Lecturing 1
Chapter
Chapter 1: Introduction
to lecturing
Screen
What is lecturing?
Duration
3 mins
Rationales for lecturing
10 mins
Topics
 What is a
‘traditional’
lecture?
 Different types
of lecture
 Lecturing
conventions
 Different ways
of using lectures
Activities
 Click to view:
Different types of
lecture
 Notemaking:
What does a
‘lecture’ mean to
you?
 Notemaking: The
aim of the last
lecture you
gave/attended
 Click to view
(Insights):
Lecturers’ aims
Video/Audio
Video 1: Professor Jo
Fox, Durham
University
 How do you
approach
lecturing?
 Do you lecture
in a different
way now to
when you
started?
Video 2: Professor
John Rogers, Yale
University
 How do you
approach
lecturing?
 Do you lecture
in a different
way now to
when you
started?
Video 3: Dr Gabriela
Medero, Heriot-Watt
University
 How do you
approach
lecturing?
Video 4: Professor
Graham Gibbs, Oxford
Learning Institute
 How do you
approach
lecturing?
 How do you
link your
lecturing to
what the
students do
after the
lecture?
How lectures link to
learning outside the
lecture
4 mins



Chapter review
6 mins



Lecture time and
study time
Relating lectures
to study over a
number of
weeks
Using scarce
lecture time
wisely
Your attitudes to
lectures
Your experience
of lecturing
Lecturing in
context




Click to view:
Supporting study
time
Click to view
(Steps): Using
lectures to brief
and debrief
weekly
assignments
Tick or cross:
Your experience
of being lectured
to
Notemaking:
How your


Chapter 2: Evidence
about lecturing
The effectiveness of
lectures – personal
experience
6 mins

What lectures
are capable of
achieving

The effectiveness of
lectures – the research
4 mins

Research into
the

experience of
being lectured to
has affected your
attitude to
lectures
Tick or cross:
Your experience
of lecturing
Notemaking:
Attitudes to
lectures and
lecturing
Notemaking: The
effectiveness of
lectures
True or false:
What lectures
Video: Lectures: The
student experience
 Rohana
Kropilova,
University of
Michigan
 Bobby Reedy,
University of
Michigan
 Jane Evans,
Heriot-Watt
University
 Ryan Shore,
University of
Michigan
 Callum
Nicolas,
Heriot-Watt
University
evidence

Student attention over
an hour
4 mins





Information overload
2 mins



How teachers affect
student learning
20 mins




effectiveness of
lectures
Implications of
the evidence
Passive vs.
active attention
Attention graphs
What this means
for lecturers
Assessing
attention
Directing and
holding
attention
What is
‘information
overload’?
How to avoid
overloading
students
Pacing and
breaks
What is
‘effective’
teaching?
Some surprising
evidence
The evidence
about teachers’
knowledge
The evidence
about one-way
are effective for


Click to view
(Steps): How
attention varies
Reflection:
Getting students’
attention

Matching: Causes
of and cures for
information
overload

Classification:
Impact of various
factors on
student learning
Notemaking:
Comments on
the video case
study

Video: Case study:
Cleopatra
Taught by: Dr Marcel
Cohen, Imperial
College London
Chapter 3: Structuring
lecture content
Case study
3 mins

Chapter review
What students know
before the lecture
1 min
6 mins






Structures and
overviews 1
7 mins


communication
Reflections from
an experienced
teacher
Summary
Finding out what
students already
know
Using what
students already
know
Avoiding pitfalls
Changing
existing
conceptions
Students with
varied
backgrounds
Presenting
complex
information in a
clear structure
Advance
organisers

Click to view:
Extract from
Leonora Ritter’s
account

Ranking: Ways to
remind students
of what they
already know
Notemaking:
Common pitfalls
of lecturing
Click to view
(Steps): Changing
existing
conceptions





Click to view
(Steps) with
audio: Presenting
the London
Underground
Click to view
(Steps): Visual
and non-linear
structures
(adapted from
Bligh, 1998)
Click to view
(Steps): Advance
Structures and
overviews 2
2 mins


Signposting transitions
2 mins

Summarising and
closing
4 mins



Chapter 4: Lecturing
using questions and
technology
Chapter review
The importance of
questions and answers
2 mins
4 mins



Asking questions and
eliciting answers
5 mins



Learning
objectives/outco
mes
The value of
learning
outcomes and
objectives
Techniques for
signposting

What not to do
Some useful
techniques
Students
summarising the
lecture
Summary
Why use
questions?
Why students
don’t answer
questions

Types of
questions
How to elicit
answers
Responding to
students’
answers




organisers
Flashcards: Types
of objective
Click to view:
Techniques for
signposting
Book: How to
close lectures
Click to view:
Why use
questions?
Click to view
(Insights): Why
students don’t
answer questions
Notemaking:
Question types
and their
strengths and
weaknesses

Eliciting and answering
students’ questions
2 mins


Asking and answering
questions using
technology
10 mins



Closing
Active and quiet
students
Why students
don’t ask
questions
Answering
students’
questions
Using questions
in lectures
Tools to
promote
engagement
Types of
questions
Harnessing other
technology in your
lectures
4 mins

What
technologies
might students
be using?
Chapter review
Course summary
1 min
2 mins


Summary
Lecturing:
Relevant and
effective
Context is key
Next steps



Reflection: Why
students don’t
ask questions

Click to view
(Table): Qualities
and
characteristics of
PRS and SMS
Flashcards:
Reasons for using
voting systems in
lectures
Interactive
graphic: Using
students’
technology in
lectures


Video: Using clickers in
higher education
Professor Eric Mazur,
Harvard University
Lecturing 2
Chapter
Chapter 1:
Presentation skills
Screen
What not to do
Duration
3 mins
Simple presentation
skills to engage your
audience
5 mins
Making the most of the
available tools
7 mins
Chapter review
1 min
Topics
Activities
 Charisma and
 Notemaking:
technique
What makes a
poor
 How to make a
presentation?
dreadful
presentation
 Two engaging
 Click to view:
lecturers: Visual
Good practice for
engagement and
presentations
mental
stimulation
 Relaxing
 Be natural to be
varied
 Bypassing your
personality
 Making the most
 Reflection:
of your voice
Harnessing the
potential of
 Making the most
PowerPoint
of visual aids
 Flashcards:
 Presenting
Common pitfalls
information
when using
electronically
PowerPoint
 Death by
PowerPoint
 A note on using
third party
content
 Avoiding pitfalls
 Skilled use of
Video/Audio

Chapter 2: Increasing
student engagement
during lectures
Gaining and holding
attention
8 mins


Introducing activity to
lectures
7 mins

Briefing for activities in
lectures
4 mins




Discussion in
lectures
Tips for making
discussion in
lectures work

Briefing for


3 mins

Content vs.
process
Introducing
activity
Examples

Introducing discussion
as one form of activity
technology
Assessing your
skills
Holding
attention
Changing mental
demands


Click to view:
Techniques for
holding attention
Click to view
(Insights): Ways
to engage
students
Reflection: The
importance of
activity in
lectures
Book: Structures
for discussion
Tick or cross: Dos
and don’ts for
making
discussion work
Click to view
Video: Gaining and
holding attention
Professor Walter
Lewin, Massachusetts
Institute of Technology
Video: How I introduce
activity in my lectures
 Professor
Graham Gibbs,
Oxford
Learning
Institute
 Dr Sarah
Richardson,
University of
Warwick
 Professor
Perry Samson,
University of
Michigan



Briefing and debriefing
learning between
lectures
12 mins


activities in
lectures
Checking what is
going on during
an activity
Getting control
back after an
activity
Checking if the
activity worked
Examples
Linking learning
inside and
outside lectures



Case study
5 mins




Chapter review
2 mins



Introduction to
the case study
The lecture plan
A note on
discussion
Linking work
between
lectures
Activity
feedback
Individual
preferences
Presentation


(Steps): Providing
a clear brief
Click to view
(Insights):
Briefing students
and monitoring
their
engagement
Notemaking:
Techniques for
linking lectures
to other parts of
the course
Click to view
(Checklist):
Further ideas
Interactive
graphic: The
lecture plan
Sequencing:
Preparing a
lecture
Audio: Student and
lecturer perspectives

Chapter 3: Supporting
student note taking
Traditional note taking
1: What’s the point?
3 mins



Traditional note taking
2: How to help
students
4 mins


style
The process of
the lecture
Introduction to
note taking
Problems
students face
when taking
notes
What are notes
for?
The role of
notes and
handouts
Explaining what
you are doing

Click to view
(Insights):
Problems with
note taking

Click to view
(Slider): Pros and
cons of handouts
Reflection:
Explaining what
you are doing
Click to view
(Checklist):
Further tips on
note giving
Classification:
Note taking vs.
note making
Click to view
(Insights):
Student-led
recordings
Click to view
(Checklist):
Technologyenhanced lecture


Technology-enhanced
lecture notes
4 mins




‘Note making’
and ‘note taking’
Purposes and
approaches of
lectures and
lecture notes
Student-led
recordings
The overall
picture



Chapter 4: Supporting
students with special
needs in lectures
Chapter review
5 mins

How best to
support note
taking

Supporting students
with special needs
4 mins

Finding out
about the
special needs of
your students
What you can
do, in
anticipation

Students explain
their special
needs


Case study and
summary
10 mins




Chapter 5: Handling
problems during
lectures
Tackling ‘incidents’
with students
5 mins


Your experience
of incidents –
and how to take
pre-emptive
action
Making the
ground rules


notes
Notemaking:
How best to
support note
taking
Click to view
(Steps):
Preparing
lectures to be
accessible
Book: Tips on
dealing with
special
educational
needs
Click to
view/Video: Case
study 1: Kelly
Click to
view/Video: Case
study 2: Tom
Classification:
Planning and
presenting
accessible
lectures
Reflection: Your
experiences of
handling
incidents
Click to view
(Insights): Advice
on handling
Click to view/Video:
Case study 1: Kelly
Click to view/Video:
Case study 2: Tom

Planning to avoid
problems and coping
with them when they
occur
Lecturing to very large
classes
5 mins


30 mins

approach work
Dealing with
incidents when
they do occur
Avoiding
problems in
lectures
Coping with slipups
Exploring large
classes
incidents




Chapter 6: Evaluating
and improving lectures
Case study: The issue of 3 mins
‘control’ in the
classroom

Chapter review
Eliciting help from
colleagues


1 min
4 mins

Briefing and debriefing
colleagues
4 mins


Case study:
Emeritus
Professor John
Cowan at
Heriot-Watt
University
Summary
Learning from
colleagues
A peerobservation
experience
Briefing
Debriefing



Click to view
(Steps): Avoiding
problems in
lectures
Reflection:
Coping with slipups
Notemaking:
Lecturing to a
large class
Reflection:
Challenges posed
by large lectures
Classification:
Ways to elicit
colleagues’ help
Book: Eliciting
help from
colleagues
Reflection:
Briefing a
Video: Teaching large
classes
Professor Graham
Gibbs, Oxford Learning
Institute
Video: A peerobservation
experience
Dr Conor Carroll,
University of Limerick

Discuss your
plans for change


Case study: Observing
teaching
4 mins

Eliciting help from
students 1
3 mins



Eliciting help from
students 2
6 mins




Case study:
Emeritus
Professor John
Cowan at
Heriot-Watt
University
Student views
on teaching
Show of hands:
Checking how
things are going
Discussion in
class
Gathering
feedback and
suggestions
Focus groups
Lecture
feedback
questionnaires
Advice on
eliciting student
feedback


colleague
Click to view
(Checklist): A
structure for
debriefing
Sequencing: A
debriefing
conversation
Click to view
(Insights):
Student
perspectives
Click to view
(Steps):
Incorporating
discussion into
the lecture
Video: Advice on
eliciting student
feedback
Bhart-Anjan Bhullar,
Harvard University

Finding out what
students have learned
4 mins


Using video
6 mins







Chapter review:
Deliberate practice
Closing
Course summary
2 mins



Evaluating and
acting upon
student
feedback
Knowing what
students know
Longer-term
feedback
Getting a good
video
Viewing your
video: Options
First impressions
Logging
Viewing with a
trusted
colleague or
friend
Viewing with
students
Viewing with a
consultant
Improving
through
deliberate
practice
Summary
Next steps

Click to view:
What have
students learnt?

Interactive
graphic:
Practicalities of
getting a good
video
Flashcards:
Questions to
consider


Tick or cross:
Steps to develop
your lecturing
Resources to enhance student learning
Chapter
Chapter 1: Planning
student learning
resources
Screen
Defining your context
Duration
15 mins
Topics
 Context: Students,
learning outcomes,
and availability of
resources
 Describing your
curriculum
Different types of
learning resources
7 mins

Learning resources
and their attributes
Making the choice:
The basics
7 mins

Your own priorities
when choosing
resources
The bigger picture

Activities
Video/Audio
 Notemaking:
Your context
 Click to view
(Pyramid):
Questions to ask
about your
course
 Click to view
(Checklist):
Finding out about
the larger
context of your
course
 Click to view
(Insights): How to
choose and use
learning
resources
 Click to view
(Checklist):
Questions to
consider when
assessing
resources
 Sequencing:
Factors to
consider when
preparing course
materials
 Reflection:
Introduction to
accessibility
2 mins

Access to resources

Physical access to
resources
6 mins

Course settings:
Opportunities and
constraints


Intellectual access to
resources
6 mins


Stages of knowing
Learning about your
students



Emotional access to
resources
5 mins


Applications of
emotional access
Understanding your
students


Learning inside
and outside the
teaching session
Click to view:
Physical,
intellectual and
emotional access
Click to view:
Questions to ask
about physical
access to
resources
Sequencing:
Questions to ask
about physical
access to
resources
Matching: Four
stages of
knowing
Sequencing: Four
stages of
knowing
Click to view
(Checklist):
Student literacies
Classification:
Applications of
emotional
literacy
Flashcards:
Resources
relevant to your
Chapter review
8 mins

Review of major
issues


Chapter 2: Locating
and selecting
learning resources
Case study: Seeking
and assessing
12 mins

Introduction to finding
resources

students
Click to view:
Advice for your
situation
Reflection:
Developing your
thoughts
Notemaking: Key
points from the
video interviews
Video 1: Professor Jo
Fox, Durham
University
 How do you
find and
choose your
resources?
 Who in the
institution
helps you
identify
materials?
 How do you
use film
resources in
your course?
Video 2: Professor
Andrew McMichael,
Western Kentucky
University
 How much
freedom do
you have to
add materials
to your
course?




Intellectual property
basics
7 mins


Importance of
understanding
intellectual property
What is intellectual
property?


Click to view:
Intellectual
property
True or false:
Intellectual
property
What
strategies do
you use to
work with
materials you
have been
given?
What
deadlines do
you have to
consider
when
choosing
resources for
students?
What
materials do
you look for
to use in your
course and
why?
How do you
decide if a
resource is a
worthwhile
choice for the
course?
Textbooks
7 mins



Finding a textbook
Using textbooks
A note on timing


Digital resources
7 mins





Web-based resources
12 mins





Case studies: Audio
20 mins



What are multimedia
resources and how
might they be used?
What are interactive
resources and how
might they be used?
Digital resources: The
pros and cons
Locating digital
resources
Selecting digital
sources
Finding websites
The purposes of
recommended
websites
Searching efficiently
Citing and evaluating
websites
Social networking
tools
A note on quality
What do you know
about podcasts?
Case study: Is the





Notemaking:
How might you
go about finding
a textbook?
Book: Using
textbooks for
learning
Classification:
Advantages and
disadvantages of
digital resources
Reflection: Using
web-based
resources
Interactive
graphic: Example
of good practice
Reflection:
Inclusion/exclusi
on of web-based
materials
True or false:
Podcasts and
their uses
Video: Problems
when searching with
Google
Notemaking with
audio: Value of audio
content
Chapter 3: Designing
effective learning
resources
audio useful?

Chapter review
9 mins

Locating/accessing
resources

General principles for
preparing learning
resources
12 mins

Developing learning
materials
Principles of design
File formats and
accessibility

Where to start?
Selecting items for
your reading list
Engaging students
with the reading list
A brief note on web
reading lists

Reading lists


10 mins






Notemaking with
audio: Value of
audio content
Reflection:
Locating/accessin
g resources
Flashcards:
Questions about
PowerPoint
slides
Click to view
(Table): Options
for electronic
documents
Notemaking:
Creating or
updating your
reading list
Click to view
(Steps): Issues of
scholarship,
diversity and
timing
Video: Dr Gabriela
Medero, Heriot-Watt
University
 How do you
organise your
reading lists?
 How do you
introduce
materials to
students?
 Do you ask
students to
develop their
own reading
lists?
 How do you
make sure the
items on your
list are

Study guides
6 mins

Pros and cons of study
guides


Manuals and
workbooks
9 mins




Multimedia and
interactive resources
8 mins






Engaging students
with content
Additional ideas for
creating applied
learning resources
Distribution issues
(print and digital)
Personal response
systems (clickers)
Multimedia as a
learning tool
Example of video used
to convey a process
Designing images
Creating video
Designing interactive
media
Harnessing your
students’ help


accessible?
How do you
cater for
distancelearning
students?
Notemaking:
Pros and cons of
study guides
Sequencing:
Approaches to
creating study
guides
Click to view
(Steps): Ideas for
developing an
applied learning
resource
Click to view:
Basic principles
of designing
images
Video: Creating video
Case studies: Creating
videos
7 mins



Chapter review
10 mins

Accessibility
Case study 1: Virtual
field trips at the
University of
Edinburgh
Case study 2: Quick
and easy video clips at
Pennsylvania
University
Basic principles of
learning resource
design

Video 2: Larry Ragan,
Director of
Instructional Design
and Development,
Pennsylvania
University


Chapter 4: Using and
improving learning
resources
Guiding students’ use
of resources
7 mins



Helping students
engage with resources
Facilitating studentdirected searching
Supporting student
information literacy


Dealing with
2 mins

Competing for limited
Video 1: Virtual field
trips to support
teaching
Classification:
Your interest in
developing
learning
resources
Classification:
Developing your
practice
Click to view
(Pyramid):
Helping students
to engage with
and analyse
learning
resources
Click to view
(Insights):
Strategies for
engaging
students in their
own searches
problems
Evaluation of learning
resources
5 mins



Closing
Chapter review
5 mins

Course summary
5 mins


resources
Plagiarism
Do the learning
resources match your
students’ needs?
Making changes to
your resources in line
with feedback
Key aspects of using
learning resources
with your students
Summary
Next steps

Click to view
(Steps): Sources
of feedback on
your materials

Reflection: Using
learning
resources with
your students
Making the most of discussion
Chapter
Chapter 1: Preparing
yourself and preparing
your students for
discussion
Screen
An introduction to
discussion
Duration
12 mins
Making a plan
12 mins
Deciding whether to
assign marks for
student participation
7 mins
Topics
Activities
 How do discussions
 Notemaking: Key
work?
purposes and
benefits of
 What are
discussion
discussions for?
 Click to view: The
 The benefits of
benefits of
discussion
discussion
 What can go
 Reflection:
wrong?
Problems that
can lead to a
disappointing
discussion
experience
 Preparation
 Click to view
(Steps) with
 Physical
rating: Work
arrangments
involved in
preparing for
discussion
 Flashcards: Room
layouts for
discussion
 Pros and cons of
 Classification:
assigning marks for
Pros and cons of
participation
assigning marks
for participation
 How to
incorporate marks
 Click to view
(Steps): Factors
to consider when
creating marking
Video/Audio
Video: The benefits of
discussion
 Professor Jo
Fox, Durham
University
 Dr Daniel
Quigley, New
York Institute
of Technology
Clarifying students’
expectations and
responsibilities
10 mins





Planning for studentled seminars
5 mins

Introduction to
student-led
seminars
Chapter review
5 mins

Key tasks in
preparing for
discussion
Question for
reflection
Introducing
yourself
Learning students’
names

Chapter 2: Creating a
comfortable
environment
Preconceptions
you may encounter
Student-generated
guidelines
Generating your
own guidelines and
advice
Introducing yourself
and learning students’
names
Getting acquainted
9 mins


10 mins


Communicating and
9 mins

Students’
questions for each
other
Welcoming
students on the
first day of class
Creating an





criteria
True or false:
Common
assumptions
about discussion
Click to view
(Steps): Studentgenerated
guidelines
Click to view
(Insights):
Student-led
seminars
Flashcards:
Students’
questions
Reflection:
Strategies for
learning
students’ names
Book: Ten ways
to introduce
students
Click to view:
Video: How to make
the best of student-led
seminars
Video: Welcoming
students on the first
day of class
Dr Corly Brooke, Iowa
State University
Video 1: How do you
fostering respect



inclusive
environment
Dealing with
offensive remarks
Being even-handed
and conscious of
diversity
Students with
disabilities


Creating an
inclusive
environment
Reflection:
Dealing with
offensive
remarks
Click to view
(Checklist):
Ensuring
students feel
respected and
fairly treated
create an inclusive
classroom?
Professor George
Siedel, University of
Michigan
Video 2: What do you
do if a line is crossed
during a discussion
class?
Professor John Rogers,
Yale University
Video 3: How do you
create a comfortable
environment for class
discussion?
Professor Graham
Gibbs, Oxford Learning
Institute
Chapter 3: Starting a
discussion
Case study
6 mins

Case study in
inclusive teaching

Chapter review
7 mins

Creating a
comfortable
environment

Creating a good
beginning
5 mins


Orienting students
Opening questions


Reflection:
Thoughts on the
case study
Notemaking:
Your approach to
creating a
comfortable
environment
Click to view
(Steps): Building
your list of
questions
Click to view
Video: Opening
questions
Dr Daniel Quigley,
New York Institute of
Technology
Understanding what
questions do
5 mins



Using effective
questioning strategies
10 mins



Open and closed
questions
Other categories of
questions
Questions and
levels of cognitive
processing

Best practice in
using questions
Wait time
Changing the pace





Using structured
discussion techniques
3 mins

Activities to
challenge and
engage students

(Insights):
Strategies for
opening a
discussion
Reflection: Using
open and closed
questions
Matching:
Different
question types
Click to view
(Pyramid):
Bloom’s (1956)
taxonomy
Click to view
(Steps) with
ratings:
Incorporating
questioning
strategies into
your discussion
sessions
Flashcards:
Strategies for
shifting the pace
Notemaking:
Improving poor
questions
MCQ and click to
view: Structured
discussion
activities for
different groups
Chapter 4: Guiding a
discussion
Chapter review
5 mins

Strategies to get
discussions started

Keeping a discussion
on track
9 mins


9 mins



How to identify
and fix a discussion
that is faltering
Expert advice
Basic etiquette
Helping students
answer their own
questions
When you don’t
know the answer
Special cases
Student
participation
Getting students to
speak – and stop!
Over-dominant
students
Other
interventions
Fielding students’
questions

Stepping in and
providing leadership
when needed
6 mins





Case study: Managing
discussion for students
at different levels
7 mins

Discussions at
different levels
Closing a discussion
2 mins

Strategies for
closing a discussion



and settings
Notemaking:
Different
question types
Reflection:
Getting a
discussion back
on track
Reflection:
Challenging
situations
Video: Keeping a
discussion on track
Professor Jo Fox,
Durham University
Video: What to do
when you don’t know
the answer
True or false:
Student
participation in
discussions
Classification:
Encouraging shy
students and
discouraging
dominant
students
Video: Case study:
Managing discussion
for students at
different levels

Click to view
(Insights):
Strategies for
Chapter 5: Managing
online discussions
Chapter review
3 mins

Teacher
interventions

Using appropriate
technology
8 mins

The benefits of
online discussion
Message boards
Beyond message
boards
How to decide?

What is social
presence?
Demonstrating
social presence

Structured tasks
A visual plan




Creating a social
presence online
5 mins


Giving thought to
structure
6 mins





Moderating the
discussion effectively
7 mins

The importance of
the moderator

closing a
discussion
Reflection:
Teacher
interventions
Click to view:
Tools for online
discussion
True or false:
Discussion
technologies in
your context
Click to view
(Steps): Three
elements of
social presence
Classification:
Strategies for
demonstrating
social presence
Click to view
(Steps): Essential
elements of etivities
Sequencing:
Helping students
understand an
online activity
MCQ: Expert
advice on social
presence
Video: The benefits of
online discussion
Dr Daniel Quigley,
New York Institute of
Technology
Video: The ideal online
tutor: What students
want from their online
tutors
 Professor Gilly



Chapter 6: Evaluating
and improving
discussion
Chapter review
5 mins

When online
discussions work
well

Self-evaluation
7 mins

The value of
feedback
Self-evaluation



Feedback from
students 1: Gathering
5 mins




Questionnaires
Group discussion
Informal feedback
Persuading
students to


Reflection:
Managing online
discussions in
your context
Notemaking:
Evaluating a
student
discussion
session
Ratings: Selfassessment
activity
Interactive
graphic: Example
questionnaires
Flashcards:
Encouraging
student
Salmon,
University of
Leicester
Jenny
Mackness,
independent
education
instructor
Dr Bill Ashraf,
University of
Sussex
Professor Eric
Mazur,
Harvard
University

Feedback from
students 2: Analysing
2 mins


Analysing feedback
Presenting
feedback to
students
Feedback from
colleagues
Video recording the
discussion
1 min

3 mins

Tips for colleague
observations
Analysing the
recording
Student consent
and input
Evaluating your
performance and
the effectiveness
of your discussion
sessions
Question for
reflection
Core content
Continuing to
enhance your skills
Next steps

Chapter review
8 mins


Closing
participate
Getting meaningful
feedback
Course summary
10 mins









participation
Click to view
(Steps): Getting
meaningful
feedback
Click to view
(Checklist):
Questions to ask
when analysing
feedback
Click to view
(Steps): Tips on
analysing your
recording
Notemaking:
Eliciting feedback
from different
sources
Click to view
(Steps):
Checklists of key
points
Notemaking:
Steps towards a
good discussion
Supervising projects and dissertations
Chapter
Chapter 1: Preparing
for supervision
Screen
The purposes of
projects and
dissertations
Duration
2 mins
The purposes of
supervision
7 mins
Organising supervision
meetings
4 mins
Topics
 Independent
learning
 Different
purposes of
projects and
dissertations
 Different
purposes of
supervision
 Supervisor’s
views


Guiding
principles for
supervision
meetings
Logistical
Activities
 MCQ: Different
purposes of
projects and
dissertations

Classification:
Undergraduate
vs. postgraduate
supervision

Click to view
(Insights):
Students’
experiences of
supervision
Video/Audio
Video: Professor Sir
Robert Burgess,
University of Leicester
 What should
the supervisor
try to achieve?
 Key
differences
between the
purposes of
dissertations
at different
levels
 How do the
students at
each level
respond to
being
supervised?

aspects
Different types
of supervision


Tools for collaboration
and communication
6 mins


The
technologies
available
Selecting the
appropriate
technology



Keeping records
4 mins



Supervising part-time
students
5 mins

The importance
of recordkeeping
Different types
of records
Case study:
Example records
Challenges faced
by part-time
students

meetings
Click to view
(Checklist):
Questions to
consider when
planning your
supervisions
Interactive
graphic: Different
supervision
scenarios
Reflection: A
request for
feedback
Flashcards: The
technologies
available
Matching and
notemaking:
Which
technology to
use and why
Click to view:
Different types of
records
Video: Supervising
part-time students
Dr Estelle Phillips,
Author of ‘How to get
a PhD’
 What are
some
interesting
research
findings on
supervising
part-time
students?
 What are the
key challenges
faced by parttime students?
 What are your
top tips for
supervisors of
part-time
students?
Chapter 2: Getting
students started
Chapter review
5 mins

Factors to
consider when
preparing for
supervision

Guidelines and
expectations
5 mins

Establishing
guidelines
Identifying
potential
questions
Preparing your
answers to
potential
questions
Delivering your





Reflection:
Preparing for
different
supervision
scenarios
Interactive
graphic:
Questions a
student might
ask
Click to view
(Steps): A
process for
delivering your
answers
The student-supervisor
relationship
2 mins


Identifying feasible
topics and projects
6 mins



Framing a good
research question
2 mins


Case studies: Feasible
projects and questions
7 mins

answers
Why is the
relationship
different?
How much help
to give?
Identifying a
research topic
Ensuring the
research topic is
feasible
When does all
this happen?
What makes a
good research
question?
Helping students
find the right
phrasing
Four case
studies

Notemaking:
How you might
help your
students

Notemaking:
Ways to help
students identify
suitable research
topics
Click to view: Is it
feasible?
Reflection:
Strengths and
weaknesses of
research
questions



Notemaking: Tips
from the case
studies
Video 1: Professor
Denise Bower, Leeds
University
Scope and feasibility
Video 2: Dr Helen
Walkington, Oxford
Brookes University
Feasibility examples
Video 3: Professor
Sally Kuhlenschmidt,
Western Kentucky
University
Video 4: Professor Sir
Robert Burgess,
University of Leicester
Ethical considerations
Designing the initial
project tasks
Providing feedback
3 mins
4 mins


Ideas for tasks
Engaging
students in the
task


Principles of
good feedback
Students’
reactions to
feedback

Case study 1:
More than one
student
Case study 2:
More than one
supervisor
Is joint
supervision for
you?
Helping students
in the early
stages of their


Case studies: More
than one student; more
than one supervisor
6 mins



Chapter review
3 mins




Sequencing:
Ideas for tasks
Click to view:
How one
supervisor
engages students
in early project
tasks
Classification:
Principles of
good feedback
Click to view
(Insights):
Student
experiences of
feedback
Click to view
(Insights): More
than one student
Reflection:
Getting students
started in
Audio: More than one
supervisor
 Student
perspective
 Supervisor
perspectives
projects
Chapter 3: Keeping
students going
Reviewing progress
4 mins



Handling students’
emotions 1
4 mins


Handling students’
emotions 2
4 mins


Helping students with
writing
4 mins




Benefits of
reviewing
students’
progress
regularly
Breaking the
time down
Exploring your
own context
How student
emotion affects
work and
progress
Situations to be
sensitive to
What can
supervisors do?
Respecting
students’
privacy
Common
challenges with
writing
Overcoming
writers’ block
Case example:
Helping students
with writing
Students with
special needs


different
scenarios
Click to view
(Slider): Main
student activities
at different
stages
MCQ: Student
activities at
different stages

Reflection: Your
feelings at
different stages
of a research
project

Reflection:
Scenarios
involving positive
and negative
feelings
Tick or cross:
Practical tips for
overcoming
writers’ block
Click to view
(Checklist): Tips
for supporting
students with
special needs


Audio: Student
experience of a recent
supervision
Developing
presentation skills
4 mins



Chapter 4: The final
stages of supervision
The benefits of
presentation
Overcoming
anxiety and
developing good
presentation
skills
Encouraging
positivity



Dealing with problems
5 mins

The range of
potential
problems

Chapter review
3 mins


Managing the final
push
4 mins

Supporting
students’
progress
A note on
deadline
flexibility
Reading and
commenting on
drafts
The final tasks
Ways of
assessing



Assessments and vivas
5 mins



Notemaking: The
benefits of
presentation
Matching:
Different types of
presentation and
their benefits
Click to view
(Steps): Helping
students
overcome
anxiety and
develop good
presentation
skills
Reflection:
Common
problem
scenarios
MCQ: Supporting
students’
progress
Sequencing:
Stages of
reviewing a draft
Notemaking with
audio: Key stages
to allow time for
in the final
staged of the
dissertation
Flashcards:
Forms of
Notemaking with
audio: Key stages to
allow time for in the
final staged of the
dissertation

After the viva
2 mins



Case study: Students
and supervisors reflect
on the process
12 mins

projects and
dissertations
Preparing
students for a
doctoral viva
Decisions and
amendments
After the viva
Beyond the
doctorate
Two case studies
on the
supervision
process

assessment
Click to view:
Preparing for a
viva

Flashcards:
Common
decisions by
examiners

Notemaking: Tips
from the video
case studies
Video 1: Jennifer Nock
Case study: PhD at
Open University (UK) –
the student
perspective
Video 2: Professor
Vicky Lewis
Case study: PhD at
Open University (UK) –
the supervisor
perspective
Closing
Chapter review
3 mins

Course summary
2 mins


Preparing
students for
assessment
Summary
Next steps

MCQ: Preparing
students for
assessment
Marking and giving feedback
Chapter
Chapter 1:
Introduction to
marking
Screen
Your teaching context
Duration
5 mins
The course context
9 mins
Topics
 A range of teaching
contexts
 Expectations of you


Matching learning
outcomes, teaching
and assessment
4 mins


Teaching a
coherent course
How others use our
course information
What makes for a
coherent course?
Putting your own
course to the test
Activities
 Click to view
(Insights):
Different
teaching contexts
 Click to view
(Table):
Expectations of
students,
departments and
institutions
 Interactive
graphic: Learning
outcomes,
assessment and
teaching
 Click to view
(Insights):
Learning
outcomes,
assessment and
teaching
 Notemaking: Key
principles of
good practice
 Tick or cross:
Coherent courses
 Click to view
(Steps):
Critiquing the
coherence of
Video/Audio
Selecting marking
criteria
12 mins




Using rubrics to mark
accurately and reliably
10 mins







Case study: Applying
marking criteria to
student work
5 mins

Matching marking
criteria to learn
outcomes
Interpreting the
wording of the
assignment
effectively
Communicating
with students
Using wording to
help with marking
The need for
consistency
What is a rubric?
Creating your own
rubric
Sharing rubrics
with students
Some advanced
help with types and
levels of
components for
your rubrics
Bloom’s taxonomy
of educational
objectives
Biggs and Collis’s
SOLO taxonomy
Case study:
Operant
conditioning






your own course
Matching:
Meanings of
commonly used
assignment
words
Notemaking:
Commonly used
assignment verbs
in your course
Click to view
(Steps): Creating
your own rubric
Click to view
(Pyramid):
Bloom’s
taxonomy
Flashcards: Biggs
and Collis’s SOLO
taxonomy
Interactive
graphic: Example
rubric

Being fair and
consistent
8 mins



Tips to help with
consistency
Tips to help avoid
bias
How might rubrics
be used by
different markers?

Reflection: Using
and evaluating
the example
rubric
Video 1: Professor Bill
McKeachie, University
of Michigan
Working with others
on rubrics
 How has your
approach to
applying
marking
criteria
changed
through the
course of your
career?
 How do you
ensure a
consistent
approach
when several
different
people are
marking the
same thing?
 Who do you
need to
consult and
why?
Video 2: Dr Helen
Walkington, Oxford
Brookes University
Working with others
on rubrics
 How has your
approach to
applying
marking
criteria
changed
through the
course of your
career?
 How did that
differ as you
got promoted
to being in
charge of a
course?
 How do you
ensure that
you are
marking at the
right level?
Dealing with large
numbers of
assignments
3 mins


Using technology in
12 mins

Efficiency in
marking student
work
Maximising the
quality of your
marking whilst
minimising effort
Using technology

Click to view:
Ensuring you
mark as
efficiently as
possible

Classification:
marking




Case studies: Tricky
examples
8 mins


to make marking
more efficient
Case study 1:
Computer-aided
summative
assessment
Case study 2: Using
technology to
facilitate peer-topeer feedback
Case study 3:
Multiple choice
question writing
Online assessment
– the student
experience
Insights from
teachers
How would you
handle tricky
situations?



Electronic tools
for assessment
Click to view
(Steps): Multiple
choice question
writing at the
University of
Auckland
MCQ: The use of
technology in
marking
Reflection:
Typical marking
dilemmas
Video 1: Dr Sarah
Richardson, Warwick
University
 Have you
encountered
any difficult
situations
when marking
and grading?
Video 2: Dr Sarah
Richardson, Warwick
University
 Did you use
marking
criteria?
Video 3: Dr Sarah
Richardson, Warwick
University
 Have you ever
found yourself
being biased
in your
marking?
Video 4: Dr Sarah
Richardson, Warwick
University
 Do you mark
‘blind’?
Video 5: Dr Sarah
Richardson, Warwick
University
 How do you
cope with
marking when
it calls for
subjective
judgements?
Video 6: Bhart-Anjan
Bhullar, Harvard
University
 Have you
encountered
any difficult
situations
with marking
and grading?
Video 7: Bhart-Anjan
Bhullar, Harvard
University
 Have you ever
found yourself
being biased
in your
grading?
Chapter review:
Accurate and effective
marking
5 mins

Your course’s
priorities and
issues


Chapter 2: Dealing
with plagiarism
Introduction to
plagiarism
6 mins



Dealing with suspected 2 mins
plagiarism


Deterring plagiarism
6 mins


Why is dealing with
plagiarism so
important?
The basics of
plagiarism
Using technology
to recognise
plagiarism:
Proprietary tools,
free tools
Finding out about
the plagiarism
policies in your
institution
Whose job is it
anyway?

Minimising
academic
dishonesty
Helping students



Click to view
(Checklist): Your
course’s
priorities and
issues
MCQ: Key
concepts
Reflection: The
basics of
plagiarism
Sequencing:
Stages in dealing
with suspected
plagiarism
Click to view
(Insights):
Teachers’ roles
Flashcards:
Deterring
plagiarism at
different stages

Chapter 3: Giving
students feedback
Chapter review
2 mins

The importance of
feedback to students
8 mins





The qualities of good
feedback
4 mins

avoid plagiarism
Reducing
temptation

A synopsis of
suggestions on
dealing with
plagiarism
What is feedback?
Types of feedback
Why is feedback so
important?
Feedback from the
student’s
perspective
Your personal
context and
characteristics
What do good
feedback practices
look like?





How much and what
kind of feedback?
15 mins



Giving too much
feedback
Possible schedule
for giving feedback
Prioritising your
feedback


Classification:
Helping students
to write without
plagiarising
MCQ: Checking
your
understanding of
plagiarism
Click to view
(Insights):
Student
perspectives on
feedback
Notemaking:
Factors to
consider when
giving feedback
Click to view:
Qualities of good
feedback
Matching:
Feedback
principles and
practices
Reflection: Giving
too much
feedback
Click to view
(Table): Feedback
for different
activity types

Phrasing positive and
negative feedback
10 mins



Dealing with large
numbers of students
and long assignments
3 mins




Technology-enhanced
feedback
8 mins


What do good and
bad feedback
comments look
like?
Getting the
information across
Practise creating
your own feedback
comments

Focus on the bigger
picture
Example of ‘bigger
picture’ feedback
Giving overall
feedback to the
group
Other ideas for
dealing with large
numbers of
students and long
assignments
How electronic
feedback saves
time
Case study 1: Using
comments and




MCQ: Feedback
in different
scenarios
Tick or cross:
Examples of
strong and weak
feedback
Rating: Criteria
for good
feedback
Reflection:
Creating
feedback in
different
scenarios
Click to view
(Steps): Process
for creating
audio feedback
Video 1: Case study 1:
Using comments and
track changes
Video 2: Dr Daniel
Quigley, New York


Encouraging students
to make use of
feedback
Case studies: Difficult
conversations
3 mins


6 mins

track changes
Case study 2: Using
audio tools to
make feedback
personal
Considerations
when using
technology to
enhance feedback
Looking forward
A question of
motivation
Institute of
Technology
Technology-enhanced
feedback

Book: Motivating
students to use
feedback
Video 1: Dr Daniel
Quigley, New York
Institute of
Technology
Two case studies:
How lecturers
handle difficult
conversations
Video 2: Professor
Nancy Chism, Indiana
University-Purdue
University Indianapolis
Peer-to-peer feedback
8 mins



Peer feedback: The
blind leading the
blind
Coaching students
to give peer
feedback
The logistics:
Making up hard
copies and using
the virtual learning
environment (VLE)


Notemaking:
Benefits of peerto-peer feedback
Click to view
(Steps):
Incorporating
peer feedback
into your course
Evaluating the
effectiveness of your
feedback
10 mins





Chapter review
8 mins


Closing
Course summary
3 mins



Helping them say it
Getting feedback
on your own
practices
Gathering feedback
from students
Example
Assessment
Experience
Questionnaire
(AEQ)
The practices of
good feedback and
developing your
skills
A synopsis of
suggestions on
giving feedback
Key points about
good feedback
Reflective question
The importance of
good feedback
Next steps


Classification:
Sources of
feedback
Reflection: The
principles of
good feedback
and developing
your skills

Click to view
(Checklist): Key
points about
good feedback

Checklist: Key
points from the
course
Understanding the principles of course design
Chapter
Chapter 1:
Contextualising the
course
Screen
The importance of
context
Duration
5 mins
Topics
 Establishing the
context for your
course
 Types/levels of
context
Activities
 Matching:
Types/levels of
context
Video/Audio
Video 1: Professor Jo
Fox, Durham
University
 What rules
and
regulations
must you
comply with in
your
institution?
Video 2: Professor Jo
Fox, Durham
University
 Is there any
content on
your course
which must
comply with
institutional
objectives?
Video 3: Professor Jo
Fox, Durham
University
 How much of
the course do
you have the
freedom to
change and
how much is
set?
Video 4: Professor Jo
Fox, Durham
University
 How would
you describe
your student
context?
The institutional
context
3 mins


The course context
4 mins



The student context
5 mins


Policies and
regulations
Implications for
your course

Your course:
Purpose, level and
practicalities
How does your
course fit with the
wider programme?
Establishing the
intended course
learning outcomes

What kind of
camel will you be
teaching?
The dromedary:
Designing for a
homogenous
group




Notemaking:
Institutional
policies
Click to view
(Checklist):
Factors to
consider
Book: Possible
course and
programme
structures
Click to
view/Notemakin
g: Worked
examples of
learning
outcomes and
lecturer
expectations
Click to view with
audio: What kind
of camel will you
be teaching?
Reflection:
Designing for a
heterogeneous
Click to view with
audio: What kind of
camel will you be
teaching?

Your personal context
3 mins


Chapter 2: Designing a
course that promotes
learning
The Bactrian:
Designing for a
heterogeneous
group
Logistical and
personal
considerations
Benefitting from
others’ experience
Chapter review
1 min

Health warning:
Radical ideas
Introduction
1 min

Seven principles for
good practice
6 mins

Making decisions
about course
design based on
research literature
Chickering &
Gamson (1987)
How do these
principles apply to
your course?

Approaches to
learning
4 mins


Surface approach
vs. deep approach
What determines
group






Click to view
(Checklist):
Reflecting on
your personal
context
Click to view
(Insights):
Personal
considerations
Sequencing: Your
understanding of
the four types of
context
Interactive
graphic: Seven
principles for
good practice
Tick or cross:
Applying the
seven principles
to your course
Click to view
(Insights):
Student
approaches to


High-impact activities
9 mins











Chapter review
3 mins



students’
approaches to
learning?
Factors beyond
your control
Factors within your
control
Your course design
First-year seminars
Writing-intensive
courses
Common
intellectual
experiences
Collaborative
assignments and
projects
Learning
communities
Service learning
Undergraduate
research
Study abroad
Internships
Capstone courses
and projects
Comparison of the
three bodies of
research literature
Four key questions
Health warning:




learning
Classification:
Surface approach
vs. deep
approach
Notemaking:
Common aspects
of high-impact
activities
Classification:
Activities to add
to your course
Classification:
The three bodies
of research
literature
Video: Professor
Graham Gibbs, Oxford
Learning Institute
 Which highimpact
approaches do
you use to
encourage
student
engagement?
 How did you
integrate
these
approaches
into your
course?
 What benefits
have you seen
from these
activities?
Chapter 3: Ensuring
your course is aligned
Bloom’s taxonomy
4 mins





Identifying and writing
learning outcomes
8 mins







Case study: Aligning
your course
10 mins



Ensuring quality
Why course
alignment is
important
Bloom’s taxonomy
Bloom’s taxonomy
of the cognitive
domain
Anderson &
Krathwohl’s (2001)
revised taxonomy
Misusing Bloom’s
taxonomy
Defining terms
Levels of outcome
Identifying
outcomes
Writing good
learning outcomes
Specifying the verb
Specifying the
context
Specifying the
standard
Three steps for
designing an
aligned course
Aligning your
course
Designing learning
and assessment
activities

Click to view
(Pyramid):
Anderson &
Krathwohl’s
(2001) revised
taxonomy

Flashcards:
Definitions of key
terms
Reflection:
Examples of
learning
outcomes




Sequencing: The
process outline in
the case study
Click to view
(Steps): Aligning
your course
Interactive
graphic: Task-
Video: Course
alignment
Professor John Cowan,
Open University
 Who did you
consult?
 How did you
write the

oriented
question
construction
wheel
Task-oriented
question
construction wheel
based on Bloom’s
taxonomy


Chapter 4: Building
your course
Chapter review
1 min

Structuring your
course
5 mins


Key points on
alignment
Choosing and
organising content
Common pitfalls



Designing
opportunities for
feedback
2 mins

Requirements of
good feedback

Designing a blended
course
15 mins

Using technology
outside the
classroom
Blended activities
Encouraging
participation
Blending in-class
and online
activities: Video
case studies





MCQ: Key points
on alignment
Click to view:
Choosing content
MCQ: Common
pitfalls
Classification:
Ways to
incorporate
feedback
Reflection: Using
technology to
enhance
activities
Notemaking:
Technology
enhanced vs.
online activities
learning
objectives?
How did you
link your
learning
objectives
with
assessment?
The process fo
filling in the
middle
Video 1: Designing a
blended course:
Assessment
approaches
Dr Sandra Dunsmuir,
University College
London
 Course
background
 How did you
take a blended
approach to
assessment in
the course?
Video 2: Designing a
blended distancelearning course
Marion Waite, Oxford
Brookes University
 How did you
approach the
task of
designing the
course?
 What was the
student
feedback on
the course?
 What has
worked well?
Chapter 5: Evaluating
your course
Chapter review
2 mins

Why evaluate?
3 mins




Sources of information
3 mins


Key points on
building your
course
Reasons to
evaluate
Formative and
summative
evaluation
Types of data
A note on
reliability
Possible sources of
data
Acting on the

MCQ: Building
your course

Slider: Types of
data

Interactive
graphic:
Triangulation of
sources
Closing
Chapter review
2 mins

results
Evaluating your
course
Course summary
1 min

Core content


Reflection:
Evaluating your
course
Next steps
Developing your teaching
Chapter
Chapter 1: Developing
your teaching identity
Screen
Why invest in teaching
development?
Duration
9 mins
How does the
development of
teaching happen?
6 mins
Topics
 McKeachie’s focus
on your learning as
a teacher
 Reasons for
teaching
development
 Areas for
development


The cycle of
development in
teaching
Example of a
switch to
interactive
lecturing
Activities
 Click to view
(Insights):
Teachers’
experiences of
potential
development
 Notemaking: Key
reasons for
engaging in
teaching
development
 Rating: Areas for
development


Click to view
(Steps): The cycle
of development
in teaching
Click to view
(Steps): Example
of a switch to
Video/Audio
Video: Why is it
important to invest in
teaching
development?
Professor Bill
McKeachie, University
of Michigan
 What would
you
characterise
as the key
motivations to
change as a
teacher?
 How would
you advise a
teacher to
focus on the
development
of their
teaching
skills?


Exploring your thinking
about teaching
8 mins



Teaching styles and
approaches
12 mins



Balancing change
and stability
What supports
your growth?
Your thinking about
teaching
Challenging your
assumptions
Your thinking about
human nature
Style
Approach
Identifying your
own style and
approach
interactive
lecturing



Rating: Teaching
characteristics of
former teachers
and your learning
preferences
Matching:
Assumptions
behind every day
teaching
practices
Click to view
(Insights):
Approaches to
teaching
Video 1: Teaching
styles
Dr Conor Carroll,
University of Limerick
Dr Suki Ekaraine,
University of Bath
 How would
you
characterise
your teaching
style?
 Are there any
practices you
favour?
 What is your
biggest
weakness as a
teacher and
how do you
compensate
for it?
Video 2: Teaching
styles
Dr Conor Carroll,
University of Limerick
Dr Suki Ekaraine,
University of Bath
 What policies
do you
highlight for
students on
the first day of
class?
 Do you think it
is important
to penalise
late work?
 How do you
handle class
absences?
Understanding student
learning
10 mins


Exploring individual
differences in learning
6 mins


Theories of
learning: An
introduction
Promoting ‘deep’
approaches to
learning
Introducing
‘learning styles’
A variety of
strategies for
learning


Click to view
(Steps): The
learning process
Sequencing: The
learning process
in action
Audio: Different
student perspectives
Describing your
teaching environment
and resources
7 mins

Your environment
and colleagues
Case study: Beginning
to put it all together
12 mins


Video case study
Starting to reflect
on your teaching
philosophy

Reflection:
Sources of
support and
resources
Video 1: Jane reflects
on her teaching
philosophy
Video 2: Jane meets
Dr Sorsneeze
Video 3: Jane reflects
on her meeting
Chapter 2: Getting and
using feedback
Chapter review:
Starting to voice your
identity
7 mins

Guidelines for a
philosophy of
teaching

Types and purposes of
feedback
4 mins

Introduction to
feedback
Ways of gathering
feedback from
multiple sources
Formative and
summative
assessment/evalua
tion
Data types
Formative vs.
summative data
Observing teaching
Types of student


Formative and
summative feedback
10 mins



Feedback from
students 1
8 mins


Flashcards:
Developing your
teaching identity
and philosophy
of teaching
Flashcards: Data
collection
methods and
uses

Click to view
(Table): Types of
assessment

Interactive
graphic:
Controlling the

feedback
Student ratings
surveys


Feedback from
students 2
8 mins


Feedback from
colleagues 1: Whom
should you consult?
6 mins




Feedback from
colleagues 2: How to
consult them
7 mins


Uses of student
ratings
Types of
information elicited
by ratings

Getting the best
colleague support
What makes a
helpful colleague?
Developing your
ideas
Do senior
colleagues give
good feedback?
Focusing the peerfeedback process:
Content
How to get the
feedback




learning
environment
Click to view
(Checklist):
Research findings
about student
ratings
Reflection:
Factors which
affect student
ratings
Flashcards: Types
of information
elicited by ratings
Click to view:
Other methods
for getting
student feedback
Tick or cross:
What makes a
helpful
colleague?
Click to view:
Obtaining
feedback
Click to view
(Checklist):


Chapter 3: Strategies
for development
Model feedback
session
6 mins

Chapter review: Your
feedback plan
5 mins

Sources of
information on
your teaching
Staff development
centres
7 mins

What teaching and
learning centres
(TLCs) provide
Your teaching
questions
What if you don’t
have access to a
TLC?
What is a teaching
portfolio?
Building up your
portfolio
Your commentary


Teaching portfolios
5 mins



Case study: Learning
from model portfolios
20 mins


Example plan for
obtaining
colleague
feedback
Focusing the peerfeedback process:
Time
Communicating
with your colleague
Case study: Peerfeedback session
Case study: Kevin
Lee
Finding your own
models
Video: Example of a
peer-feedback session
Professor Nancy
Chism and colleagues

Reflection:
Formulating a
plan for
collecting
information
Video: What your
teaching and learning
centre can do for you



Book: Teaching
portfolio
Sequencing:
Building up a
teaching
portfolio
Reflection:
Analysing model
portfolios

Chapter 4: Continuous
teaching development
Reading to enhance
teaching
4 mins

Networking
7 mins


Chapter review:
Development
strategies plan
Exploring student
learning as a
developmental activity
Teaching networks
How will you
network in the
future?



Strategies for
development

8 mins

Reasons for
investigating
student learning
Conducting
investigations into
teaching practice
Reflecting on your
teaching
Scholarship of
teaching and
learning
Skills required for
scholarship of
teaching and
learning
A multi-section

6 mins



Case study: Teacher

4 mins

Becoming a teacherscholar
Analysing model
portfolios
Locating relevant
resources
15 mins

Click to view:
Locating relevant
resources
Reflection:
Networks and
teaching
development
Classification:
How will you
network in the
future?
Tick or cross:
Your strategies
for development
Reflection:
Conducting
investigations
into teaching
practice

Classification:
Skills required for
scholarship of
teaching and
learning

Reflection:
Video: Case study:
enquiry

Maintaining vitality in
teaching
8 mins


dilemma: A case
study in examining
learning
Benefits of
research into
teaching and
learning
Your context:
Personal life and
institutional
environment
Motivation to



Responses to the
case study
Click to view
(Checklist):
Possible benefits
of research into
teaching and
learning
Click to view:
Sources of
support
Classification:
Your motivators
Being a teacherscholar
Dr Suki Ekaraine,
University of Bath
 What
prompted you
to consider
research on
teaching and
learning?
 How did you
go about your
investigation?
 How did it
help student
learning?
 Did you share
results with
colleagues?
 Are you
planning any
further
related
research?
 Has your work
been accepted
as evidence of
scholarship?

Expanding your
teaching roles
7 mins


change
Stage of career

Options for
expanding your
teaching role
Planning for role
changes



Short- and long-term
goals
20 mins


Chapter review:
Refining development
plans
15 mins

Short- and longterm goals
Ongoing planning

Reflecting on
teaching
development


Closing
Course summary
5 mins


Key points on
teaching
development
Next steps

Classification:
Different stages
in your teaching
career
Notemaking:
Options for
expanding your
teaching role
Click to view
(Insights):
Examples of
teachers
expanding their
roles
Reflection:
Expanding your
role
Rating and
notemaking:
Short- and longterm goals
Click to view:
Advice for Alice
and Jennifer
Rating: Your
development
plan
Flashcards: Key
points on
teaching
development
Audio 1: Alice’s
experience of teaching
development
Audio 2: Jennifer’s
experience of teaching
development
Teaching with patients
Chapter
Chapter 1: Before
teaching with patients
Screen
The importance of
social learning
Duration
3 mins
What others learn
from patients
10 mins
Topics
 Social learning



Preparing patients for
student learning
3 mins



Preparing learners
7 mins



Settings for learning
4 mins

Activities
What makes
learners different?
How differences
affect learning
with patients
How differences
affect how you
teach
Research on
learning with
patients
Building a
relationship with
your patients
Coping with the
unexpected

The importance of
good preparation
Settings for
teaching:
Programmed vs.
opportunistic
Settings for
teaching: Seminar
vs. bedside
Common settings






Click to view:
What makes
learners
different?
Rating: You as a
learner
Click to view
(Steps): Building
a relationship
with patients
Sequencing:
Making the
patient
experience
comfortable
Notemaking:
Thoughts on the
video scenarios
Click to view
(Table): Seminar
vs. bedside
teaching
Interactive
Video/Audio
Video: Clip from the
1954 film ‘Doctor in
the House’
Video 1: First
encounters with
patients
Video 2: First
encounters with
patients – one hour
later
Video 1: Preparing
learners and settings –
Scenario 1
Video 2: Preparing
learners and settings –
Scenario 2
with patients
for teaching with
patients

Clinical teaching in the
curriculum
4 mins

Thinking about
best use of
resource



Encouraging active
learning
15 mins


Developing clinical
reasoning
4 mins


Chapter review: The
fundamentals of
teaching with patients
3 mins


The SNAPPS
framework
The value – and
challenge – of

What do you need
to understand
about clinical
reasoning in order
to teach it?
A schema for
clinical reasoning
The patient-tutorstudent triad
Case study: An


graphic: Common
settings for
teaching with
patients
Reflection:
Potential of
settings for
teaching with
patients
Reflection: Endof-life care
Click to view:
Teaching with a
dialysis patient
Notemaking: A
curriculum for
teaching with a
dialysis patient
Video: Preceptor
Flashcards: The
orientation to SNAPPS:
SNAPPS
A learner-centred
framework
model for outpatient
presentation cases
Click to view
(Steps):
Understanding
clinical reasoning
Click to view
(Insights): The
patient-tutor-
Chapter 2: Whilst
teaching with patients
Teaching in a logical
sequence
2 mins


Encouraging student
independence
7 mins

Opportunistic learning
4 mins


Peer-facilitated
learning with patients
1
Peer-facilitated
learning with patients
2
2 mins


4 mins



Extending your
interprofessional
teaching
4 mins


example plan
Sequencing your
teaching
The importance of
creativity
Student
communication:
The reality
The one-minute
preceptor
technique
Remembering the
patient
The value of peerfacilitated learning
Supervising peerfacilitated learning
Consent
Helping students
work with
checklists
Peer-to-peer
feedback
To extend or not
to extend
The value of
interprofessional

student triad
Sequencing:
Sequencing your
teaching
Video: Learning by
mistakes






Click to view
(Steps): The oneminute preceptor
technique
True or false: The
one-minute
preceptor
technique
True or false:
Attributes of a
good checklist
Notemaking:
Reviewing peerfacilitated
learning
Notemaking:
Working with
other disciplines
Matching: What
learning

Assessment for
observation
10 mins



Chapter 3: After
teaching with patients
Chapter review:
Reflections on practice
of teaching with
patients
Student debriefing and
feedback
3 mins

5 mins




What are the tools
for workplacebased
assessment?
What is the value
in workplacebased
assessment?
Which assessment
tools are the most
appropriate?
Key points on
teaching with
patients

Sources of
feedback
Characteristics of
effective feedback
Structuring your
feedback
Feedback from
students and
colleagues



other disciplines
can contribute to
teaching with
patients
Classification:
Interprofessional
vs.
uniprofessional
Reflection: Which Video: Mini Clinical
assessment tools Evaluation Exercise
are the most
appropriate?
Reflection: Key
points on
teaching with
patients
Matching:
Characteristics of
effective
feedback
Click to view
(Checklist): Tips
on modelling
how to receive
feedback
Video: Michigan State
University Medical
School – Feedback
session between a
clinician and a medical
student
Patient feedback
5 mins

Making good use
of patient
feedback


Quality improvement
4 mins




Chapter 4: Developing
further your teaching
with patients
Chapter review:
Completing the cycle
3 mins

Special patient
situations
15 mins

Monitoring and
improving the
quality of your
practice
Gathering
feedback
Quality assurance
vs. quality
improvement
Responding to
feedback
The importance of
feedback
Introduction to
special patient
situations


Click to view
(Insights):
Making good use
of patient
feedback
True or false:
Using patient
feedback
Notemaking:
Monitoring and
improving the
quality of your
practice
Reflection: The
importance of
feedback
Video 1: Teaching with
special patients in
practice: Paediatrics
Dr Colin McDougal
 What’s
different
about
teaching with
children as
patients?
 How do you



prepare
students for
talking with
child patients?
Do families
enter willingly
into a teaching
situation?
What about
consent
issues? Who
has to consent
to teaching?
Do you think
most doctors
can teach with
children?
Video 2: Teaching with
special patients in
practice: Psychiatry
Dr Matthew Broome
 What are the
key challenges
when teaching
with
psychiatric
patients to
medical
students?
 What are the
advantages of
teaching




psychiatry to
medical
students?
Do you think
all medical
students
should be
taught
psychiatry?
How do your
students learn
from teaching
with
delusional
patients?
How do you
get permission
from the
patient to use
them in your
teaching
practice?
What are the
challenges
posed in terms
of discussing
objective
reality?
Video 3: Teaching with
special patients in
practice: Accident &
Emergency
Dr David Foroughi
 What
challenges do
medical
students face
when learning
in the A&E
environment?
 What do
students learn
from teaching
with
unconscious
patients?
 How do you
get permission
from the
patient to use
them in your
teaching
practice?
 How do you
make sure
that respect is
shown for
patients who
cannot speak
or are
unconscious?
Video 4: Teaching with
special patients in
practice: An example
of teaching with a
patient with learning
difficulties
Professor Ed Peile
Problems and how to
avoid them
5 mins


Closing
Potential
problems in
teaching with
patients
Avoiding problems

Chapter review: The
rounded clinical
teacher
4 mins

Developing your
teaching with
patients

Course summary
5 mins

Your
preparedness for
teaching with
patients
Next steps


Click to view
(Scenarios):
Potential
problems in
teaching with
patients
Reflection: How
might you
develop your
own teaching
with patients?
Click to view
(Checklist): Your
preparedness for
teaching with
patients