Making Teaching Workprovides a down-to-earth, jargon-free book for teaching staff in universities and colleges and includes reference to some of the best modern literature on assessment, teaching and feedback. By focusing on the learner in a variety of situations and contexts, the book explores how teachers can help learners to make learning happen.
The authors emphasize 'teaching smarter' - helping busy, hard-pressed teachers to increase the efficiency as well as effectiveness of their work. Written with both full-time and part-time staff in mind, the book allows teaching staff to balance the various tasks which make up their workload, including the increasing paperwork and administration they encounter whilst carrying out assessment, teaching and providing feedback to students.
The book addresses a wide range of aspects of assessment, learning and teaching in post-compulsory education including:
- how to provide a supportive learning environment - including online learning
- how to design and manage formative assessment and feedback
- how to support diverse students - including addressing and achieving student satisfaction.
- developing teaching - including lecturing, small-group teaching, supporting individual learning and dealing with disruptive students
- how to use research to improve teaching
- creatively designing curriculum
- promoting student employability
- broadening horizons - including widening and deepening participation
- addressing and achieving student satisfaction.
It is a self-sufficient and thought-provoking resource about teaching and learning for all practitioners in post-compulsory education.
The book discusses clinical teaching and teaching of practical skills, and examines the essential activities of preparation, assessment, and evaluation. Although some attention is given to the processes of learning, the book is essentially a practical guide for the busy clinical therapist, rather than an in-depth treatise for a therapist undertaking a lengthy educational course.
Every effort has been made to ensure that the book is accessible to practitioners with no previous knowledge or experience of teaching. It will also be useful to experienced tutors who are keen to extend their expertise. The book is extensively referenced to assist those readers who require further information.
describes an approach and lists its essential features and elements
demonstrates how that approach has been used in education, including specific examples from different disciplines
reviews findings from the research literature
describes techniques to improve effectiveness.
Teaching for Learningprovides instructors with a resource grounded in the academic knowledge base, written in an easily accessible, engaging, and practical style.
Praise for the First Edition:
`For too long we have waited for a book that brings together the best contemporary thinking about learning and teaching and that connects with academics' everyday teaching practice in an engaging way. At last, in this book, we have it' - Ronald Barnett, Institute of Education, University of London
Worldwide, higher and professional education services are challenged by increased student numbers and diversity, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. This new edition addresses key issues in the practice and theory of teaching and learning in the sector and includes fully updated discussions of:
- the professional in academic practice
- teaching with technology
- the relationship between learning objectives, outcomes and assessment
- the novice teacher
The authors draw on theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling readers to reflect critically on their teaching. They also propose a model for continuous professional development appropriate to the higher education academic community.
Learning & Teaching in Higher Education: The Reflective Professional is for lecturers, researchers, staff developers and others involved in teaching in higher and professional education.
Greg Light is Director of the Searle Center for Teaching Excellence and an associate professor in the School of Education and Social Policy at Northwestern University, Chicago. Roy Cox was a visiting academic at the University of London where he helped establish one of the first centres for learning and teaching in higher education in the world. Susanna Calkins is Associate Director for Faculty development at the Searle Center for Teaching Excellence.
Taking the reader step-by-step through the learning process and looking at the relationship from the perspective of both the teacher and the learner, this book will help the reader to:
plan the emotional environment;
learn how to relate and listen to learners effectively;
read and respond to the feelings of individuals and groups;
handle and reveal their feelings as a teacher, as appropriate;
develop self-awareness as a teacher;
recognise their prejudices and preferences;
improve non-verbal communication;
plan for the physical experience of learners;
deal with their learners’ expectations, comments and questions.
This book contains a number of revised activities, checklists and points for deeper reflection as well as new chapters on teaching with emotional intelligence with international students, in online learning and in working one-to-one with students. It will help all teaching professionals encourage their learners to become more engaged, creative, positive and motivated.