Author: Miao Wang
Participants of the PGCTHE programme are required to reflect on their way of teaching and to finish three Teaching Intervention Cycles. This paper centers around the Teaching Intervention Cycle carried out in 2015. I examined the way of teaching for interpreting classes which were highly practice-based and were supposed to be highly interactive and engaging so that students would have a practical, effective and satisfying experience. The traditional way of delivering the classes was for students to read a text or listen to a speech and interpret and the lecturer to correct them afterwards. However, according to the data collected via Module Feedback, the conventional teaching method seemed to be monotonous and passive. In order to achieve teaching excellence and to improve learning and teaching quality, I referred to pedagogical literature on interactive, engaging, small-group, participatory (active) teaching and deep learning methods and devised a more systematic approach to promoting active learning in classroom by incorporating Auster and Wylie’s (2006) four active-teaching dimensions including context setting, class preparation, class delivery and continuous improvement. Small group teaching. Small group teaching, thorough class preparation, class demonstration, peer assessment, practice and teaching others, group discussions and role plays were combined to facilitate a more active, more independent, more diversified and more engaging learning experience. The most recent Module feedback showed that students were very satisfied with the improved teaching methods and had become independent learners themselves.