Date: 28 March 2024 (Thursday)
Time: 9:30am – 11:00am
Venue: Learning Lab (RR322, Run Run Shaw Building, Main Campus, HKU)
Speakers: Dr. Peter Lau, Lecturer, TALIC, HKU

The course is a requirement for all new full-time research postgraduate students to undertake teaching or assessment duties for their departments. The course aims to introduce the principles of learning, teaching, assessment and feedback in HKU’s context as well as to model ways of how teaching can be improved. It explores how to actively engage learners in small group settings and discusses teaching and learning activities typical of tutorials and/or lab-based teaching. Participants will first learn practical teaching strategies, such as structuring and managing tutorial, designing high impact tutorial activities and techniques for actively engaging a diverse range of students. Participants will also learn about assessment. With constructive and actionable feedback from teacher and peers, participants will identify what went well and what needs improvement in their initial teaching practice.

4 seats per session (Enrolment will be on a first-come, first-served basis.)

This session aims to prepare the participants for their initial teaching practice by designing learning outcomes and structuring lesson plan. The session will start with recapping the Outcome-Based Approach to Student Learning (OBASL) that mentioned in Module 1. Through various activities, participants will learn how to design appropriate learning outcomes and lesson plan. Principles and rationale of setting learning outcomes and designing in-class activities will be discussed.

Dr. Peter Lau is a Lecturer and Coordinator of the Certificate in Teaching and Learning in Higher Education programme, which aims to provide training on teaching skills for Graduate Teaching Assistants (GTAs). To facilitate continuous professional development for young/new colleagues, Peter also supports colleagues working towards Associate Fellow and Fellow of Advance Higher Education by mentoring and reviewing applications. As an advocate for Students as Partners (SaP) in teaching and learning in higher education, Peter believes that students could contribute great support and insights to teaching development when appropriate opportunities for pedagogical conversation are opened for teachers and students.