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SO31203 GLOBAL PERSPECTIVES

Supplementary Subject Learning Area of Social Studies
Level M.4 Semester 1 40 periods : 1 credit

The learning area of this course aimed at innovating and stimulating skills-based programme that
can be used to explore current issues and develop vital skills. This will focus on the educational approach
of using groups to enhance learning through working together, groups of two or more learners work together
to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to
process and synthesize information and concepts, rather than using rote memorization of facts and figures.
Learners work with each other on projects, where they must collaborate as a group to understand the
concepts being presented to them. Through defending their positions, reframing ideas, listening to other
viewpoints and articulating their points, learners will gain a more complete understanding as a group than
they could as individuals. Each section is designed to provide opportunity to explore the perspective of
cultures, both familiar and unfamiliar, form their own personal opinion to opinions of others and to develop
their decision making and teamwork skills. Moreover, student will develop their ability to think critically
and creatively, to collaborate and work well with others, to present their ideas to others. Also, develop to
open-mindedness and learn to consider issues from other perspective, express their own opinions on issues
of global importance, gain an independent world-view and become global thinker, and raise awareness to
st
take action on issues to develop their thinking skills towards 21 century.

The teaching procedure introduced in this course focus on acquiring and developing skills rather
than on subject knowledge and focus to have establish clear group goals, keep groups midsized, establish
flexible group norms, build trust and promote open communication, create a pre-test and post-test,
establish group interactions, use real-world problems, focus on enhancing problem-solving, technology in
collaborative learning. Groups tend to learn through discussion, clarification of ideas, and evaluation of
other’s ideas. Perhaps information that is discussed is retained in long-term memory. Research by Webb
suggests that students who worked collaboratively on math computational problems earned significantly
higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement
improved when working in diverse groups. Retained in long-term memory

The course also enables students to instill the desirable characteristics, which are to successfully
work toward a common goal with others. It include communicating clearly, actively listening to others, taking
responsibility for mistakes, and respecting the diversity of their colleagues. Also, Keeping communication
open and never withholding information necessary to carry out tasks, reaching a consensus about goals and
methods for completing projects or tasks, offering recognition of the contributions of others on the team,
giving credit where credit is due, identifying obstacles and addressing problems cooperatively as they occur,
placing group goals above personal satisfaction and/or recognition, especially to the leader, and apologizing
for missteps and forgiving others for mistakes; holding a grudge or sabotaging the efforts of other team
members destroys collaboration. All of these things are hugely beneficial to being employable in the 21st
century, and being healthy and well-balanced.

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