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How 2 Be An Effective Teacher Higher, Sc : UK Higher Education OUP Humanities & Social Sciences Higher Education OUP - Alan Mortiboys

How 2 Be An Effective Teacher Higher, Sc

UK Higher Education OUP Humanities & Social Sciences Higher Education OUP

Paperback Published: 1st September 2010
ISBN: 9780335237401
Number Of Pages: 192

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This book is a practical resource for lecturers working with groups of all sizes, in a range of teaching environments. Written by a highly experienced teacher and lecturer, Alan Mortiboys, the book is a distillation of the common concerns and issues raised at workshops Alan has run.

The book reflects three of the six areas of activity outlined in the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education:

  • Design and planning of learning activities and/or programmes of study
  • Teaching and/or supporting student learning
  • Evaluation of practice and continuing professional development

    The book answers 55 of the questions most commonly asked by HE teachers. There are 14 tasks to help the reader apply the answers to their own teaching practice. The answers are also linked to relevant literature for further reading.

    How to be an Effective Teacher in Higher Education provides key reading for those teaching and undertaking PGCert in HE or other postgraduate teaching courses as well as academics concerned with their professional development.

  • Acknowledgementsp. xi
    Introductionp. 1
    Planning and preparationp. 3
    Having never done any teaching or lecturing, what is the best way to approach a first session?p. 3
    Should there be an optimum number of objectives for any one session?p. 6
    When preparing to give a lecture, how do you decide what to talk about/what to include?p. 7
    How do you structure an introduction to get the maximum attention of students?p. 8
    Should there be one standard method of teaching undergraduates?p. 9
    What can you do with 100 students in an amphitheatre besides lecture?p. 14
    If you are in a situation where your teaching consists of lecturing to large groups of students, how do you provide opportunities for them to apply principles, analyse, evaluate, and synthesize?p. 15
    How many learning techniques should I use in a two-hour lecture with 110 adult learners?p. 24
    What are effective icebreakers for new groups to foster future effective group interactive learning?p. 25
    Is it important to give background information about yourself with reference to knowledge and experience, and does this affect the audience's perception of your credibility?p. 27
    How do you increase/stimulate the learner wanting/needing?p. 28
    Which should take priority - giving the learner the tools to gain knowledge or trying to give that knowledge?p. 35
    Participationp. 39
    An hour lecture is a very small duration. Does active learning (i.e. taking timeout for activities) detract from the practical imperative of delivering the lecture?p. 39
    Can you use film clips as your rest period, which then flows into the next part of the learning? The analysis comes after the watching. Does this count as a rest?p. 42
    How can you get all students to actively engage?p. 44
    Should different teaching methods be discussed with students?p. 46
    How influential should the size of the student group be on your style of teaching?p. 46
    What techniques do you suggest for generating questions from students?p. 47
    What do you do as the lecturer while the group is engaged in an activity? I feel a bit self-conscious standing around at the frontp. 48
    In a seminar context, is it more effective for students to learn from their peers through discussion or team work (possibly omitting aspects they don't know) or to impart clear structured knowledge?p. 49
    What's the best way to obtain feedback as to how things are going and whether learners are happy?p. 51
    Performancep. 55
    How do you keep the attention of a large group of students?p. 55
    What could I do to communicate better?p. 58
    Do you have any advice on using humour in a lecture?p. 61
    How do you combat/overcome lecturing nerves?p. 62
    How do you keep your talk in the right order and should you use notes or prompt cards?p. 64
    How can I enjoy doing lectures more?p. 64
    How do you make the same topic interesting for yourself as a teacher if you are regularly covering the same lecture?p. 66
    How can I develop my question-and-answer techniques to guide a student to a developed response?p. 67
    How can you make an effective ending - when you get to your last slide?p. 69
    Managementp. 71
    How can I establish a 'baseline' (general reference point) of the students' knowledge at the beginning of a session?p. 71
    What if, due to multiple questions, the structure of the session is very behind? How can you get back on track?p. 72
    Do you have any advice for keeping a class focused while only one or a small group of them is feeding back from an activity?p. 73
    My course puts students into action learning sets. Would it be more useful to mix them into different groups regularly?p. 75
    How do we get the counterproductive stress versus productive challenge balance right?p. 76
    How do you remember students' names?p. 78
    Materials and equipmentp. 80
    How can you make PowerPoint presentations engaging?p. 80
    Not wanting to give the audience 'death by PowerPoint', do you think that graphs and visuals are good to break up bullet points?p. 83
    What guidance do you have on the use of handouts?p. 84
    Problemsp. 87
    How would you encourage people to attend?p. 87
    You feel or see you are losing the audience. How do you recapture or engage them again?p. 88
    What strategies can you use when you have tried a new technique for a break in a lecture and it goes wrong/doesn't work?p. 89
    How to regain composure/confidence if things don't go well?p. 91
    How do you manage difficult students or groups?p. 92
    How do I stop myself 'waffling' when I have run out of things to say?p. 98
    How can you deal with a situation when you are asked a question you don't know an answer to?p. 99
    How to deal with students who ask non-relevant questions, i.e. not related to the topic being presented?p. 100
    What is the best way or format for teaching about a subject you do not know a great deal about?p. 100
    Outside the lecturep. 103
    How do I get students to look at the material between sessions?p. 103
    What are the mechanisms we can use to get or motivate students to 'digest'?p. 108
    Diversityp. 111
    How do you ensure that whatever strategy you choose, it is fully inclusive?p. 111
    How do you deal with different intelligences in a group?p. 114
    Can we discuss ways of effectively involving international students in lectures/seminars/tutorials in higher education?p. 117
    Evaluationp. 124
    How can I effectively evaluate a session in order to improve the next?p. 124
    Excellencep. 132
    What are your top three tips for being an excellent teacher?p. 132
    Referencesp. 138
    Indexp. 142
    Table of Contents provided by Ingram. All Rights Reserved.

    ISBN: 9780335237401
    ISBN-10: 0335237401
    Series: UK Higher Education OUP Humanities & Social Sciences Higher Education OUP
    Audience: General
    Format: Paperback
    Language: English
    Number Of Pages: 192
    Published: 1st September 2010
    Publisher: Open University Press
    Country of Publication: GB
    Dimensions (cm): 23.0 x 15.0  x 1.0
    Weight (kg): 0.25
    Edition Number: 1

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