Teaching in Practice Programme
Introduction
The Teaching in Practice Programme is designed for all new academic/teaching staff seeking essential knowledge and practical skills in teaching in Higher Education.
Target participants
The programme is designed to the new academic/teaching staff who have lack of teaching experience in Higher Education, as well as academic/teaching staff who are recommended by their Head of Department. Providing there is space after accommodating the first two groups (first come, first served), all interested teaching staff are also welcome to join.
Structure
Seven seminars will be offered at the beginning of each semester (twice annually). They will be run in the evening to ensure they are accessible to all interested staff. They are entirely optional. Each seminar is 90 minutes long. Each session will be bookended by a reading and activity aimed at preparing staff and making the session personally relevant. A short follow-up, hand-in activity will complete the session. These hand-in activities will receive personalized feedback from the seminar instructor. For staff interested in applying for FHEA, these hand-in activities will provide a foundation for an application.
Participants can register to attend any or all of the seminars. A Certificate of Completion will be offered for completing at least five of the seven seminars.
Date: Tuesdays or Thursdays
Time: 6:30pm - 8:00pm
Venue: CPD LG.37 (10/3, 17/3, 24/3); CPD 3.07 (8/3, 15/3, 22/3,29/3)
No. of participants: 20 maximum per class
*Please note that Seminars with enrollment of less than eight participants are subject to cancellation or rescheduling.
1. Lecturing
Facilitator: Dr Jannie Roed (CETL)
Date of the seminar: March 8, 2022
ILO
At the end of the workshop, participants will be able to:
- Evaluate strategies for learning through lectures
Reading before the seminar
Schmidt, Wagener, Smeets, Keemink,and van der Molen (2015) On the Use and Misuse of Lectures in Higher Education. Health Professions Education, Vol. 1, pp.12-18.
Output after the seminar
Participants will be asked to try out one strategy discussed at the session and write a 500 words reflective commentary on the lecturing experience. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
2. Academic Integrity
Facilitator: Dr Jannie Roed (CETL)
Date of the seminar: March 10, 2022
ILOs
At the end of the workshop, participants will be able to:
- Demonstrate an understanding of why students cheat
- Design assignments that reduce the risk of plagiarism
Reading before the seminar
Heckler, N.C. and Forde, D. R. (2015) The Role of Cultural Values in Plagiarism in Higher Education. Journal of Academic Ethics, Vol. 13, pp. 61-75.
Output after the seminar
A 500 words reflective piece on the redesign of an assignment/assessment where students have previously plagiarized. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
3. Classroom management
Facilitator: Dr Lily Zeng (CETL)
Date of the seminar: March 15, 2022
ILOs
At the end of the workshop, participants will be able to:
- Analyse the multidimensional context of classroom learning
- Describe and evaluate the strategies for building positive learning environment for classroom management
Reading before the seminar
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1-12. doi:10.11114/jets.v7i12.4491
Output after the seminar
A 500-word reflective commentary on one’s experience in classroom management. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
4. Small group teaching
Facilitator: Dr Lily Zeng (CETL)
Date of the seminar: March 17, 2022
ILOs
At the end of the workshop, participants will be able to:
- Analyze the features of small group teaching environment
- Evaluate and apply in one’s own classes different strategies for structuring small group sessions, managing group dynamics, and facilitate discussions
Reading before the seminar
Gibbs, J., Hartviksen, J., Lehtonen, A., & Spruce, E. (2019). Pedagogies of inclusion: a critical exploration of small-group teaching practice in Higher Education. Teaching in Higher Education, 1-16. doi:10.1080/13562517.2019.1674276
Output after the seminar
Try out some new activities and strategies discussed in the workshop. Write a 500-word reflective commentary on the one’s experiences in small group teaching. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
5. Assessment and Feedback
Facilitator: Dr Jannie Roed (CETL)
Date of the seminar: March 22, 2022
ILOs
At the end of the workshop, participants will be able to:
- Provide focused and effective feedback to students
- Evaluate and select appropriate assessment strategies within their discipline
Reading before the seminar
Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
Output after the seminar
Write a 500 words reflective piece on how attending the workshop has influenced the way you provide feedback to students. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
or
Write a 500 words reflective piece on how you would re-design an assessment on your course to make it more authentic. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
6. Moodle in Practice
Facilitator: Ms Ada Yau (ITS)
Date of the seminar: March 24, 2022
ILOs
At the end of the workshop, participants will be able to:
- Understand the basics of HKU Moodle
- Use Moodle to create course web sites containing simple learning contents and collaborative activities
- Communicate with students through their Moodle courses
Reading before the seminar
William H. Rice IV, Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Packt Publishing © 2007 Citation
Output after the seminar
Upload a document using the “File” function on Moodle testing course. Create a Moodle assignment and Turnitin assignment on the Moodle testing course to collect students’ submissions.
7. Introduction to English as a Medium of Instruction
Facilitator: Dr Miranda Legg (CAES)
Date of the seminar: March 29, 2022
ILOs
At the end of the workshop, participants will be able to:
- Create a communication-rich task for students which is aligned with the course learning outcomes and gives students an opportunity to practice key communication skill(s) in the particular field of study
- Communicate expectations to students about the communication skills needed in the course through the use of an exemplar
Reading before the seminar
Philip Smyth & David Carless (2020) Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1781785
Output after the seminar
Participants will be expected to try out either (i) the communicative-rich task or (ii) the exemplar task in the classroom. Participants will then be expected to write a 500-word reflection about the success of the task and any amendments which should be made to the task in the future.
For information on registration, please contact:
Ms. Noranda Zhang, CETL
Phone: 3917 4729; Email: noranda@hku.hk.