9780749435400

Lecturer's Toolkit : A Practical Guide to Learning, Teaching and Assesment

by
  • ISBN13:

    9780749435400

  • ISBN10:

    0749435402

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2001-07-01
  • Publisher: FALMER/KP
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Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

Summary

"The Lecturer's Toolkit" was first published as a photocopyable ring-bound resource and was an immediate success for all those in higher education seeking to develop learning and teaching skills. Now fully revised, the second edition is available both as a ring-binder and as a paperback edition for the first time. This new edition will be equally valued by individuals and by staff-developers for group work.Building on the practical strengths of the first edition, the toolkit is an important resource for all teachers in higher education, whatever their experience, who are seeking to improve teaching skills. The book offers practical guidance on the core elements of effective teaching in higher education.

Table of Contents

Preface v
Acknowledgements ix
Learning - a natural human process
1(30)
Intended outcomes of this chapter
1(1)
Never mind the teaching - feel the learning!
1(1)
Theories of learning
2(2)
Factors underpinning successful learning
4(5)
Learning cycles
9(3)
Ways to increase students' motivation
12(5)
Developing students' competencies
17(4)
Positioning the goalposts - designing and using learning outcomes
21(5)
Conclusions about learning
26(1)
Responses
27(4)
Designing assessment and feedback to enhance learning
31(73)
Intended outcomes of this chapter
31(1)
Putting assessment and feedback into perspective
31(2)
Values for an assessment code of practice
33(2)
Reasons to assess
35(1)
Concerns about assessment
36(5)
Pros and cons of fifteen assessment techniques
41(45)
Feedback and assessment
86(6)
Reducing your load: short cuts to good feedback
92(2)
Involving students in their own assessment
94(9)
Conclusions
103(1)
Refreshing your lecturing
104(36)
Intended outcomes of this chapter
104(1)
Those who may need their lecturing refreshing
104(1)
The importance of the act of lecturing
105(1)
Reasons to have lectures
106(2)
Some things students do in lectures
108(1)
Some productive lecture processes
109(2)
Using handouts to enhance students' learning
111(1)
Using handouts: some practical suggestions
111(5)
Linking learning to teaching in lectures
116(2)
Beginnings, middles and endings
118(3)
Planning 60 minutes for learning: an example for discussion
121(2)
Practical pointers on preparing and giving lectures
123(4)
Using the tools of the trade in lecture rooms
127(10)
Peer observation of lecturing
137(3)
Making small-group teaching work
140(47)
Intended outcomes of this chapter
140(1)
Why small-group learning is so important
140(2)
Deciding on group size
142(2)
Ways of forming groups
144(5)
Small-group process techniques
149(6)
Leading and following
155(4)
Things that can go wrong in small groups
159(10)
A closer look at tutorials
169(3)
Practical pointers for making small-group teaching work
172(5)
Learning and using names
177(1)
Home groups
178(2)
Action-learning sets
180(1)
Tutorless groups
181(2)
Conflict in group work
183(2)
Gender issues in group work
185(2)
Resource-based learning
187(34)
Intended outcomes of this chapter
187(1)
Some terms and buzz-phrases
188(2)
Reasons to use resource-based learning
190(2)
The main components of resource-based learning materials
192(2)
Adopting, adapting or starting from scratch
194(1)
Materials that you can adapt
194(1)
A strategy for designing resource-based learning materials
195(2)
A quality checklist for resource-based learning materials
197(8)
Learning from glass
205(1)
Is this screenful actually working?
206(1)
Practical pointers on resource-based learning
206(5)
Writing new resource-based learning materials
211(3)
Choosing computer-based learning resources
214(3)
The Internet: the greatest learning resource?
217(4)
Looking after yourself
221(52)
Intended outcomes of this chapter
221(1)
Managing your workload
222(1)
Managing your stress levels
223(2)
Managing your colleagues
225(2)
Managing your meetings
227(2)
Managing your teaching portfolio
229(3)
Managing your appraisal
232(5)
Managing your subject review
237(8)
Managing your ILT application
245(10)
Managing your feedback from students
255(11)
Suggestions on ways of using questionnaires
266(7)
References and further reading 273(3)
Index 276

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