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Welcome once again to the Teaching and Learning Enhancement Workshop (TLEW)! Let's take some time to explain the course navigation and get you oriented with the workshop flow and structure. 

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Welcome once again to the Teaching and Learning Enhancement Workshop (TLEW)! Let's take some time to explain the course navigation and get you oriented with the workshop flow and structure. 

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Widely recognized as a forum for peer-based instructional development, the Teaching and Learning Enhancement Workshop (TLEW) – formally known as Instructional Skills Workshop - is designed to strengthen instructors' skills through intensive, yet practical exercises in learning-centred teaching. The workshop targets faculty from across all disciplines in AKU therefore providing a rich multi-disciplinary context within which to learn about teaching. A certificate for successful completion of the workshop will be awarded by the International Network of Instructional Skills Workshop (ISW).

The Teaching and Learning Enhancement Workshop (TLEW) was approved by the Academic Council (AC) in February 2016. It is also a prerequisite to the AKU TEACH (CPD scheme) that takes you on a journey to benchmark your practice internationally against the UK Professional Standards Framework (UKPSF) and gain a category of fellowship as a teaching qualification from the Higher Education Academy (UK).

The workshop will engage you in:

Using learning objectives or expressive outcomes to inform learners of expectations and intentions

Considering the variable needs of learners

Writing useful, practical lesson plans

Conducting participatory lessons

Using questions and question sequences effectively during a lesson

Using common instructional media and resources competently

Using basic techniques to test for learning

Giving and receiving constructive feedback

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TLEW is a three-day (24-hours) workshop and has a blend of large and small group sessions. Each day participants will present their mini-lessons in their small groups.

After plenary sessions reflecting on theory and practice, participants break into small groups to practice through mini-lessons and reflect on their own and others' practices in a peer learning process assisted by the facilitator. During this time, participants engage in both instructor and learner roles. Each participant utilizes a six-phase lesson plan to deliver mini-lessons to their group. The six-phase lesson plan, known as BOPPPS, is comprised of: Bridge-in (B); Objective/Outcome (O); Pre-Assessment (P); Participatory Learning (P); Post-Assessment (P); and Summary/Closure (S).

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Task 1: Look at the pictures given in this post and reflect how one of the pictures below could represent your teaching approach (3-5 lines). 

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Task 1: Look at the pictures given in this post and reflect how one of the pictures below could represent your teaching approach (3-5 lines). 

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Task 2: Go to the link given below and share your responses there. 

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Task 2: Go to the link given below and share your responses there. 

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	Effective teaching focus on student outcomes and the teacher behaviours and classroom processes that promote better student outcomes. Lesson planning is one of the effective characteristics of teaching. Lesson planning is important because it gives teachers the opportunity to think deliberately about their choice of lesson outcomes, the types of activities that will meet these outcomes, the sequence of those activities, the materials needed, how long each activity might take, and how students should be grouped. The following two tasks will introduce you to the BOPPPS Lesson Planning framework. 

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	Effective teaching focus on student outcomes and the teacher behaviours and classroom processes that promote better student outcomes. Lesson planning is one of the effective characteristics of teaching. Lesson planning is important because it gives teachers the opportunity to think deliberately about their choice of lesson outcomes, the types of activities that will meet these outcomes, the sequence of those activities, the materials needed, how long each activity might take, and how students should be grouped. The following two tasks will introduce you to the BOPPPS Lesson Planning framework. 

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Learn about BOPPPS Lesson Planning Model

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Learn about BOPPPS Lesson Planning Model

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BOPPPS is a method of lesson planning that helps instructors align their learning outcomes with learning and teaching activities and assessments. The BOPPPS model places emphasis on learning outcomes, active/participatory learning, and assessment activities and tools.

Watch a video on BOPPPS Lesson Planning Model: https://drive.google.com/file/d/1-ut4u-nwnX_JGY2TmJiCJJZbeYAqs8X3/view?usp=sharing

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As you are aware that during TLEW, you will be delivering three 10-minute mini-lessons in a small group of no more than four people, receiving oral and written feedback on your performance. The mini-lessons will provide you an opportunity to: a) draft and refine learning outcomes for your lessons; b) plan the lesson using the BOPPPS model; and c) reflect upon the ways of learning that are emphasized in your mini-lesson, and refine your mini-lesson as needed.

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As you are aware that during TLEW, you will be delivering three 10-minute mini-lessons in a small group of no more than four people, receiving oral and written feedback on your performance. The mini-lessons will provide you an opportunity to: a) draft and refine learning outcomes for your lessons; b) plan the lesson using the BOPPPS model; and c) reflect upon the ways of learning that are emphasized in your mini-lesson, and refine your mini-lesson as needed.

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During the workshop, you will be required to prepare three unique 10-minute lessons in total (each with its own topic).

Follow the steps below to develop your mini-lesson:

1. Choose your mini-lesson topic: The mini-lesson can be on any topic you choose or even on a hobby you might have and does not have to relate to your teaching content. Participants should be able to understand the topic of your mini-lesson without any prior knowledge. Remember that the topic should be readily understandable by colleagues in any discipline!

2. Structure your lesson

Structure your lesson according to the "Six Elements of BOPPPS". Use BOPPPS Lesson Plan Format to structure your lesson plan. These elements should be included in the overall lesson plan. This intensive workshop is designed to improve your teaching skills whether you are an experienced or novice instructor.  You are strongly urged to use a variety of participatory instructional techniques and technological aids.

Refer to ISW/TLEW Handbook  Pages: 21-28 and Learning Outcomes for writing appropriate learning outcomes

3. Practice your mini-lesson

4. Lesson Delivery: You will be required to deliver your mini-lesson face-to-face in small groups.

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After each mini-lesson, you will give and receive feedback.  Sharing effective feedback is a key principle of TLEW. Although we receive some feedback from our students, the type of feedback you receive during TLEW is rare; this is a chance for you to hear from other instructors who are prepared to share their observations and experiences as learners in your lesson. Receiving this detailed feedback can help you identify strengths and areas for improvement. Giving and receiving feedback is a skill that takes time and practice to develop. In order to maximize use of this opportunity, read on about the characteristics of effective feedback.

Characteristics of Effective Feedback
Feedback should be constructive, that is, it should provide instructors with the means to analyze and then if necessary, reconstruct their teaching behaviours. Consider the following characteristics of effective, constructive feedback when writing feedback and while giving verbal feedback. Ideal Constructive feedback is:

1. Manageable: The amount of information does not overwhelm the receiver.

2. Specific, rather than general. Specific information helps the receiver reflect on immediate behaviour. General feedback may confuse and can lack impact.

3. Descriptive, as opposed to evaluative, and avoids judgmental terms, such as "good" or "bad".

4. Behavioural, rather than inferential. The feedback refers to what the instructor does, rather than suggesting reasons for their behaviour.

5. Changeable: It is directed toward behaviour that the receiver can change.

6. Balanced: It provides positive feedback and specific suggestions for development. Checked for understanding to ensure clear communication

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In addition to focusing on providing constructive feedback, consider the following guidelines for giving feedback:

Focus first on the positive and emphasize strengths.

Refer to what a person does, rather than to personal characteristics of the person.

Refer to what you observed or felt, not why you think it happened that way.

Decide on the value the feedback will have for the person receiving it, not on the degree of "release" it gives you to express it.

Provide feedback in a caring manner.

Try to frame comments as an assertion about your experience as the learner, such as "I found...", or  "To me...". If you are uncertain about how to make a comment, try framing it as a question.  E.g., "What was your outcome for that lesson?"

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Accept all feedback initially. This will give you time to reflect on what you have heard.

Spend most of your time receiving feedback, quietly listening.  This way you don't take up too much air time that could be spent receiving valuable learner feedback.

Ask for specifics if unclear.

Feel free to check for clarity. Try to avoid explaining what you intended to do, focusing instead on the learner's experience of what actually happened.
"Is this one person's impression or a shared impression?"
"Is this what I heard?

Expect that some points that are raised in the session may not be perceived as equally significant or the same by all.

After you receive feedback, take time to reflect on what you heard.

Focus first on the positive.

Determine the importance of the pieces of feedback you heard.

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It is important to consider individual learning preferences in order to engage your learners more fully. It is also useful to be aware of your own learning preferences as we often tend to teach in the ways we prefer to learn.

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It is important to consider individual learning preferences in order to engage your learners more fully. It is also useful to be aware of your own learning preferences as we often tend to teach in the ways we prefer to learn.

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Read the article “Diversity in Learning-Kolb’s Learning Cycle and Learning preferences" rom the ISW handbook (Part III, refer to pages 10-13).

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Read the article “Diversity in Learning-Kolb’s Learning Cycle and Learning preferences" rom the ISW handbook (Part III, refer to pages 10-13).

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Read the article on the Seven Principles For Good Practice in Undergraduate Education by Chickering and Gamson 

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Read the article on the Seven Principles For Good Practice in Undergraduate Education by Chickering and Gamson 

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Seven Principles For Good Practice in Undergraduate by Chickering and Gamson

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Cooperative Learning Strategies (Pg 67-71)

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Cooperative Learning Strategies (Pg 67-71)