Mohamadreza Chalak Qazani

Course Design and Learning Outcomes Development

In my teaching practice, I place significant emphasis on designing courses that are aligned with institutional standards and student needs. I develop course profiles from the ground up, beginning with a thorough review of the subject matter and student expectations. I incorporate Bloom’s Taxonomy into the design of SLOs to ensure progression from lower-order cognitive skills (knowledge and comprehension) to higher-order skills (analysis, synthesis, and evaluation). This structure ensures that students are equipped to engage in critical and practical applications of their learning. For example, in a recent software engineering course, I developed SLOs that required students not only to "understand" key design principles but also to "apply" them to solve real-world problems and, ultimately, to "evaluate" the effectiveness of their solutions. This progression allows students to deepen their understanding of the subject while developing essential skills for their professional futures.

Inclusive Teaching Methods and Learning Styles

Recognising that students have diverse learning preferences, I adopt an inclusive approach by utilising a range of teaching strategies that cater to all types of learners. My course materials and instructional techniques are designed to engage visual, auditory, and kinesthetic learners, as well as those who excel in individual (solo) or group-based (social) learning environments. By incorporating multimedia presentations, discussions, hands-on activities, and collaborative group work, I create a learning environment that accommodates every student’s learning style. One of the methods I use to promote inclusivity is offering multiple forms of engagement, including interactive discussions, case studies, simulations, and self-paced learning modules. This holistic approach ensures that students are actively engaged regardless of their preferred learning methods. 

Evidence-Based Teaching and Active Learning Models

I integrate evidence-based teaching methods into my courses to enhance student engagement and learning outcomes. One of the key models I employ is the flipped classroom, in which students are introduced to course material outside the classroom through readings, videos, or assignments. Class time is then devoted to in-depth discussions, practical exercises, and collaborative problem-solving activities. This model encourages active learning and enables students to take ownership of their education. In addition, I have incorporated formative assessments, such as weekly or fortnightly quizzes, into my courses. These quizzes serve as checkpoints for students to assess their understanding of the material and for me to adjust my teaching strategies as needed. This regular feedback loop helps reinforce student learning and provides me with real-time insights into their progress. 

Professional Development and Fellowship

In my ongoing commitment to improving my teaching practice, I have completed a short (10-session) training course by Advance Higher Education (Advance HE). Through this course, I used the senior fellowship framework to develop and implement advanced teaching methods in my courses at Sohar University. Additionally, I have applied for an Associate Fellowship from Advance HE and am currently awaiting my university's approval to pay for it. These experiences have significantly enhanced my ability to design and deliver high-quality, student-centred instruction.

Feedback and Assessment

Student feedback plays a pivotal role in shaping my teaching methods. Throughout the semester, I collect feedback to ensure that I am meeting the evolving needs of my students. I believe that a responsive teaching style is essential to fostering an environment of continuous improvement. Moreover, my approach to assessment is comprehensive and aligned with the SLOs. I utilise various assessment tools, including quizzes, projects, and final exams, to measure both student progress and success. By mapping final marks to the SLOs, I ensure that assessments reflect not only knowledge acquisition but also the ability to apply that knowledge in practical contexts. This approach enables a more accurate evaluation of student success and areas requiring further development.