Staff Enrichment & Professional Development

v
CTI Education Group (Pty) Ltd
Workshop for Lecturers
Patterns of Professionalism in the Lecture-room

Staff Enrichment & Professional Development
Durbanville Campus
by
Dr Deon C Louw
January 2011
2
Table of contents and appendices
Section Content Page
1 Letter to the Principal … … … … … … … …
2 Purpose of this document … … …… … … … 3
3 What is clinical supervision? … … … … … … 5
4 Generation Y (millennial) students … … … … … 7
5 Are our new students equipped to cope with their first year? … 8
What does an effective lecturer do in the lecture-room?

6 12
What are the steps/sequences of an exceptional lecture? … …
14
7 The importance of questioning
8 The four aces of effective teaching … … … … 16
9 Professional development programmes 17
10 Managing the professional development of lecturers 19
11 References … … … … ... … … … … 22
Number Apendices Page
1 A typical clinical supervision rubric for lecture-room observations … 25
2 Professional development programmes: example for a campus 26
3 Professional development programmes: example for a lecturer 28
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Patterns of Professionalism in the Lecture Room: Staff Enrichment & Professional Development
CTI Education Group: Durbanville Campus ■ January 2011
3
Purpose of this document
“. . . .to safeguard and improve the quality of instruction received by students.”
The primary purpose of this document is to improve the learning experiences of our students
through improved teaching.
The academic performance of students is, in great measure, a function of how a lecturer
presents the work. Although a lecturer may have good grades in a good degree from a good
university and will almost certainly be a good subject specialist, it is no guarantee that the
lecturer will be a good teacher. The art and the science of good teaching, instructing,
facilitating and empowering have to be learnt. They have also to be taught. The acquisition
of this specialised body of knowledge and the practice of these specific instructional skills are
the hallmark of a truly professional lecturer.
The intended outcomes
Patterns of Professionalism in the Lecture-
room provides some of the leading for each lecturer to . . .
thinking about effective instruction and  Identify current teaching skills that need
learning. The knowledge component is improvement
based on the research and writings of
 Select new teaching skills that need to be
acclaimed scholars; and the validity of the
acquired and practiced
instructional practices isbased on the
observations of exceptional lecturers.  Create an individual professional
development programme for the year
With this new information, it becomes the  Participate in clinical supervision initiative
responsibility of each lecturer to identify of CTI Durbanville
specific patterns professional behaviour  Improve current teaching skills
that need of improvement. When a  Acquire and practice new teaching skills
learning site, such as the Roger Street  Safeguard and improve the quality of
MGI campus or the Edward Street LSBM instruction received by our students
campus of CTI in Durbanville identifies
the improvement of teaching and lecturing as a campus- wide goal, then it becomes
necessary to administer a professional growth programme that meets the individual needs of
the each lecturer.
The secondary purpose of this document is to introduce such a programme: clinical

supervision. It is an effective and widely-used method for an individual lecturer to identify
where s/he needs to improve. Furthermore, it provides a clear administrative structure to
support the lecturer in the successful acquisition and practice of improved lecturing
behaviours.
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What is clinical supervision?
“Colleagueship and communication are interdependently and mutually supporting:they are essential
elements to the effective implementation of clinical supervision.”
The applied human service of supervision is a development of social work. And even before
that, in the various forms of apprenticeship of ancient China, Africa and feudal Europe. This
is described by Smith (2009):
‘The process of being attached to an expert of learning through doing allows the
novice the gain knowledge, skill and commitment. It also enables them enter a
particular community of practice . . . by spending time with practitioners, by
looking over their shoulders, taking part in the routines and practices associated
with the trade or activity . . .we become full members of the community of
practice.’
Morris Cogan (1972) is credited with introducing clinical supervision to education – where the
emphasis is on lecturer growth and the assumption is that teachers possess the drive and
the personal resources to work with then observer to solve their problems. The random
unannounced observation by a ‘snoopervisor’ with a standard check-list is replaced by a 4-
step process, one of which includes a planned observation of items identified by the lecturer
for feedback.
The “in practice . . .” exemplars (very brief excerpts from an imaginary clinical supervision
cycle) that follow are designed to show the tone and shared collegiality of the process. The
observation system described (in part!) is the Flanders verbal interaction analysis (Babelan &
Kia, 2010),
Step 1 in practice . . .
Step 1: Pre-observation meeting:
 Observer O sent e-mail to Lecturer L (to
 At best done a few days before the confirm pre-Obs meeting: Monday
observation (at worst, 30 minutes 08:30-09:30 in the Academic Office
before the observation).  L has two concerns: in this class very
few students (1st year Marketing)answer
 The lecturer briefs the observer by his questions; and students appear to
describing the qualities and have no interest in the subject.
characteristics of the class; the
intended outcomes for the lecture, the  They agree that O will design a simple
teaching methods to be used and instrument to observe and record the
other relevant information. The spoken interactions between L and his
atmosphere is relaxed and collegial. students, especially when he asks them
questions.
 The observer encourages the
lecturer to indicate what aspects of
the lecturing s/he would like
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feedback.
 This can range from using a new teaching methodology to identifying specific
problems.
 Together, the lecturer and the observer complete a simple observation rubric to
focus on these outcomes and methods. This makes the observation more authentic. )
See Appendix 1: A typical clinical supervision rubric for lecture-room observations).
 In the pre-observation meeting it is important that the lecturer and observer

understand the nature and previous experiences of the students in the class.
Universally, the current cohort of students has unique characteristics that impact on
how they receive and process new learning. They are described as Generation Y
(Millennial) students. Another section develops this theme.
“
Step 2: Observation
 O is seated on the side of the lecture room
 The observer should be seated at when a noisy class arrives. L shouts: “You
the side of the lecture-room and are too stupid to waste time, so it down
must be neutral and nonparticipating. NOW!”
 L starts by asking, “What are the 4 Ps of
 The duration of a typical observation marketing?” to which a student shouts: “You
lesson should be no more that 45 only did two.”
minutes.  L replies, “I know what I am doing and you
never do.” Silence follows.
 The observer makes comprehensive  Another student shouts, “You said marketing
notes on the pre-agreed aspects of is not advertising . . .oh, that’s an ‘a’!”
the lesson only. This should be done
using the agreed observation rubric.  L says, “No, but you are an ‘a’ for arse!”
Silence follows.
 L sighs, looks at O and says, ”See! I told you,
they never listen. They can all fail . . .”
Step 3: Analysis and strategy Step 3 in practice . . .
 Using the observation  O is sipping filter coffee in the board-room,

rubric, the observer will have and reviews his notes.
analysed the lecturer’s  L asked 7simple questions; only two students
performance to give attempted the first 3 questions (incorrectly);
descriptive/objective feedback to no-one attempted the next 3; However, L
the lecturer. This could be and the student S7who attempted Qn 7(also
counting the frequency of an incorrect) had a healthy discussion.
event; looking for patterns in what
preceded or followed this event;  Each incorrect answer for Qns 1-6 was
etc. followed by criticism from L. But S7 was met
with praise and encouragement, “Now I can
see some thinking . . good . . but explain why
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 The observer decides on a you said Place is important . . . because it is.
feedback strategy that best fits I know you can get this right.”
the lecturer’s needs, maturity and
personality.
Step 4: Post observation meeting:
 Later that day they meet in the board room, eat
 This is done as soon sandwiches from Bonne Appetite and O shows
after the observation as L the analysis of the lecture.
possible – and not more than  L is silent and then speaks slowly, “All I seem to
two days of the observation. do is shout, criticize and curse!”
 The objective feedback  O says, “Not always. Look at what happened
allows the observer to make with Qn 7.”
the positive comments and the  L frowns and says, “He also got it wrong, but
lecturer to identify areas for then tried to improve his answer . . .hey, I did
growth. not criticize, but encouraged him to explain . .
and I even said it was possible!”
 Together they agree on
 O: “So you use two different approaches to
areas that need improvement;
incorrect answers. Which worked?”
discuss how this can be
achieved; and plan the next  L: “When I criticized the wrong answer, the
observation lecture students were silent. I suppose they felt they
would just be knocked down. But when I
Communication and colleagueship encouraged S7, and even used his idea, he was
eager to try again – and got it right!”
There is no magic to the clinical  L: “Next lecture will be praise and
supervision model. Because the encouragement with no criticism!”
traditional view of the observer was
an authority figure, the organisational
climate was closed and honest discussions were absent. This model provides the
opportunity for a mutual relationship to develop, beginning with the pre-observation meeting
where the observer communicates that s/he is interested in and values:
 The lecturer’s objectives for the lecture – by listening to the content of what is said and
expressing confidence in the lecturer.
 The lecturer’s perception of the class to be observed – by seeing the group from the
lecturer’s viewpoint.
 The lecturer’s priorities for the upcoming observation – by practicing restraint and
seeing the best rather than trying to convince.
With a disciplined effort to improve communication skills and a sincere respect for the
integrity of the lecturer as a fellow professional, the power of clinical supervision is
unleashed.
Penultimate thoughts about clinical supervision

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The aim of all observations and supervision must be to improve instruction. However, the
assumptions in clinical supervision are different from other models:
 lecturer and observer are equal professionals in a non-threatening relationship;


 the lecturer identifies concerns and observer assists with analysing the lesson and
developing improved lecture skills;
 and the observer’s behaviour demonstrates the belief that the lecturer is an able
colleague.
What about a Step 5?

Some authors include a fifth step: the post-supervision analysis where the observer reflects
on his/her performance. Questions can include:
 Was the teacher’s professional integrity respected?
 Was feedback supported with observation notes?
 Was the discussion time balanced between observer and teacher?
The last word in support of clinical supervision
In the most comprehensive study to date on how some education systems around globe
keep getting better (Mourshed, Chijioke & Barber 2010) there is strong endorsement of the
principles an practices of clinical supervision. Some of the features unique to the very best
education systems in the world, described as systems that are leading the education journey
from great to excellence, are highlighted in Table 1.
Table 1: The “great to excellent” journey of education

improving through peer-led support and teaching innovation
In the final frontier of improvement, the journey from great to excellent,

systems focus on creating an environment
that will unleash the creativity and innovation of its educators and
other stakeholder groups.
System educators are highly skilled and the intervention[s] serve further to enhance
the educators’ responsibility for looking after each other’s development.
The systems give their teachers the time, resources, and flexibility
to reflect upon and try out new ideas to better support student learning
School-based learning communities

create peer-led support and accountability [structures]
And the system provides effective educators with greater pedagogical autonomy
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Generation Y (Millennial) students
“. . . the three most highly rated lecturer behaviours that influence Millennial students' success were
clarity of teaching, avoiding criticism and providing students with opportunities to learn.”.
Most lecturers would agree that that no two cohorts of students are the same. However
there are distinct features common to the current generation of students, known at
Generation Y or Millennial students, that lecturers ought to recognise when designing and
presenting lectures.
Deloitte Consulting LLP (2005) described these students as techno-savvy, well connected…
24/7, self-confident, optimistic, hopeful, independent, comfortable self-reliant, determined,
goal oriented, success driven, lifestyle centred, diverse, inclusive, global-minded, civic-
minded, community minded, pulling together, service oriented, thrive on flexibility, and
entrepreneurial in life.
Some of these characteristics have a dark side: they are described as:
‘impatient, and they are the most ‘hovered over’ generation ever . . .
with unprecedented parental supervision and advocacy.’
Furthermore, technology pervades in all aspects of their lives:
‘Most of them never experience life without the influence of a

computer. . . they perceive al information and competition as a click
away.’
This description is confirmed by Howe and Strauss (2003) who found that in many ways the
current generation of students is more different from previous generations. How these
students receive and process new learning becomes a significant factor when designing a
lecture
In addition to acknowledging the needs of Millennial students, our lecturers must

accommodate the poor level of academic preparedness evident in the majority of South
African school-leavers.
Are our entering students equipped to cope with their first year? This is the focus of the next
section that uses local and international test data for literacy and mathematics to illustrate
that South African students are so ill-equipped that lecturers need extraordinary skills to
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bridge this knowledge gap, while building the self-confidence of an easily demotivated
group.
Are our entering students equipped to cope with their first year?
A report on the lecture-room observations of lecturers of MGI and LSBM courses at the CTI
Campus in Durbanville ought to be seen in context.
The context for this report is the extent to which South African students are equipped to cope
with the rigours of tertiary studies. International and local benchmarking statistics indicate
that South African students are ill-equipped when compared to students from most other
countries. This is highly significant when observing the lecturing skills of lecturers and the
extent to which this deficiency is accommodated and addressed by lectures and eventually
overcome by the students.
A macro-level context Table 1: World rankings of

school mathematics performance ‡
On a macro-level, the context is
South Africa’s place in world TIMSS SACME Selected countries at this level
rankings of school mathematicss -like* -like†
performance taken from
Schooling2025 Action Plan,
600 Hong Kong, Singapore
development of workbooks,
580 Taiwan
accelerated infrastructure
560 Japan
develop-ment plan briefings
540 Cuba, Kazakhstan, Russia, UK
(2010).
520 USA, Germany, Australia
500 Italy, Canada, Sweden
Table 1 shows that the pool of
480 Czech republic, Uruguay, Norway
students from which South
460 Ukraine, Costa Rica
African higher education students
440 Mexico, Georgia
are drawn is at a significant
420 580 Mauritius, Chile, Argentina
numerical disadvantage when
400 560 Iran, Brazil, Kenya
compared to the pool of students
380 550 Peru, Seychelles, Algeria
of most other countries.
360 530 Paraguay, Mozambique,
Although these scores are
Nicaragua
specific to mathematics, other
340 520 Tanzania, Panama, Morocco,
international benchmarking
Swaziland, Botswana
scores for literacy and science
320 510 Tunisia, Uganda, Kuwait
rank South African students in a
300 490 RSA, Dominican Republic, Qatar
similar position.
280
260 440 Lesotho
A number of conclusions can be
240 430 Zambia, Malawi, Namibia
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drawn from table 1: 220
200 Yemen
 This is of significance to * Trends in International Mathematics and Science Study (TIMMS) of 36
LSBM courses and lecturers countries
† Southern and Eastern Africa Consortium for Monitoring Educational Quality
when examination results of (SACMEQ) of 15 countries
South African students are ‡ See Figure 3 for an interpretation of normative scores
compared to examination
results of UK students.
 Of greater significance to a Interpreting normative scores

South African lecturer is the
imperative to identify lecturing The TIMSS score in Figurer 1 are not raw scores:
methodologies that meet the they are converted normative scores with a minimum
needs of South African 200 (1st percentile, meaning that 99% of countries
students. performed better than Yemen) to 600 (100th
percentile, meaning that 0% of countries performed
 The competitive advantage of better than Hong Kong and Singapore). The
LSBM courses lies in the normative group mean is 400 (50th percentile for Iran,
higher standard of the host Brazil and Kenya), with a standard deviation of 100.
country, the United Kingdom.
As this is not an equal-interval scale, South Africa’s
That is, an SA student who
score of 300 must not be interpreted as being at the
gains the HND must be
25th percentile. It is one standard deviation below the
perceived as having passed
mean and therefore at the 16% percentile, meaning
“very difficult and demanding”
that 84% of countries perform better than South
exams because the UK
Africa.
examinations would be more
difficult for a SA student to The UK score of 540 would be higher than the 90th
pass than they would be for a percentile.
UK student.
An intermediate-level context
At the intermediate-level, the context is the mathematics and literacy pass rates of SA grade
9 learners in table 2 (Schooling 2025 Action plan, development of workbooks, accelerated
infrastructure development plan briefings (2010)
Table 2 shows that in 2009 only 37% and 19% of grade 9 South African students were able
to achieve the minimum grade 9 passing score for literacy and numeracy respectively. Of
significance to MGI and LSBM lecturers would be:
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Figure 1: Output goals on the attainment of minimum quality standards
Goal Indicator Baseline and targets
Grow the number of Percent of learners 2009 (baseline): 37% for literacy
learners in Grade 9 performing at the 2009 (baseline): 19% for numeracy
who by the end of the required level (of the
year have mastered country’s Annual 2014: 60% for both subjects
the minimum literacy National 2019: 75% for both subjects
and numeracy Assessments for 2024: 90% for both subjects
competencies each learning area
 that the majority of students will dislike reading; will struggle to read; and will find
comprehension very difficult;
 that the vast majority of students will struggle with most mathematical concepts. This
does not only apply to mathematics, statistics and accounting courses, but to any
course that uses graphs, tables, charts and diagrams;
 that this weak cohort who were tested in grade 9 in 2009 will enter CTI in 2013 and
that it can be assumed that students entering CT in the years 2010 to 2012 will be no
better.
 that additional courses in basic literacy and numeracy will benefit most (if not all)
students and that the current pre-degree Academic Skills course would be an
appropriate course for all MGI and LSBM first year students.
 that different teaching methodologies ought to be used by lecturers to accommodate

these weaknesses.
A micro-level context
Table 2: Regional performance of South African learners

Region Reading Mathematics
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Eastern Cape 444 449
Free State 446 447
Gauteng 576 552
KwaZuluNatal 517 510
Mpumalanga 428 433
Northern Cape 470 460
Limpopo 436 446
North West 427 419
Western Cape 629 591
South Africa 492 486
The micro-level considers the position of the Western Cape in relation to the other eight
provinces by comparing the regional performance of South African learners in mathematics
and reading (Table 3) taken from Southern and Eastern Africa Consortium for Monitoring
Educational Quality, (2010).
Students from the Western Cape are ranked in 1st place for both reading and mathematics in
South Africa, with Gauteng students ranked 2nd for both subjects.
A number of conclusions can be drawn from these scores, especially for sites in the Western
Cape and Gauteng:
 The Western Cape draws from Interpreting SA regional scores

a pool of students who enjoy The SACMEQ test scores for reading and
reading and mathematical mathematics (Table 3) are converted normative
advantages (over other South scores with a minimum 200 and a maximum of
African students); so 800. The normative group mean is 500 with a
Durbanville MGI and LSBM standard deviation of 100.
results ought to be higher than
others. The Western Cape’s mean score is calculated to
be (629 + 591) ÷ 2 = 610. This is higher than one
 The Western Cape’s apparent SD above the mean, which places Western Cape
superiority within eastern and students the Western Cape in the top 16% of
southern African countries must Southern and East African students.
be viewed with caution as these
countries fall well below the Gauteng and KwaZuluNatal students performed
international mean. better than the average student (above 500), with
students from the remaining six provinces
 GMI and LSBM lecturers from the performing below average (below 500).
six weakest provinces face
significantly more difficult challenges
when working with first year students: the students require even more academic support
and the lecturers need to find and use appropriate teaching methodologies to
accommodate these extreme weaknesses.
Promising initiatives
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The Durbanville campus has not been an idle observer. Before 2010 the only structured
academic support was the compulsory MGI pre-degree course “Academic Skills” with a focus
on learning, writing and presentation. Since 2007 a weekly two-hour tutorial has been time-
tabled for each of the LSBM 1st and 2nd year Accounting related courses. These tutorials
were the only initiative to address the very weak mathematics and numerical skills of many
students.
However, in 2010 both MGI and LSBM campuses introduced additional bridging courses to
assist struggling students. These are described in Table 4. The LSBM “Academic Skills”
followed the LSBM designed course and used its companion
student handbook. “The writing lab” course, designed by Durbanville lecturers, was offered to
MGI 1st year and pre-degree students on a voluntary basis, where the focus of these
courses has been almost exclusively on language and writing. In 2011 it will be offered
under a new name: “Writng skills.”
Table 4 contains the recommendation (given in red) that a new course, “Numeracy skills” be
designed and presented in the first semester of 2011. This course should include basic
mathematics as well as the skills needed for constructing, reading and interpreting charts,
tables and other numerical data the class is likely to face during the year.
Table 3:
Additional academic support offered in 2010
Additional academic support recommended for 2011
LSBM Yr Intervention Semester hrs/week

1 Academic skills 1&2 1
Accounting Tutorial 1&2 1
Numeracy skills 1 1
Business
Studies
Accounting Tutorial 1&2 1
Numeracy skills 1 1
3
IT Numeracy skills 1 1
Numeracy skills 1 1
3
LSBM Yr Intervention Semester hrs/week

1 The writing lab/skills 1&2 2
Numeracy skills 1 1
B Psychology 2
3
4
T,T & H The writing lab/skills 1&2 2
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Numeracy skills 1 1
The writing lab/skills 1&2 2

Numeracy skills 1 1
Graphic Design
Pre-degree The writing lab/skills 1&2 2

Numeracy skills 1 1
What are the general principles of effective teaching?
The Educational Practices Series (developed and distributed by the International Bureau of
Education, a UNESO institution for publishing research findings on educational topics of
international importance) includes the work of Jere Brophy (2000) in which he examines the
relationship between teaching practices and student outcomes.
The principles of effective teaching rest on three assumptions – each of which requires the
lecturer to have a wide repertoire of instructional methodologies:
The mastery of a wide curriculum requires different types of learning and different types of
teaching, so no single method can be used for all occasions.
Student instructional needs change as their expertise develops, so the optimal mix of
educational activities will evolve as the student progresses.
Students should learn at high levels of mastery, yet progress through the curriculum
steadily, alternatively put, work must always be difficult enough to challenge students, yet
not so difficult as to confuse or frustrate students
Brophy’s eleven principles of effective teaching are summarised in table 12. The practice of
each principle is supported by its positive effect on student success.
Table 12: The principles of effective teaching

Practicing the principle of . . . Means that students succeed best . . .
. . . a supportive lecture climate . . . within cohesive and caring learning communities
. . . an opportunity to learn . . . when most of the time is managed and spent on

curriculum-related activities
. . . curricular alignment . . . when all components of the curriculum are
aligned to the instructional purposes and goals
. . . establishing learning orientations . . . when the lecturer provides structure, clarifies
outcomes and cues desired learning outcomes
. . . coherent content . . .content is explained clearly and developed with
emphasis on structure and connections
. . . thoughtful discourse . . .planned questions engage students in sustained
discourse structured around powerful ideas
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. . . practice and application activities . . . when given useful feedback and sufficient
opportunities to practice and apply the new learning
. . . scaffolding students’ tasks . . . when the lecturer assists to students to engage
productively in learning activities
. . . strategy teaching . . . the teacher models and instructs students in
learning and self-regulating strategies
. . . co-operative learning . . . after working in pairs or small groups to construct
understandings or help one another master skills
. . . goal oriented assessment . . . a variety of formal & informal assessment
methods are used to monitor progress toward
learning goals
What does an effective lecturer do in the lecture-room?
Rosenshine and Furst (1973) studied 50 teaching behaviours that influence student
achievement. Traditionally, the top eleven are given. All have a positive correlation with
student success, except the use of criticism, which is negatively related. Ogbeide (2010)
found these same eleven factors were perceived by Generation Y students to positively
influence their learning, especially when the lecturer combines this teaching with great
personality, less workload, flexibility and friendliness.
Figure 2: Effective teaching behaviours (Rosenshine & Furst)
1 Clarity of presentation
2 Variability of presentation style
3 Teacher enthusiasm
4 Task-oriented/business-like behaviour
5 Student opportunity to learn
6 Use of student ideas
7 Criticism (negatively related)
8 Use of structuring comments
9 Types of questions
10 Probing
11 Level of difficulty
Clarity
 Gives clear explanations, examples and assignments
 Uses terms understood by the learners
 Answers questions directly
 Follows an organized approach to the subject
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Variability of presentation style

 Uses variety in materials and activities
 Uses variety in questions, assessment and evaluation
 Uses variety in instructional methodologies
Teacher enthusiasm
 Demonstrates passion
 Seen in movement, gestures and facial expression
 Heard in voice inflection
Task-oriented/business-like behaviour
 Concerned that learning takes place every day
 Encourages students to work hard through independent and creative effort
Student opportunity to learn

 Teaches concepts through activities and assignments
 Reflects important concepts in assignments and evaluation
 Explains acceptable standards
 Does not give busy work
Use of student ideas

 Is a facilitator of learning and not just an expert/authority figure
 Utilises learner input
 Praises and encourages ideas
 Encourages students to challenge conventional thinking
Criticism (negatively related)

 Lets students know that are wrong without criticism
 Avoids sarcasm
Use of structuring comments

 Develops a structural scaffold
 Links new information to past experience
 Previews key points and summarises after
Types of questions
 Asks questions at different cognitive levels
Probing
 Responds to students’ answers with another question
Level of difficulty
 Asks challenging questions
 Questions are not too hard and not too simple
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Table
What are the steps/sequences of an exceptional lecture?
It is self-evident that when a lesson is carefully planned it will result in a more effective
lesson. Furthermore, if that planning incorporates best practices in teaching and learning,
the learning will be even more effective.
Madeline Hunter proposed a seven-step lesson plan that supports both the direct instruction
method and the behaviourist school of educational practice.
Figure 3: Madeline Hunter’s Seven Step Lesson Plan
What are the lesson’s objectives/intended outcomes?

 What will the students learn and/or demonstrate?
 What the students are expected to know, do and/or value
Standards addressed and expectations of students:

 Stating the depth and width required of students
Anticipatory Set:
 “The Hook” -- something to excite the student about the subject matter
Teaching/Instructional Process:
 Input, modeling, and checking for understanding
Guided practice and monitoring:

 Monitor orally individually or together; monitor via written language or via
a task performance; monitor via group sampling or visual answers, e.g.,
“thumbs” -- you monitor to know if students are learning and lesson
objectives are being met
Closure:
 Statements or actions by you that help students make sense out of what
has just been taught, to help form a coherent picture, to eliminate
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confusion and frustration, and to reinforce major points to be learned
Independent Practice:
 This can be a question or problem for students to ponder on their own or
in small groups or pairs.
 The aim is to reinforce and extend the learning beyond the lesson and
ideally into real world settings.
A similar description of nine-instructional events was proposed by Robert Gagné. These

events have corresponding cognitive processes that can support learning
Figure 4: Gagne’s Nine Events of Instruction.
Event of Instruction Learning Process
1. Gaining attention Attention

Giving learner a stimulus to ensure
reception of coming instruction
2. Informing the learner of the objective Expectancy

Telling learner what they will be able to
do for the instruction
3. Stimulating recall of prior learning Retrieval to working memory

Asking for recall of existing relevant
knowledge
4. Presenting the stimulus Pattern recognition; selective

Displaying the content perception
5. Providing learner guidance Chunking, rehearsal, encoding

Supplying organization and relevance to
enhance understanding
6. Eliciting performance Retrieval, responding

Asking learners to respond,
demonstrating learning
7. Providing Feedback Reinforcement, error correction

Giving immediate feedback on learner's
performance.
8. Assessing performance Responding, retention

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Providing feedback to learners' more
performance for reinforcement
9. Enhancing retention and transfer Retention, retrieval,

Providing diverse practice to generalize generalization
the capability
Analysing lecturer-student verbal interaction for clues on effective lecturing
The 1961 ground-breaking study by Ned Flanders analysed the way in which students
responded to the way in which a lecturer spoke to individuals or to the group. The verbal
interaction between the lecturer and the students is a basic element of teaching and it plays
a fundamental role in determining the efficiency of teaching (Babelan & Kia, 2010). That is,
to understand what makes a weak or a strong lecturer one must look at how the lecturer
interacts with the students.
In table 6 it can be seen that lecturer promotes student success through four specific verbal
interactions (Q1), while the frequent use of another three verbal interactions will lead to poor
student performance (Q2). Students learn best when they have the opportunity to ask
questions and to introduce new ideas (Q3); whereas little learning occurs if students merely
respond to the lecturer’s ideas and questions (Q4).
Table 6: Verbal interactions that lead to . . .

. . . high student achievement . . . low student achievement
 Accepts feelings Q1  Lectures Q2

 Praises or encourages  Gives directions
Lecturer-talk
 Accepts or use ideas  Criticises or justifies authority
 Asks questions
Student-talk
Q3 Responds to lecturer’s Q4
 Initiates questions and ideas  questions and ideas
Silence  Confused silence  Confused or stunned silence
Flanders also found that in classroom environments more than two thirds of the class time is
somehow related to the teacher talk and verbal interaction and so, it is the teacher's
responsibility to facilitate the effective interaction. See table 7.
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Table 7: What is the rule of two-thirds? (Flanders, 1961)
Two-thirds of the time spent in a

67%
lecture, someone is talking.
About two-thirds of the time the person talking in

45%
the lecture is the lecturer
About two-thirds of that time the lecturer will be expressing

30%
his own opinion/facts, giving directions, or criticizing students
Two-thirds of the time spent in a

67%
lecture, someone is talking.
About one-half of the time the person talking in the lecture

33%
is the lecturer.
About two-fifths of that time the lecturer will be expressing his own
13%
opinion or facts, giving directions, and criticizing students
The below average lecturer The superior lecturer
b __________________________________________________________________________________________
21
The importance of questions
“ . . .for older students, increases in the use of higher cognitive questions are positively related
to increased lecturer expectations for the students and increased student achievement.”
Figure 3: Questioning guidelines
1 Place signal [get their attention], then ask the question.

2 Ask the question before designating the person to answer
3 Wait for 50% or more of hands [or “right eyes” or knowing looks]. The
longer the wait-time, the better the responses will be
4 Never ask a question of a student who you know cannot answer.
5 If a student is confused or can’t answer, calmly repeat the same question
or give a direct clue
6 Do not repeat nor rephrase the student’s response. Ask for agreement by
class or for others to respond.
b __________________________________________________________________________________________
22
The four aces of effective teaching
A clever and practical summation what teachers can do and the learning that students
achieve is described by Bulger, Mohr and Walls (2002) as the Four Aces of effective
teaching. They suggest that student learning is better, faster, and/or more long-lasting when
teachers are able to play the Four Aces.
The section that follows gives a description of each of the four aces together with questions
that serve as a useful barometer of a lecturer’s ability to play each ace.
ce 1: Outcomes Ace 1 Barometer Questions

 What were the desired student
Outcomes enable students to focus their outcomes for your last class meeting?
attention on clear learning goals. These
outcomes inform students of where they are  Were the outcomes directly stated or
going and how they will get there. Outcomes implied?
also provide the teacher with a framework
for designing and delivering the course  What did your students actually learn,
content. and how was that learning
documented?
Furthermore, outcomes enable teachers to  Did the employed instructional
assess student learning as a measure of strategies effectively contribute to each
their own instructional effectiveness. student’s ability to accomplish the
Instructional methods and assessment stated outcomes?
techniques enable the student to acquire
and/or demonstrate the desired outcomes.
Ace 2 Barometer Questions
b __________________________________________________________________________________________
23
Ace 2: Clarity  During your last class meeting, what
More effective teachers typically provide instructional techniques did you employ
students with highly explicit directions and to provide the students with a clear
explanations concerning the course explanation of the lesson content?
organization and content.  What types of illustrations,
When delivering instruction, nothing should demonstrations and the like were used
be left to chance. If students are not meeting to supplement and clarify verbal
your expectations, your methods of delivery explanation?
may lack the required degree of clarity.  Were there any concepts and/or skills
When a teacher tells, shows, and makes the that you were able to incorporate from
message available from alternate previous lessons and courses?
perspectives to alternate senses, that
teacher is engaged in effective instructional  Did you allocate sufficient time for your
practice. Additionally, the course should be students to ask questions so that you
structured in a way that affords students the could clarify information?
opportunity to make connections between  Did you make complex subject matter
the new material that is being presented and clear and easy to learn?
the concepts that they have already learned.
This instructional strategy is referred to as

curricular scaffolding. Ace 3 Barometer Questions
Ace 3: Engagement This principle suggests  In your last class, how much time were
that students learn by doing. The formal your students engaged in learning
lecture of one-way communication activities other than note taking?
represents an archaic model defined by  On how many occasions during your
instructor as deliverer and student as last class did students have the
receiver Accordingly, teachers must create a opportunity to be actively engaged in
dynamic, educational environment that the learning process?
affords students the opportunity to practice  How many of your students are asleep
every concept that they are learning. More or off-task at any point in a given
effective teachers utilize instructional lesson?
strategies that engage students repeatedly
throughout the entire lesson. This engage-
ment should begin early in the lesson and continue throughout the lesson introduction, body,
and closure. As a general rule, a teacher should limit a lecture to no more than thirty minutes
before employing a learning activity that actively engages all students. Furthermore, these
engagement activities are intended to facilitate the development of the knowledge, skills, and
attitudes that will enable the student to accomplish the previously identified lesson outcomes.
b __________________________________________________________________________________________
24
Ace 4: Enthusiasm
Ace 4 Barometer Questions
As straightforward as it may seem, "if you  Were your students excited about
hate to teach it, your students will hate to attending your last class?
learn it.” Conversely, if you love to teach it,
your students may very well love to learn it.  Were you excited about teaching your
Enthusiasm is contagious. More effective last class?
teachers display a high level of enthusiasm  What have you done to effectively
that reflects their professional competence communicate your passion for the
and confidence. Teachers can begin to subject matter that you teach to your
establish a positive learning environment by students?
showing their passion for the subject matter,
 What strategies do you employ to stay
using student names, reinforcing student
current in your field of study and
participation during class, and being active
communicate your excitement about
in among the students. The most critical
new developments?
component for fostering classroom
enthusiasm, however, is student success.  How have your past teaching,
Accordingly, it is the teacher's responsibility research, and service been used to
to establish a classroom environment that positively impact the teaching-learning
allows for a high degree of student environment for your students?
achievement, which becomes a powerful
motivator for both student and teacher
Bibliography
Babelan, A. Z. & Kia, M. M. (2010), “Study of Teacher-Students Interaction in

Teaching Process and its Relation with Students' Achievement in Primary Schools”
The Social Sciences Volume 5 Issue 1.
Brophy, J. (2000) Teaching, Geneva: UNESCO (International Bureau of

Education). Also available at http://www.ibe.unesco.org.
Bulger, S., Mohr, D. & Walls, R. (2002) ‘Stack the Deck in Favor of Your
Students by Using the Four Aces of Effective Teaching’ Journal of Effective Teaching,
Vol. 5, No. 2.
Cogan, M. (1972) Clinical Supervision. Boston: Houghton Mifflin.
Cotton, K., (1988) Classroom Questioning. Portland: North West Regional

Educational Laboratory.
Deloitte Consulting LLP (2005). Who Are the Millennials? A.K.A. Generation Y,
available at http://www.deloitte.com/dtt/cda/doc/content/us_consulting_
b __________________________________________________________________________________________
25
millennialfactsheet_080606.pdf. [retrieved on 14 November 2010].
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process” Educational Leadership, available at http://www.ascd.org/ASCD/
pdf/journals/ed_lead/el_196112_flanders.pdf [retrieved on 25 November 2010]
Gagne’s Nine Events of Instruction. (2004), available at

http://coe.sdsu.edu/eet/articles/gagnesevents/index.htm [retrieved on16
November 2010]
Howe, N., & Strauss, W. (2003). Millennials Go To College. American

Association of Collegiate Registrars and Admissions Offices (AACRAO) and
Life Course Associates/
Ishaq, K. & Kritsonis, W. (2009). “Supervision and evaluation: principals’ worst

nightmare.” National Journal for Publishing and Mentoring Doctoral Student Research,
December 2009.
Mourshed, M., Chijioke, C. & Barber, M (2010) How the world’s most improved
school
systems keep getting better, London: McKinsey & Company.
Ogbeide, G-C. (2010) The Millennial (Generation Y) Students’ Perception of

Teaching Effectiveness: A Case of a Tier-One U.S. Midwestern University, available
at http://scholarworks.umass.edu/refereed/CHRIE_2010 [retrieved on16/11/2010].
Pienaar, M. (2009). CTI lecturer’s induction handbook. Midrand: CTI Education

Group
Rosenshine, B., & Furst, N. (1973). ‘Research on teacher performance

criteria.’ In B. Othanel Smith (Ed.), Research in teacher education - A symposium.
Englewood Cliffs, NJ: Prentice-Hall, Inc.)
Rowbotham, J., (Wednesday, 26th May 2010) “Volumes of academic success”,

The Australian. Schooling 2025 Action Plan, development of workbooks, accelerated
infrastructure development plan briefings, available at
http://www.pmg.org.za/report/20100504 [retrieved on 01/11/2010]
Smith, M. K. (2009) ‘The functions of supervision’, The encyclopedia of informal

Education, available at http://www.infed.org/biblio/functions_of_
supervision.htm [retrieved on 22 November 2010]
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(SACMEQ) (2010), available at http://www.sacmeq.org/indicators.htm#sou [retrieved
on 01/11/2010]
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Walsh, J., Kemerer, F. & Maniotis, L. (2005). The educators guide to Texas
school law (6th ed), Austin: University of Texas Press.
b __________________________________________________________________________________________
27
b __________________________________________________________________________________________
Appendix 1: A typical clinical supervision rubric for lecture-room observations
LSBM / MGI Observation Rubric

For use in the clinical supervision programme of CTI, Durbanville campus
Lecturer … … … … … … Date … … … Class … … … … … … … … …
Meeting Date Key elements: Record of decisions, actions and dates
Pre-observation
Observation
Analysis &
strategy
Post-observation
The Observation rubric to be used during the observation of the lecturer

Contract items/ Assessment criteria selected for observation Standard
Comments
at the pre-observation meeting below acceptable above
Notes taken while observing the lecturer and/or during the analysis of the lecture
___________________ ___________________ _________________

Observer’s name Observer’s signature Lecturer’s signature
CTI Education Group (Pty) Ltd
Head Office Durbanville Campus
Fourways Manor Office Park Kaapzicht, 9 Rogers Street, Tygervalley

Cnr Roos & Macbeth Streets, Fourways P O Box 284, Private Bag X7
P O Box 1398, Randburg, 2125 Tygervalley, 7536
Tel: 011 467 8422 Fax 011 789 4606 Tel 021 914 8000 Fax 021 914 8004
Website: www.cti.co.za e-mail: durbanville@cti.co.za

30
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CTI Education Group (Pty) Ltd

Workshop for Lecturers

Patterns of Professionalism in the Lecture-room

Table of contents and appendices

Section Content Page

1 Letter to the Principal … … … … … … … …

2 Purpose of this document … … …… … … … 3

3 What is clinical supervision? … … … … … … 5

4 Generation Y (millennial) students … … … … … 7

What does an effective lecturer do in the lecture-room?

8 The four aces of effective teaching … … … … 16

9 Professional development programmes 17

10 Managing the professional development of lecturers 19

Number Apendices Page

1 A typical clinical supervision rubric for lecture-room observations … 25

2 Professional development programmes: example for a campus 26

3 Professional development programmes: example for a lecturer 28

Purpose of this document

“. . . .to safeguard and improve the quality of instruction received by students.”

The secondary purpose of this document is to introduce such a programme: clinical

What is clinical supervision?

 In the pre-observation meeting it is important that the lecturer and observer

Step 3: Analysis and strategy Step 3 in practice . . .

 Using the observation  O is sipping filter coffee in the board-room,

Penultimate thoughts about clinical supervision

 lecturer and observer are equal professionals in a non-threatening relationship;

What about a Step 5?

The last word in support of clinical supervision

Table 1: The “great to excellent” journey of education

In the final frontier of improvement, the journey from great to excellent,

School-based learning communities

Generation Y (Millennial) students

Furthermore, technology pervades in all aspects of their lives:

‘Most of them never experience life without the influence of a

In addition to acknowledging the needs of Millennial students, our lecturers must

A macro-level context Table 1: World rankings of

 Of greater significance to a Interpreting normative scores

Figure 1: Output goals on the attainment of minimum quality standards

Goal Indicator Baseline and targets

 that different teaching methodologies ought to be used by lecturers to accommodate

Table 2: Regional performance of South African learners

 The Western Cape draws from Interpreting SA regional scores

LSBM Yr Intervention Semester hrs/week

LSBM Yr Intervention Semester hrs/week

The writing lab/skills 1&2 2

Pre-degree The writing lab/skills 1&2 2

What are the general principles of effective teaching?

Table 12: The principles of effective teaching

. . . an opportunity to learn . . . when most of the time is managed and spent on

What does an effective lecturer do in the lecture-room?

Figure 2: Effective teaching behaviours (Rosenshine & Furst)

Variability of presentation style

Student opportunity to learn

Use of student ideas

Criticism (negatively related)

Use of structuring comments

What are the steps/sequences of an exceptional lecture?

Figure 3: Madeline Hunter’s Seven Step Lesson Plan

What are the lesson’s objectives/intended outcomes?

Standards addressed and expectations of students:

Guided practice and monitoring:

A similar description of nine-instructional events was proposed by Robert Gagné. These

Staff Enrichment & Professional Development

Staff Enrichment & Professional Development

_________ _ _________