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

3. 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

4. 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

5. A Methodology Instructional objectives 2. Comprehen-sion 1. Knowledge3.
Application
Instructional objectives 4.
Analysis 6.
Evaluation 5.
Synthesis

6. 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)

7. 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”

8. 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…

9. 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 = 2x 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!

10. In the classroom - Remember
Instructions to learners
Teaching strategies

11. In the classroom – Understand
Instructions to learners
Teaching strategies

12. 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...

13. In the classroom – Analyse
Instructions to learners
Teaching strategies

14. In the classroom – Apply
Instructions to learners
Teaching strategies

15. In the classroom – Evaluate
Instructions to learners
Teaching strategies

16. In the classroom – Create
Instructions to learners
Teaching strategies

17. 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)

18. 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

19. The beginning!

20. A b c d e f g!