1. Designing a teaching session
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2. Things to think about before the session
Type of teaching: Lecture, seminar, small group tutorial/ discussion
Length of session
Number of students
The level of the students
The resources I will need e.g. presentations, handouts
The learning outcomes for my session
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3. What do I want students to have achieved by the end of my session?
Exercise (15 minutes) Plan a session you will be doing or would like to do:
Take the green sheet from your pack and make a first attempt at the following:
Title topic
How long have you got?
How many students?
Context
Aims (what are the 3 most important things you want students to learn/ achieve).
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4. Writing learning outcomes
Think about the behaviour you wish the student to be able to demonstrate at the end of the session. With learning outcomes students should be able to demonstrate their knowledge to others.
By the end of the session students should be able to …
Assessable outcomes 
Non-assessable outcomes 
Give examples of…
Understand…
List…
Believe …
Describe…
Think about …
Design…
Imagine…
Summarise…
Be enthusiastic about …
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5. Devising clear, detailed, appropriate learning outcomes can be a challenge, but it has several important benefits:
1. it foregrounds the student and their learning, rather than the teacher and their teaching
2 it helps to ensure that teaching and learning occur at the appropriate level
3  it provides students (and other interest groups) with a clear, detailed description of what they are expected to know and be able to do - and thus to demonstrate for assessment purposes
4 it enables us to plan teaching in a systematic, effective and efficient manner.
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6. Activity 2: Writing learning outcomes (10 mins).
Have a first attempt at writing 2-3 learning outcomes for your session
in the section “How might these translate into ‘learning outcomes’? section on the green sheet.
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7. Intended Learning Outcomes
When writing learning outcomes there should be a clear, consistent alignment between these three elements of the session/ module/course.   
What we intend students to learn
Intended Learning Outcomes
Learning and teaching activities designed to enable achievement of ILOs
Assessment methods and criteria designed to assess achievement of ILOs
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8. Once we have devised clear, detailed outcomes it becomes easier to:
identify appropriate learning and teaching activities
choose the best ways to assess progress and achievement
draw up a plan and timeline for teaching and learning
evaluate the effectiveness of the teaching and learning process
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9. Factors to consider when devising appropriate learning activities
1. The principle of constructive alignment encourages us to devise teaching, learning and assessment activities that are aligned with the intended learning outcomes 2. To achieve complex, varied learning outcomes, students probably need to engage in complex varied activities 3. To learn, people need opportunities to integrate new information and ideas into their thinking, by ‘doing things’ with this ‘material’. Talking plays an important role in this process.
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10. realistic, relevant, intrinsically interesting
5. Research suggests we should use learning activities that have at least some of these characteristics:
realistic, relevant, intrinsically interesting
active participation by students
opportunities for discussion and collaborative working
opportunities to try out new ideas, language and behaviour
time for reflection and consolidation
6. Students’ attention and memory are reported to rapidly diminish if they only listen, or listen and take notes during teaching
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11. “Sustained and unchanging low-level activity lowers concentration
“Sustained and unchanging low-level activity lowers concentration. Sitting listening to a lecture is such an activity. Yet it requires concentrated effort to follow lecture content.” “The attention span of students under these conditions can be maintained for about minutes after which learning drops off rapidly.” “A short rest or simply a change of activity leads to a restoration of performance almost to the original level Do not talk for minutes unless you are certain you still have their attention.” Biggs, 1999, p99)
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12. Planning for teaching and learning
The ‘quality of learning’ varies over time
Student concentration can vary depending on “the students, the skill of the lecturer, the pace of the lecture, the difficulty of the material, the use of educational technology (which involves a change of activity), the time of day and so on”.
Biggs, 1999, p100 – 101 drawing on the work of Bligh (1971)
we need to think carefully about how best to ‘chunk up’ and use time
students need opportunities to work with or manipulate new material (to “make what they learn part of themselves”)
variety of activity helps to maintain high levels of engagement
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13. Planning a teaching session
Planning the F2F session
We suggest you:
think carefully about how best to manage and ‘use’ the time available to you
include an introduction stage and conclusion stage
use ‘chunks’ of time in multiples of 5 minutes- e.g. 10/15/20/25
avoid using chunks of less than 5 minutes – unless there is a specific reason
include a short section towards the end that you can ‘do or ditch’ to allow flexibility
If doing a one-off session get a good brief from the module leader.
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14. Activity 3: Planning your session (15 minutes)
Have a first go at:
What types of activities might you include in the session?
How would these relate to the desired outcomes?
Timing
What will you [the teacher] be doing?
What will the students be doing?
Resources needed.
0-15 minutes
Introducing the topic of…
Listening
Making notes
Asking questions
PowerPoint presentation
15-30 minutes
Listening in on group discussions.
Providing guidance to students who may be stuck.
Discussing the case studies in groups of 3-4 students
Handouts with case studies
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