Core Workshops

The CORE series of workshops consist of twelve comprehensive workshops on teaching & learning, with an emphasis on the Outcome-Based Education model. It covers the fundamentals and essentials of teaching and learning, including learning theories and important concepts in outcome-based education. This includes curriculum design, instructional delivery,  active-learning methods, constructive alignment, assessment, evaluation and CQI. All the workshops are of half day duration. The workshops are activity-centered, enabling the participants to apply the knowledge and skills learned.

This series of workshops are conducted twice a year – from March to June and repeated from August to November. All lecturers should attend all these workshops unless they have previously been exposed to similar undertakings.

The 12 workshops are as follows:


This workshop is the foundation for all other workshops. It introduces and discusses fundamental concepts in teaching and learning, with an emphasis on learning. Topics include:

1. What is teaching & learning?

2. Basic theories in learning – behaviourism, cognitivism and constructivism, with emphasis on constructivism.

3. Teacher-Centered Learning vs Student-Centered Learning

4. Learning Styles and Gartner’s Multiple Intelligence


This workshop looks at the three main domains of learning and the different levels of their taxonomies. There is a strong emphasis on the concept of learning outcomes.
1. Cognitive, Psychomotor, and Affective Domains of Learning
2. MQF Eight domains of learning
3. Learning outcomes
4. Bloom’s cognitive, Simpson’s psychomotor and Krathwohl’s affective taxonomies
5. Bigg’s SOLO (Structure of Observed Learning Outcome) taxonomy


This workshop introduces the Outcome-Based Education (OBE) model of education.
1. Introduction to Outcome-Based Education
2. Four stages of teaching & learning
3. Four key issues of OBE
a. What learning outcomes we intend the students to have
b. How best to help the students achieve those outcomes
c. How do we know – and to what extent – they have achieved the outcomes
d. How to evaluate the above processes (a, b, c) and perform continuous-quality-improvement
4. Course Learning Outcomes (CLO), Programme Learning Outcomes (PLO), Programme Educational Objectives (PEO)


This workshop looks at the planning stage in OBE. The concept of constructive alignment is emphasized through the creation of a teaching plan and an assessment plan.
1. Curriculum Design and Planning
2. Stakeholders and Vision/Mission of HEP
3. Mapping Programme Learning Outcomes and Course Learning Outcomes (CLO).
4. Constructive Alignment (Biggs)
5. Teaching Plan (SOW)
6. Test Plan (table of specification)


This workshop builds on the previous workshop by incorporating the next stage of the teaching cycle, namely the delivery stage. We will explore Gagne’s sequence of instructional events as a model for instructional delivery.

1. Instructional Theory
2. Gagne’s Sequence of Instructional Events


This workshop introduces the concept of Bookend format for lectures (segmented lecturing) and introduces the use of active-learning methods in the classroom.
The active-learning (AL) issues covered include:
a. Individual, pair and group-work
b. Role of instructor and check-list for successful AL method
c. Active-learning methods:
i. One minute essay
ii. Paired-brainstorming
iii. Focused listing
iv. Note-Checking
v. Think-Pair-Share
vi. Jigsaw


This workshop looks at how presentation material should be developed and describes different presentation skills which the presenter should be aware of and apply during a presentation. Mayer’s Cognitive theory of multimedia learning is presented.

Participants will be required to do a short mock-lecture towards the end of the workshop.


This workshop looks at assessments in general and how constructive alignment is used in assessments.
1. What and why are we assessing
2. Assessment terminology
a. Formative vs. Summative
b. Reliability vs. Validity
c. Norm-referencing vs. Criteria-referencing
d. Coursework vs. final examination
3. Planning assessments
a. Test Plan (review) and constructive alignment
4. Designing assessment items
a. What constitutes good assessments / assessment items
b. Types of assessment instruments
c. Types of assessment questions
d. A brief look at MCQ


This workshop explores the do’s and don’ts of setting exams. It looks at the issues surrounding setting a high-quality exam paper.
a. Validity & reliability of an exam paper
b. Constructive alignment in exam paper
c. Types of exam questions
d. Higher-order thinking skill questions
e. Looking at samples of real exam questions.


This workshop looks at the creation and use of marking rubrics in assessments. It also looks at the importance of assessment feedback to students.
a. Template for marking rubric
b. Characteristics of good marking rubrics
c. What constitute good feedback
d. Streamlining feedback


This workshop looks at the issue of evaluation of assessment results and the quest for continual improvement.

a. Basic statistical measures (mean, median and standard deviation)
b. Analysis and evaluation of assessment results: qualitative & quantitative
c. Measuring achievement of CLO: direct and indirect methods
d. Measuring achievement of PLO

e. Self-reflection on areas for improvement and follow-up actions



This workshop looks at the difficult issue of classroom management. The main material in this workshop is based on Marzano’s research and book “Classroom Management That Works: Research-Based Strategies for Every Teacher”

To access the materials for these workshop, login to KCN portal and select OBTAL course. Click here to login to KCN.

To enroll for these workshops, talk to your Head Of Department or to HR.