Transformation of Understanding and Practice in Teaching and Learning-Case of Teaching Learning Enhancement Workshop (TLEW)
Author: Lojvar Tufalonova ; Teaching and learning Associate, Quality Teaching and Learning Network
Day One: The BOPPPS Introduction
As I walked into the workshop venue in Nairobi on the 20th of November, I couldn't help but feel a bit apprehensive. This was my first time attending a Teaching and Learning Enhancement Workshop (TLEW) workshop, and I wasn't entirely sure what to expect. I had heard that this workshop focused on practical teaching strategies and the BOPPPS model. The BOPPPS Model is a lesson planning framework that allows instructors to plan their lessons around 6 components – Bridge in, Learning Objectives, Pretest, Participatory Learning, Posttest and Summary. The room was filled with educators from different fields, each bringing their unique experiences and challenges. Despite the diversity, there was an underlying sense of unity—everyone was there to learn, to improve, and to grow. What I did not realizse, at the time, was that over the next three days, my perception of teaching, learning, and lesson planning would undergo a transformation.
The Teaching Learning Enhancement Workshop (TLEW) goals are to develop pedagogical expertise, practice self-reflection and constructive criticism, and apply active learning techniques. Faculty development can be defined as the activities planned to improve skills, understanding and knowledge of teachers that lead to transform teacher's thinking and classroom behavior (Sarwar et al. (2017). As the workshop began, we were introduced to the BOPPPS model, and as the day progressed, I started understanding how to essential all components of the BOPPPS model were. It started to sink in that for lessons to be effective, they needed to not just focus on the content but also ensure that it is integrated into the learners' lives in a meaningful way. The BOPPPS approach accomplishes the ideal fusion of teaching theory and practice by placing a strong emphasis on quick feedback of teaching results to permit timely modification of teaching activities (Xiong (2023).
This came into play as we began our first mini lesson cycle in our small groups. It was challenging to incorporate every element of BOPPPS into a lesson within just ten minutes. I could feel the tension in the room as we scrambled to plan our lessons and figure out how to implement the model. It seemed nearly impossible to fit everything into such a short span of time. But surprisingly, once I started to put the pieces together, the framework began to make sense. It wasn't about overloading students with information, but about carefully guiding them through each phase of the lesson.
By the end of the day, I was exhausted but excited. I had learned how to structure a lesson, but I also realized that there was still so much more to grasp. Little did I know, the next two days would make all the difference in turning theory into practice.
Day Two: The Power of Peer-Led Learning
On the second day, we were introduced to peer-led learning. This approach was a revelation for me. We not only taught each other but also gave and received feedback. The peer-led structure meant that everyone was both a teacher and a student. In our mini-lessons, we focused on actively engaging learners, and after each presentation, we were asked to reflect on what worked and what could be improved. At first, giving feedback felt intimidating, but I soon realized it was part of the learning process. We weren't just critiquing one another, we were helping each other refine our techniques, enhance our lesson plans, and become better instructors.
Throughout the day, I witnessed the power of constructive feedback. Each participant, including myself, had a chance to revise our teaching strategies and incorporate the feedback we had received. The continuous cycle of teaching, observing, reflecting, and adjusting became a powerful tool for growth. It was no longer just about completing a lesson plan, it was about refining every aspect of teaching and learning in real-time.
Day Three: Confidence in Action
By the third and final day, something remarkable had happened. The once-daunting task of using the BOPPPS model had become second nature. What seemed like an overwhelming challenge on the first day was now an empowering structure that guided my teaching approach. I had fully embraced the model and could see how each component of BOPPPS worked together to create an effective lesson plan that ensured that learners would most likely meet the lesson objectives.
Time management, which had been a concern on day one, was no longer an issue. With the BOPPPS framework, I had learned to allocate time effectively, while also keeping learners engaged. The importance of clear learning objectives became more evident, and I felt a sense of accomplishment knowing that each lesson I planned had a specific, measurable outcome.
The final session was a summary and closure of everything we had learned. As I reflected on the workshop, I realized that the three days had fundamentally shifted my understanding of teaching. The hands-on experience, combined with peer feedback, had allowed me to grow in ways I had never imagined.
I walked away from the TLEW workshop with more than just a collection of lesson planning skills. I had gained confidence in my ability to deliver learner-centered lessons, I had developed strategies for time management and active learning, and most importantly, I had learned the value of feedback—not just for students, but for myself as an educator. In a way, as mentioned by Gunerathne and Marikar (2023) the BOPPPS model is a double-edged sword that may be used to achieve both the meta-objectives of teaching and preparing students for teaching careers. In this way, the TLEW workshop was an eye-opening experience, one that I will carry with me throughout my teaching career. It wasn't just about learning how to teach, it was about becoming a better teacher, a better mentor, and a better facilitator of learning.
References:
- Gunerathne, R., & Marikar, F. (2023). Designing the Classic Teaching Session for Architectural Student via New BOPPPS Model with the Spirit “S" or Seventh Seal. Educational Challenges, 28(2), 63-74.
- Sarwar, M., Hussain, S., & Shah, A. A. (2017). Effectiveness of University Teachers Training Modules. Journal of Educational Research (1027-9776), 20(1).
- Xiong, M. (2023). The application of BOPPPS teaching model in online and offline hybrid Civics teaching in universities. Applied Mathematics and Nonlinear Sciences.
