• Relate together the curriculum elements (objectives, content, teaching approach and evaluation) to form a coherent curriculum system.
  
• Reflect upon the dsrived outcomes of the programmes you teach in and formulate them as graduate capabilities.
  
• Distinguish deep and surface approaches to learning.
  
• Explain how contextual influences from the learning and teaching environment can influence approaches to learning.
  
• Distinguish categories within the SOLO taxonomy.
  
• Categorise responses to questions using the SOLO taxonomy.
  
  

• Develop skills in planning large group teaching so as to focus explicitly on student learning needs.
  
• Relate student learning needs at the level of graduate capabilities to student learning within a discipline domain.
  
• Use the SOLO taxonomy to choose appropriate content for a series of lectures.
  
• Plan well designed activities for larger classes.
  
• Understand the need for variety in the teaching of larger classes.
  
• Develop effective presentation skills for teaching in lectures.
  
• Develop effective skills for managing and interacting with larger classes.
  
• Develop management skills for using small groups in large group situations.
  
• Learn some strategies for obtaining feedback from students during larger classes.
  
• Use a 'large group checklist' as a tool for continuous development in teaching larger classes.
  
  

• Categorise objectives with the SOLO taxonomy.
  
• Formulate appropriate objectives for courses you teach.
  
• Reflect upon the impact of these course objectives on curriculum alignment.
  
• Plan well designed activities for smaller classes.
  
• Manage activities so that students achieve the intended learning outcomes.
  
• Evaluate your own teaching in smaller classes to effectively diagnose strengths to build upon and areas for improvement.
  
• Use effective questioning techniques to draw responses form students.
  
• Effectively de-brief a learning activity to ensure that the intended learning outcomes are achieved.
  
• Analyse your approach to teaching using the framework which categorises approaches to teaching.
  
• Reflect upon your beliefs about teaching.
  
  

• Grade open-ended assessment questions using SOLO categories as a guide.
  
• Reflect upon the impact of the assessment in your course upon learning approaches and outcomes.
  
• Understand enough about the principles of assessment to achieve the following objective.
  
• Design assessment capable of influencing students towards course objectives and necessary graduate capabilities.
  
• Conduct informal or formal interviews with students to obtain useful feedback.
  
• Design questionnaires to obtain useful feedback.
  
  

• Debates
• Fieldwork
• Games
• Laboratory work
• Peer assessment
• Peer tutoring
• Problem-based learning
• Case-based learning
• Experiential learning
• Simulations
• Web-assisted teaching

2:00pm - 5:00pm

Rm 202, Esther Lee Bldg