Lecturing 1
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Notes
Chapter 1: Introduction to lecturing
What is lecturing?
Rationales for lecturing
How lectures link to
learning outside the
lecture
Chapter review
Chapter 2: Evidence about lecturing
The effectiveness of
lectures – personal
experience
The effectiveness of
lectures – the research
evidence
Student attention over
an hour
Information overload
How teachers affect
student learning
Case study
Chapter review
Chapter 3: Structuring lecture content
What students know
before the lecture
Structures and overviews
1
Structures and overviews
2
Signposting transitions
Summarising and closing
Chapter review
Chapter 4: Lecturing using questions and technology
The importance of
questions and answers
Asking questions and
eliciting answers
Eliciting and answering
students’ questions
Asking and answering
questions using
technology
Harnessing other
technology in your
lectures
Chapter review
Lecturing 2
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Notes
Chapter 1: Presentation skills
What not to do
Simple presentation skills
to engage your audience
Making the most of the
available tools
Chapter review
Chapter 2: Increasing student engagement during lectures
Gaining and holding
attention
Introducing activity to
lectures
Introducing discussion as
one form of activity
Briefing for activities in
lectures
Briefing and debriefing
learning between
lectures
Case study
Chapter review
Chapter 3: Supporting student note taking
Traditional note taking 1:
What’s the point?
Traditional note taking 2:
How to help students
Technology-enhanced
lecture notes
Chapter review
Chapter 4: Supporting students with special needs in lectures
Supporting students with
special needs
Case study and summary
Chapter 5: Handling problems during lectures
Tackling ‘incidents’ with
students
Planning to avoid
problems & coping with
them when they occur
Lecturing to very large
classes
Case study: The issue of
‘control’ in the classroom
Chapter review
Chapter 6: Evaluating and improving lectures
Eliciting help from
colleagues
Briefing and debriefing
colleagues
Case study: Observing
teaching
Eliciting help from
students 1
Eliciting help from
students 2
Finding out what
students have learned
Using video
Chapter review:
Deliberate practice
Resources to enhance student learning
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Notes
Chapter 1: Planning student learning resources
Defining your context
Different types of
learning resources
Making the choice: The
basics
Introduction to
accessibility
Physical access to
resources
Intellectual access to
resources
Emotional access to
resources
Chapter review
Chapter 2: Locating and selecting learning resources
Case study: Seeking and
assessing
Intellectual property
basics
Textbooks
Digital resources
Web-based resources
Case studies: Audio
Chapter review
Chapter 3: Designing effective learning resources
General principles for
preparing learning
resources
Reading lists
Study guides
Manuals and workbooks
Multimedia and
interactive resources
Case studies: Creating
videos
Chapter review
Chapter 4: Using and improving learning resources
Guiding students’ use of
resources
Dealing with problems
Evaluation of learning
resources
Chapter review
Making the most of discussion
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Notes
Chapter 1: Preparing yourself and your students for discussion
An introduction to
discussion
Making a plan
Deciding whether to
grade student
participation
Clarifying students’
expectations and
responsibilities
Planning for student-led
seminars
Chapter review
Chapter 2: Creating a comfortable environment
Introducing yourself and
learning students’ names
Getting acquainted
Communicating and
fostering respect
Case study
Chapter review
Chapter 3: Starting a discussion
Creating a good
beginning
Understanding what
questions do
Using effective
questioning strategies
Using structured
discussion techniques
Chapter review
Chapter 4: Guiding a discussion
Keeping a discussion on
track
Fielding students’
questions
Stepping in and providing
leadership when needed
Case study: Managing
discussion for students at
different levels
Closing a discussion
Chapter review
Chapter 5: Managing online discussions
Using appropriate
technology
Creating a social
presence online
Giving thought to
structure
Moderating the
discussion effectively
Chapter review
Chapter 6: Evaluating and improving discussion
Self-evaluation
Feedback from students
1: Gathering
Feedback from students
2: Analysing
Feedback from
colleagues
Video recording the
discussion
Chapter review
Supervising projects and dissertations
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Notes
Chapter 1: Preparing for supervision
The purposes of projects
and dissertations
The purposes of
supervision
Organising supervision
meetings
Tools for collaboration
and communication
Keeping records
Supervising part-time
students
Chapter review
Chapter 2: Getting students started
Guidelines and
expectations
The student–supervisor
relationship
Identifying feasible topics
and projects
Framing a good research
question
Case studies: Feasible
projects and questions
Designing the initial
project tasks
Providing feedback
Case studies: More than
one student; more than
one supervisor
Chapter review
Chapter 3: Keeping students going
Reviewing progress
Handling students’
emotions 1
Handling students’
emotions 2
Helping students with
writing
Developing presentation
skills
Dealing with problems
Chapter review
Chapter 4: The final stages of supervision
Managing the final push
Assessments and vivas
After the viva
Case study: Students and
supervisors reflect on the
process
Chapter review
Marking and giving feedback
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Notes
Chapter 1: Introduction to marking
Your teaching context
The course context
Matching learning
outcomes, teaching and
assessment
Selecting marking criteria
Using rubrics to mark
accurately and reliably
Case study: Applying
marking criteria to
student work
Being fair and consistent
Dealing with large
numbers of assignments
Using technology in
marking
Case studies: Tricky
examples
Chapter review: Accurate
and effective marking
Chapter 2: Dealing with plagiarism
Introduction to
plagiarism
Dealing with suspected
plagiarism
Deterring plagiarism
Chapter review
Chapter 3: Giving students feedback
The importance of
feedback to students
The qualities of good
feedback
How much and what kind
of feedback?
Phrasing positive and
negative feedback
Dealing with large
numbers of students and
long assignments
Technology-enhanced
feedback
Encouraging students to
make use of feedback
Case studies: Difficult
conversations
Peer-to-peer feedback
Evaluating the
effectiveness of your
feedback
Chapter review
Understanding the principles of course design
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Notes
Chapter 1: Contextualising the course
The importance of
context
The institutional context
The course context
The student context
Your personal context
Chapter review
Chapter 2: Designing a course that promotes learning
Introduction
Seven principles for good
practice
Approaches to learning
High-impact activities
Chapter review
Chapter 3: Ensuring your course is aligned
Bloom’s taxonomy
Identifying and writing
learning outcomes
Case study: Aligning your
course
Chapter review
Chapter 4: Building your course
Structuring your course
Designing opportunities
for feedback
Designing a blended
course
Chapter review
Chapter 5: Evaluating your course
Why evaluate?
Sources of information
Chapter review
Developing your teaching
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Notes
Chapter 1: Developing your teaching identity
Why invest in teaching
development?
How does the
development of teaching
happen?
Exploring your thinking
about teaching
Teaching styles and
approaches
Understanding student
learning
Exploring individual
differences in learning
Describing your teaching
environment and
resources
Case study: Beginning to
put it all together
Chapter review: Starting
to voice your identity
Chapter 2: Getting and using feedback
Types and purposes of
feedback
Formative and
summative feedback
Feedback from students
1
Feedback from students
2
Feedback from
colleagues 1: Whom
should you consult?
Feedback from
colleagues 2: How to
consult them
Model feedback session
Chapter review: Your
feedback plan
Chapter 3: Strategies for development
Teaching and learning
centres
Teaching portfolios
Case study: Learning
from model portfolios
Reading to enhance
teaching
Networking
Learning outcomes
Chapter 4: Continuous teaching development
Exploring student
learning as a
developmental activity
Becoming a teacher–
scholar
Case study: Teacher
enquiry
Maintaining vitality in
teaching
Expanding your teaching
roles
Short- and long-term
goals
Chapter review: Refining
development plans
Teaching with patients
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Notes
Chapter 1: Before teaching with patients
The importance of social
learning
What others learn from
patients
Preparing patients for
student learning
Preparing learners
Settings for learning with
patients
Clinical teaching in the
curriculum
Encouraging active
learning
Developing clinical
reasoning
Chapter review: The
fundamentals of teaching
with patients
Chapter 2: Whilst teaching with patients
Teaching in a logical
sequence
Encouraging student
independence
Opportunistic learning
Peer-facilitated learning
with patients 1
Peer-facilitated learning
with patients 2
Extending your
interprofessional
teaching
Assessment by
observation
Chapter review:
Reflections on practice of
teaching with patients
Chapter 3: After teaching with patients
Student debriefing and
feedback
Patient feedback
Quality improvement
Chapter review:
Completing the cycle
Chapter 4: Developing further your teaching with patients
Special patient situations
Problems and how to
avoid them
Chapter review: The
rounded clinical teacher