Creativity and Innovation

My aim is to relay the knowledge and skills for the subject I teach to my students with creativity and innovation, in the following dimensions of teaching, supervision and assessment:

  • Teaching

In undertaking my tasks of teaching the students in my classrooms, I always make it a point that the appropriate teaching aids and tools must be engaged to enhance the learning experience of my students. Hence, I decide that each semester, I will adopt the following strategies and approaches:

  • Teaching notes in various formats such as PowerPoint, mindmaps, and videos (using screenshare software such as Screencast-o-matic).
  • Teaching medium of face-to-face, live streams and webclass (online learning).
  • Teaching tools of Padlet, Kahoot games and other Web 2.0 applications.
  • Presentation in the form of posters, and open to entire UUM COLGIS community to become their audience.
One of the class activities in mindmaps format and submitted via Padlet
One of the Kahoot games I created for the students
One of my online classes with my students
The online class taking place with my students

Apart from teaching Law students of UUM, I also share my knowledge and skills on research methodology with UUM postgraduate students and lecturers. One of my sharing organised by UUM’s Graduate School of Government is on qualitative research and analysis.

One of my sharing sessions on qualitative research and analysis organised by UUM’s Ghazali Shafie Graduate School of
  • Supervision

Lecturers involve in various supervision exercises. At the moment, I supervise practicum reports by undergraduate students, and research report for postgraduate students. In this context, I always make it a point that I keep in touch with my supervisees so that I can follow through their progress, and be available when they need me. For this purpose, we create WhatsApp group for the purpose of updating their progress, and at the same time, the students can also message me privately for more personalized advice.

During undergraduate practicum programs at the courts, and being part of the Students’ Development and Alumni Office of UUM PPA COLGIS, I also visit the students undergoing practicum at the Courts.

Industrial visit of undergraduate students at the Pulau Pinang High Court
  • Assessment

Pre and post-reflection exercises are very crucial in assessing the student’s understanding of the lessons taught. Among the strategies that I normally engage in are:

  • Two-minute paper exercises: Prior to beginning the class, I gave out sheets of paper to be filled in by the students in under two minutes – so that I can gauge their expectations of the learning outcome for the topic.
  • Observation: I observed the students’ body language, how they respond to global issues discussed in class, and their participation level.
  • Questioning: I asked questions in relation to real-world cases such as murder, kidnapping and rape cases to illustrate the topic for the day
  • Discussion: I encouraged discussion on the legal provisions under the law and decided cases, and how to further improve the current legal framework
  • Poster presentation: I encouraged the students to participate in class presentation using poster format, and assessed by fellow lecturers of UUM School of Law.

An example of the two-minute paper exercises I conducted in class is produced below.

Example two-minute paper exercises
Students’ assessment using poster presentation

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