EDUC09008 2022 Effective Teaching and Learning

Effective teaching and learning is underpinned by various theories and philosophies which promote and inform deep and active learning.  This module aims to support students to deepen their understanding of new androgogical insights and strategies and to develop their ability to apply these insights and strategies to their teaching practice. This module promotes critical reflection on practice, analysing evidence from a variety of sources including peers and students. The module introduces participants to current research in student-centred teaching and learning which they will critique and apply to their work as academics/teachers, thereby promoting the development of research-informed learning and teaching practices.

There is a fundamental, powerful, and universal desire amongst humans to interact with others. People have a deep-seated need to communicate, and the greater their ability in this regard the more satisfying and rewarding their lives will be. The contribution of skilled interpersonal communication to success in both personal and professional contexts is now widely recognised and extensively researched. As such, knowledge of various types of skills, and of their effects in social interaction, is crucial for effective interpersonal functioning.

Previous editions have established Skilled Interpersonal Communication as the foremost textbook on communication. This thoroughly revised and expanded 5^th edition builds on this success to provide a comprehensive and up-to-date review of the current research, theory and practice in this burgeoning field of study. The first two chapters introduce the reader to the nature of skilled interpersonal communication and review the main theoretical perspectives. Subsequent chapters provide detailed accounts of the fourteen main skill areas, namely: nonverbal communication; reinforcement; questioning; reflecting; listening; explaining; self-disclosure; set induction; closure; assertiveness; influencing; negotiating; and interacting in, and leading, group discussions.

Written by one of the foremost international experts in the field and founded solidly in research, this book provides a key reference for the study of interpersonal communication. This theoretically informed, yet practically oriented text will be of interest both to students of interpersonal communication in general, and to qualified personnel and trainees in many fields.

The second edition of Giving a Lecture builds upon the reputation and success of the Key Guides for Effective Teaching in Higher Education series. It is an excellent resource for those new to teaching at the University and College level and for those who just want to reflect upon and refresh their lecturing practice. The best selling first edition has been fully revised, and this edition continues to cover all the basics on how to go about lecturing while maintaining its jargon-free and accessible style. New lecturers will find the second edition equips them with the essential tools and guidance for delivering a successful lecture, and explains exciting new developments along with the fundamentals of lecturing.

Addressing a number of rapid developments that have occurred since its first publication in 2004, the second edition provides:

• A new chapter on podcasting and e-lecturing
• Much more on the effective use of PowerPoint
• Guidance on using interactive handsets to promote active learning and engagement
• Consideration of the role of Lectures in problem based learning (PBL) courses
• An expanded chapter that addresses current diversity/inclusivity issues
• A fresh look with new Illustrations
• Updated 'Recommended Reading and Web-Resource' sections

This handy guide uses a multi-disciplinary approach based on sound educational theory to provide clear guidance and engaging ideas on giving a memorable and motivational lecture. Readers will find its straightforward approach is both readable and very practical, and new University and College Teachers, Graduate Teaching Assistants, Part-time Tutors, Teaching Clinicians and Practitioners, together with those interested in educational and staff development, will find this book provides them with all the guidance they need to lecture with confidence and skill.

First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.

A leading M.I.T. social scientist and consultant examines five professions - engineering, architecture, management, psychotherapy, and town planning - to show how professionals really go about solving problems. The best professionals, Donald Schn maintains, know more than they can put into words. To meet the challenges of their work, they rely less on formulas learned in graduate school than on the kind of improvisation learned in practice. This unarticulated, largely unexamined process is the subject of Schn's provocatively original book, an effort to show precisely how 'reflection-in-action' works and how this vital creativity might be fostered in future professionals.

This best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels.

The Lecturers Toolkit is the primary resource for all teachers in higher education, whatever their experience, who are seeking to improve their teaching skills. Developed around detailed, practical guidance on the core elements of effective teaching in HE, it is packed full of accessible advice and helpful tips. This fully updated edition covers key topics including:

• learning styles
• assessment
• lecturing
• personal management skills
• formative feedback
• large and small group teaching
• blended learning
• resource based and online learning
• peer observation of teaching.

The Lecturers Toolkit is essential for anyone working towards a profesisonal qualification in teaching in higher education as well as for those who want to reflect on and develop existing skills.

In November 2008, John Hatties ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.

This book:

• links the biggest ever research project on teaching strategies to practical classroom implementation
• champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
• offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
• includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
• now includes additional meta-analyses bringing the total cited within the research to over 900
• comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.

Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; how do we maximise achievement in our schools?

"This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value."
Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UK

This comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice.

The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains:

• An accessible introduction to each theory
• A summary of key principles
• Critical insights drawn from the theories discussed
• Examples and illustrations from contemporary research and practice
• Summary boxes that highlight critical and key points made
• Practical implications for education professionals

Aims to provide an accessible and up-to-date introduction to Bourdieu's work. The book consists of two main parts: an extended and detailed interview with Bourdieu and a series of his introductory lectures to his students in Paris, displaying his sociological approach in practice.

Using theory drawn from Education, Cultural Studies and Human Geography, this work explores the related issues of belonging, learning and community. This book draws on a range of research studies conducted with adult learners both nationally and internationally in formal and informal contexts (including universities, voluntary sector and community based projects, work and leisure). It uses interdisciplinary theory drawn from Education, Cultural Studies and Human Geography to explore the related issues of belonging, learning and community. It critiques dominant ideas and practices of learning community in Higher Education and Lifelong Learning as simplistic and regulatory and argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce 'imagined' social capital. It demonstrates how such imagined social capital works, using a rich variety of empirical data. It then considers how these new critical perspectives can help us to rethink education as a cultural practice. "Continuum Studies in Educational Research (CSER)" is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the "CSER" series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

FIRST GENERATION ENTRY INTO HIGHER EDUCATION

Journal of Further and Higher  Education

 Irish Educational Studies

http://www.aishe.org

http://www.nairtl.ie

http://www.nfetl.ie

http://heacademy.ac.uk

http://www.carnegiefoundation.org

http://www.vark-learn.com

http://www.qqi.ie