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.
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.
This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily basis—the lecture hall, seminar room, studio, lab, and the online classroom management system – lesson study involves several instructors jointly designing, teaching, studying, and refining an individual class lesson in order to explore student learning problems, observe how students learn, and analyze how their instruction affects student learning and thinking. The primary purpose is to help teachers better understand how to support student learning and thinking. By observing how students learn through lesson study teachers can improve their own teaching and build knowledge that can be used by other teachers to improve their practice.
Lesson study grew out of the collective efforts of classroom teachers in Asia—most notably in Japan—to improve their teaching. Subsequently imported, tested, and implemented by a group of instructors of biology, economics, English, and psychology at the University of Wisconsin-La Crosse, the process proved so valuable that the university has since established the College Lesson Study Project, of which the author of this book is Director.
Focusing on a single lesson enables participants to examine in detail every step of the teaching process, from vision and goals, to instructional design, to implementation, to observation and analysis of student performance, and then evidence-based improvement. It enables faculty to explore learning problems that matter most to them, learn alternative ways to teach from one another, and co-design new course materials.
This book introduces lesson study practices to college teachers, providing the necessary guidance, tools, examples, models, and ideas to enable teachers to undertake lesson study in their own classes. It also explores the underlying rationale for lesson study practices and how to realize the full potential of lesson study to advance teaching and learning.
A Joint Publication with the National Teaching and Learning Forum
An ACPA / NASPA Joint Publication
Richard Sykes, Studies in the Education of Adults
'This is a useful book... [It] systematically covers the FENTO standards for teaching and supporting learning in further education...'
Ron Kirby, Youth & Policy
This second edition of the best-selling textbook Reflective Teaching in Further and Adult Education has been extensively revised and updated throughout. The book has:
- An updated chapter on new government policy in lifelong learning.
- Details of the changing qualifications framework, foundation degrees and e-learning
- An expanded chapter on professional practice
- New sections on disability awareness, working with young people, and new technologies.
- Checklists, examples, scenarios and figures to aid learning
- Chapter summaries to aid navigation of the text
- A guide to the FENTO standards at the end of each chapter
- Guides for further reading and websites
- A glossary of unfamiliar terms
This comprehensive, accessibly-written textbook is a practical resource which will be invaluable to teachers in further and adult education, whether in-training or in-service.
This new text, which includes chapters by major UK academics and consultants who are specialists in the reward management field, is the first to adopt a critical and theoretical approach to these changes in reward systems. It covers the Institute of Personnel and Development's reward syllabus but, unlike other reward books, takes a thematic and theoretical approach to the material.
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.