On 19 March, the Centre for Teaching and Learning Enhancement (CTLE) hosted Dr. Ruthann C. Thomas, a cognitive scientist and educational developer from MIT, who gave a professional development workshop entitled ‘Motivate and Support Students’ Self-Regulated Learning (SRL)’. Nearly 50 UM academic staff joined.

Dr. Thomas emphasized the importance of equipping students with SRL skills — such as planning, monitoring progress and reflecting on outcomes — to foster lifelong learning.

The workshop introduced the three-phase SRL framework (plan-learn-evaluate) and practical strategies for educators. Dr. Thomas engaged participants in case study discussions, prompting colleagues to brainstorm solutions for students struggling with self-regulated learning.

Key strategies included metacognitive examination prompts and reflective ‘exam wrappers’. Participants also reviewed sample SRL activities in small groups and discussed how to adapt them to their disciplines. Dr. Thomas concluded the workshop by encouraging participants to motivate students by creating opportunities for students to experience success, value and ease.

(Download Slides and Materials) (Watch Presentation)

On Mar 5, Prof. Xiufeng Liu (FED) led a CTLE workshop on improving undergraduate education through active learning. The event attracted about 40 UM faculty members.

Prof. Liu began by challenging the reliance on traditional lecturing, arguing its limitations in developing critical thinking. Emphasizing the idea of ‘I do, I understand’,  Prof. Liu showcased strategies such as making use of think/pause time, peer instruction and concept mapping, which can help enhance classroom engagement. He introduced tools like the Teaching Practice Inventory (TPI) and the COPUS observation protocol to help educators assess and refine their teaching methods. Participants conducted self-evaluation using TPI.

The workshop highlighted teaching as a collaborative, evidence-based process. By experimenting with new approaches, educators can better support student learning and success.

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On 19 February, the Centre for Teaching and Learning Enhancement (CTLE) hosted a half-day event with a focus on reflective teaching. The event attracted 75 UM faculty members and featured various theories and practices, as well as tools that can facilitate reflective teaching.

Prof. Michael Hui, Vice Rector (Academic Affairs) of UM, started the event by highlighting UM’s strong dedication to helping teachers enhance their teaching through reflection. He mentioned tools such as student feedback questionnaires (SFQs), mid-term surveys and Faculty Learning Communities (FLCs). He encouraged participants to ask questions, share own experiences and strengthen their commitment to reflective teaching. (Watch Video)

Dr. Julie McGurk from Yale University presented a keynote session, ‘Teaching Purposefully Through Reflection’, in which she anchored reflective teaching in theory and practice. She introduced Kolb’s experiential learning cycle (experience → reflection → conceptualization → experimentation) and Schön’s reflection-in-action. Dr. McGurk emphasized the cyclical reflective practice model with four foci, namely, technical, situational, sensitizing and problematizing on reflection, action and modification. She also interacted and engaged with the audience via a live poll which collected responses on motivations for reflection, including adapting to diverse student needs, aligning teaching with personal values and modeling lifelong learning.

Some practical strategies for implementing reflective teaching were shared by Dr. McGurk:

• Use one minute paper to modify in-class activities or framing lecture
• Conduct polls with students regularly in class to check understanding
• Use in-class activities and office hours to inform lesson planning

The session concluded with a remark: ‘reflection isn’t self-indulgence—it’s an ethical commitment to student growth.’ (Download Slides) (Watch Presentation)

Prof. Katrine Wong, Director of CTLE, led afaculty sharing session on reflective teaching in campus:

• Prof. Glenn McCartney (FBA) used a visit to the Macau Grand Prix Museum as a case study, in which he shared how his teaching integrated questionnaires, VR technology and hands-on tasks to connect classroom learning with real-world industry practices.

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• Prof. Katy Ho Weatherly (FED) introduced how the ‘Lighthouse Framework’ can foster student self-directed learning through music-inspired pedagogy and gamified projects.

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• Prof. Katrine Wong (CTLE) shared her experience of using a personal device to film her classroom sessions, helping her review her performance, enhance teaching effectiveness and identify both strengths and areas for improvement.

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In the session on ‘Digital Tools for Reflective Teaching: Transforming Practice Through Student Feedback,’ Dr. Chris Fulton (CTLE) demonstrated how Microsoft Forms and Moodle’s questionnaire activities can enhance teaching practices.

Dr. Fulton explained that reflective teaching can involve evaluating student learning, attitudes or our teaching methods. Digital tools facilitate this process by:

• Launching regular, online, in-class quizzes and surveys to gather insights into student experiences

• Using in-class quizzes as feedback mechanisms, particularly when combined with peer instruction

The presentation also offered practical tips that leverage AI, e.g., Copilot and Adobe’s AI Assistant, to colleagues interested in trying out online quizzes in their classrooms.

(Download Slides) (Watch Presentation)

Every year CTLE organizes Teaching Portfolio Faculty Learning Communities (TPFLC), which aims at helping UM faculty members better document their teaching practice. Over the past few years, many faculty members have participated in this initiative, exchanging ideas with colleagues from different disciplines, developing their own teaching philosophies and methods, and subsequently applying them in their classrooms.

We have interviewed several outstanding teachers who have participated in CTLE’s TPFLCs over the years. We have asked them to share their experiences, reflect on the impact of the programme, as well as talk about their teaching philosophies and the challenges they face in teaching and learning.

What is the difference between general education and disciplinary education? How does a scientist help students from arts or humanities master knowledge in science subjects? Prof. Bingpu Zhou from the Institute of Applied Physics and Materials Engineering takes us through his teaching and learning process.

Watch the interview: https://vimeo.com/1029539602/

Please visit our website to learn more about our Faculty Learning Community programme.

Every year CTLE organizes Teaching Portfolio Faculty Learning Communities (TPFLC), which aims at helping UM faculty members better document their teaching practice. Over the past few years, many faculty members have participated in this initiative, exchanging ideas with colleagues from different disciplines, developing their own teaching philosophies and methods, and subsequently applying them in their classrooms.

We have interviewed several outstanding teachers who have participated in CTLE’s TPFLCs over the years. We have asked them to share their experiences, reflect on the impact of the programme, as well as talk about their teaching philosophies and the challenges they face in teaching and learning.

As a faculty member of the Faculty of Education, Prof. Frank Gong focuses on educating pre-service teachers. He believes that in today’s world students should pay attention not only to knowledge and skills but also to their learning attitudes. Let’s listen to his insights.

Watch the interview: https://vimeo.com/1044233266

Please visit our website to learn more about our Faculty Learning Community programme.

Every year CTLE organizes Teaching Portfolio Faculty Learning Communities (TPFLC), which aims at helping UM faculty members better document their teaching practice. Over the past few years, many faculty members have participated in this initiative, exchanging ideas with colleagues from different disciplines, developing their own teaching philosophies and methods, and subsequently applying them in their classrooms.

We have interviewed several outstanding teachers who have participated in CTLE’s TPFLCs over the years. We have asked them to share their experiences, reflect on the impact of the programme, as well as talk about their teaching philosophies and the challenges they face in teaching and learning.

Prof. Carolina Ung from the Institute of Chinese Medicine Sciences is an expert in pharmaceutical management. She employs different teaching methods when working with different content and student audiences. Let’s hear from Prof. Ung how she approaches the challenges she faces in teaching.

Watch the interview: https://vimeo.com/1031437152/

Please visit our website to learn more about our Faculty Learning Community programme.

Every year CTLE organizes Teaching Portfolio Faculty Learning Communities (TPFLC), which aims at helping UM faculty members better document their teaching practice. Over the past few years, many faculty members have participated in this initiative, exchanging ideas with colleagues from different disciplines, developing their own teaching philosophies and methods, and subsequently applying them in their classrooms.

We have interviewed several outstanding teachers who have participated in CTLE’s TPFLCs over the years. We have asked them to share their experiences, reflect on the impact of the programme, as well as talk about their teaching philosophies and the challenges they face in teaching and learning.

Prof. Glenn McCartney from the Faculty of Business Administration is well-versed in the operations of integrated resorts. He ensures that his teaching materials keep pace with recent developments of the industry. Let’s find out how Prof. McCartney delivers industry-relevant teaching and learning!

Watch the interview: https://vimeo.com/1043369801

Please visit our website to learn more about our Faculty Learning Community programme.