SFQ items 7 and 8 invite students to comment on the extent to which they judge that the staff member:

These items are related, but it is possible to think of them as representing two different levels. At the first level we have the organisation and presentation of concepts, ideas, examples, etc. within a single teaching session, together with the organisation of teaching activities which are aimed at having students develop understanding. At a more inclusive level we have the organisation of subject matter, teaching sessions, assessment tasks, handouts, reading lists, etc. into an overall subject or course. To begin let us focus on the first level.

At this level - that of a single teaching session - it may be useful to ask the following questions:

What is it that I want students to have accomplished by the end of this session? How will I make this clear to students? How will I ensure that I give good explanations that help students to understand? How will I ensure that students get a good set of materials - notes, handouts, etc. - to assist them in their follow-up work outside class?

While it is not possible to give definitive advice about all these things, which will 'work' for everyone, the following ideas are worth considering.

Practical strategies for organisation and presentation
    within a single teaching session

Orientate students to what the session will cover

Students often complain about teachers who walk into a classroom and launch straight into detailed material without introducing the overall plan for the session. Start by presenting students with the 'big picture': this could simply be a two or three minute summary of the whole session. Stress the important main points that will be addressed.

See also the section on "Improving Learning Outcomes&".

In your orientation use visual material to provide a structure

Students are more likely to comprehend and remember a visual picture of the session than one which is presented entirely verbally. Two common approaches are:

Structure the session into several phases, recap and use 'signposts'

It will help your students if you remind them of the overall structure of the session, review at appropriate intervals and remind them of what is to come. For example, you might say something like: