Teaching Quality in an individual class: an overview Dr. Aunul Islam, PhD Education Consultant

Topics covered What does good teaching mean? Instructional objectives – methodologies Practical approaches – active and cooperative learning (future session) Teaching quality – assessment and evaluation (future session) Q & A

What does good teaching mean? For learners: Leads to effective learning Lasting acquisition of knowledge, skills and values For tutors: Ability to impart her / his knowledge and values Ability to inspire a desire to learn For institutions: Establish repeatable and recognisable standards Establish reputation for quality

A Methodology Instructional objectives 2. Comprehen-sion 1. Knowledge 3. Application Instructional objectives 4. Analysis 6. Evaluation 5. Synthesis

A Methodology… revised! 2. Understand 1. Remember 3. Apply Instructional objectives 4. Analyse 6. Create 5. Evaluate The instructional objectives are grouped and ordered depending on the level of cognitive presence or thinking skills required Based on Revised Bloom’s Taxonomy (Krathwohl, et al. 2000)

What do they mean? Remember – exhibit memory of learning material through recall Understand – demonstrate understanding of key facts and concepts Apply – solve problems when faced with new situations Analyse – examine and break down to generalise and make inferences Evaluate – judge information to present and defend opinions Create – “put parts together to form a new / alternative whole”

Why is this important to understand? These are the levels at which learning takes place Allows instructions to learners and teaching strategies to be categorised It also represents an evolution of learning maturity Still confused? Here’s an example from your childhood…

Activity 1 – Multiplication tables Can you figure out where these fit in? Finding trends and patterns (2 x any number = even number) Using the basics to solve more complex problems (123 x 456 = ?) Reciting the times table (1x1 = 1, 2x1 = 2, etc.) Figuring out how to break down and approach particular solutions (2 x 13 = 2x10 + 2 x 3) and finding a ‘system’ that works for you Realising that it’s a system for addition (2x3 = 2+2+2) And if you manage to find a truly new way of doing multiplication, then let the world know!

In the classroom - Remember Instructions to learners Teaching strategies

In the classroom – Understand Instructions to learners Teaching strategies

Wait, does this seem familiar? Often, teaching places too much emphasis on just remembering and understanding Learners may fall victim to the Ebbinghaus Forgetting Curve Effective for short-term and for catering to different learning styles, but this isn’t really “teaching quality” How can we do better? Let’s continue...

In the classroom – Analyse Instructions to learners Teaching strategies

In the classroom – Apply Instructions to learners Teaching strategies

In the classroom – Evaluate Instructions to learners Teaching strategies

In the classroom – Create Instructions to learners Teaching strategies

Active learning Did you lose focus by this slide? I won’t mind – everyone does! Students in particular are most susceptible to it Why? Because of the way learning takes place Active learning blends higher thinking skill activities (e.g. evaluate) with lower thinking skill activities (e.g. remember)

Activity 2 – Year 1 vs Year 4 Instructional objectives: 1st year vs 4th year hierarchy? What does it look like for different disciplines? Business Administration Product Design Computer Science Medicine

The beginning!

A b c d e f g!