Table of Contents

  1. Welcome
  2. Section 1: Learning
    1. Getting your act together
    2. Intended learning outcomes
    3. 'I know my stuff - isn't that enough?'
    4. Who can help me?
  3. Section 2: Teaching
    1. Large-group teaching
    2. Note-making rather than note-taking
    3. Don't just 'lecture'
    4. Begin (and end) with the intended learning outcomes
    5. Making the most of handouts
    6. Designing slides for lectures
    7. Ten tips for good slides
    8. Questions and answers in lectures
    9. More tips on giving lectures
    10. Problems in lectures: 'what can I do when...?'
    11. Small and medium-group teaching
    12. Laboratory/practical class
    13. Seminars/workshops and tutorials
    14. What could go wrong if there was no small-group teaching?
    15. How students sometimes spoil small-group work
    16. How we can spoil small-group work!
    17. Five ways to help students to learn well in small-medium group contexts
    18. Various ways of forming sub-groups
    19. Eight ways to help your students to get the most out of small-group sessions
    20. Help students to become better readers
    21. Help students get their revision act together
    22. Problems in small-medium-group teaching: "What can I do when...?"
  4. Section 3: Assessment
    1. Assessment, marking and feedback to students
    2. Summative and formative assessment
    3. Assessment matters to students
    4. The sharp end of learning and teaching
    5. Fit-for-purpose assessment is valid, reliable, transparent and authentic - and manageable!
    6. Beyond exams, essays and reports
    7. Setting questions for essays and exams
    8. Designing marking schemes
    9. Marking students' work
    10. Making the most of feedback to students
    11. Maximising learning payoff through feedback
  5. References