“..The value of a college education is not the learning of many facts but the training of the mind to think.” – Albert Einstein.*

Indeed, Einstein’s valuation of education posits that a functional educator ought to unstintingly embrace the essence of education, which is to train the minds to THINK.

Watch to listen to students’ voices:

With that belief, it is important for classrooms to be an engaging learning session. One of the efforts pooled in the series registered as  ThinkingClassroom™ aims to cognitively engage learners through various activities custom-made to the strengths each student has. TC is built on the basis of students’ learning needs aligned to achieve the course learning outcomes (CLOs).  The progress learners made were tracked and the results determined the next approach, all handled by the principles of Scholarship of Teaching and Learning (SoTL) research and cyclical reflections. Some of the outcome shared with the community of educators were:

Ghazali, A. et al. (2013) Assessment Oriented Approach to Knowledge mastery: Its Efficiency, Effectiveness and Alignment to Islamic Values in World Congress on Islamic Systems (World-ISLAM2012) Kelantan, Malaysia. (Oral presentation)

Ghazali, A. (2015)  Bridging the Gaps between Performances through Cognitive Engagement of Students in the Science and Technology Classroom in Proc. International Language and Education Conference 2015 (ILEC15), Negeri Sembilan, Malaysia.

Ghazali A. (2016) Map Interpretation: Tool for Rapid Learning and Assessment Lens for Cognitive Engagement. In: Tang S., Logonnathan L. (eds) Assessment for Learning Within and Beyond the Classroom. Springer, Singapore.

Ghazali, A. (2017) Rapid Grasp of Concepts in Materials Analysis Through Mapping Activities – Local Knowledge in the Design of Thinking Classroom. In: Esa, N, Che Lah, S. (eds) Local Knowledge Transfer Mechanisms. Penerbit USM, Malaysia.

Ghazali, A. (2018) Scaffolding Social Support Amongst the Fresher Students Through Mapping Activities. In: Tang S., Cheah S. (eds) Redesigning Learning for Greater Social Impact. Springer, Singapore.

Ghazali, A. and Ghazali, A. (2018) Model of Dialogic Communication in Map Interpretation (Abstract) Taylor’s Teaching and Learning Conference 2018.

Ghazali, A. and Ghazali, A. (2018) Elements of Dialogic Communication Engendering Meaningful Learning via Social Media (Abstract) Taylor’s Teaching and Learning Conference 2018.

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Checklist of Learning Issues versus Solutions

 *Just “write” those.

Talk to someone: http://web.usm.my/mentor/fasilitator.asp?lang=en

Be an active participant.

Special offer:

Assistance is provided to prospective students interested in scholarship from the private sector.



ThinkingClassroom™ Series

Thinking Classroom introduced at Tuanku Fauziah Museum and Gallery.

7 Benefits of Knowledge Map Construction

Higher-order Thinking (HOT) – the way towards real, meaningful learning emphasising knowledge usability.

Related Fundamentals:

★ IWK307 Advanced Paper Technology – Instrumental Analysis of Pulp & Paper ★

★IWK103 (Part 1) Biomass for Pulp Production ★IUK107 (Part 1) Basics of Materials Analysis ★


*Source: In response to not knowing the speed of sound as included in the Edison Test: New York Times (18 May 1921); Einstein: His Life and Times (1947) Philipp Frank, p. 185; Einstein, A Life (1996) by Denis Brian, p. 129; “Einstein Due Today” (February 2005) edited by József Illy, Manuscript 25-32 of the Einstein Paper Project; all previous sources as per Einstein His Life and Universe (2007) by Walter Isaacson, p. 299.