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Teaching in higher education
Author
Publisher
SAGE
Publication Date
2013
Language
English
Description
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Table of Contents
From the Book
About the authors
1. Introduction
Ways to use this book
2. Why teach?
How much can I handle?
How might I start to teach?
Research seminars
3. Seminar presentations to your peers
Research seminar opportunities
Why contribute to a research seminar?
Preparing the right material
Getting the tone right
Maximising the benefits
4. Leading an undergraduate seminar
Allow students the freedom to express an opinion, even the 'wrong' opinion
Allow students to ask questions, even the 'wrong' questions
Allow you to talk through a topic, even the 'wrong' topic
Allow you to share your expertise, even the 'wrong' expertise
Why lead a seminar?
Your role as educator
Setting objectives for seminars
Getting the timing right
Encouraging discussion
Ice-breakers
5. Dynamic learning environments
Preparing your material
Supportive, not overwhelming, material
Dynamic, not static, material
Student-produced material
Judging and balancing time
Try to avoid revealing your entire plan
Use breaks to control time
Handouts leave you carefree
Structuring your aims and objectives
A series of dynamic learning events
Techniques for encouraging engagement
Sharing the chairing
Brainstorming
Learning needs analysis
Skills inventory
Psychometric-/personality-type testing
Recording events
Peer support and assessment
6. Lectures
Why give a lecture?
Getting the brief
The casual approach
Being clear
Regular or new lecture?
Communicate by planning
Thinking in context
Lecture performance
Teaching aids
Interactivity
Learning hurdles
Timing the preparation
Decisions to make
Number of students
Level of knowledge
Do they know you? Do they know each other?
What time of day is the lecture?
Show you care
Preparing to write the lecture
Is it a core lecture?
What do your students need to get out of it?
You cannot do too much
General or niche?
Planning the lecture
Writing the lecture
How long should it take to write it?
How long should the word count be?
How should it look?
Knowing the space
Getting your timing right
Time warping
Practising
Nerves
Reflections
7. Productive teaching aids
Do you need teaching aids?
What options do you have?
Blackboard, whiteboard, flipchart
Data projector, slide projector, overhead projector
Interactive whiteboard (smartboard)
Handouts
Virtual learning environment (VLE), including 'Turnitin'
Wikis and online polling systems
Demonstration
Film and audio
Online resources and mobile phones
Students
8. Handling assessment
A special note about evaluation
The marking rhythm
Marking criteria
Setting examination questions
Moderation and double marking
Written feedback
Tutorials
Voluntary or compulsory tutorials?
One or several students?
Frequency of tutorials
Written or verbal delivery of an assessed piece?
Immediate or considered feedback?
Making a difference
Conclusion
Glossary of assessment terms
Recommended further reading
Index
Author Notes
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Subjects
Subjects
More Details
Contributors
ISBN
9781446256053
9781446256046
9781446256046
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