSG, UiTM. March 2010 264Copyright DR JJ, ASERG, UiTM, Shah Alam 264
Higher order
lower order
AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH
THINGS EMOTIONALLY (e.g. FEELING, INTEREST, ATTITUDE,
APPRECIATION, ENTHUSIASM, MOTIVATION) - THAT MIGHT
RESULT FROM INSTRUCTION)
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Education, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helpful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though
certainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of
the mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a
process whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only facts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The
Lord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb:
Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted
to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked.
Barbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. Winder
The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action.
Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer
The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions. ions. ions. ions. ions. ions. ions. ions.
Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm