Download Effective Teaching in Higher Education by Madeleine Atkins, George Brown PDF

By Madeleine Atkins, George Brown

Assists educational employees to strengthen their effectiveness as academics and increase their scholars' studying through giving sensible directions and proposals for instructing and a chain of actions.

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Observe student reactions. Do not try to cover everything. Check you understand your own material. In addition, repetition and paraphrasing of key points helps students to grasp the main points. The same information expressed in different forms can trigger ideas and associations that aid understanding. Since students learn in different ways, the greater the number of ways a lecturer presents key points the greater the chance that a higher proportion of students will understand. Finally, even if perfect clarity cannot be achieved, vagueness can be minimized by using names and labels more frequently than pronouns.

These tasks can occur in any subject. Nor is persuasion confined to lecturing. But the mode of persuading in, for example, research supervision may well be different from the mode used in lecturing. In lecturing, persuasion depends in large measure upon the use of rhetoric. Atkinson (1984) provides an analysis of rhetorical devices used by politicians. Of these the most relevant to lecturing are the use of pairs of contrasting statements, the use of triple statements, pausing before important points, and summarizing with punch lines.

4 Effective small group teaching Discussion in a group does for thinking what testing on real objects does for seeing. (Abercrombie 1969) The problem of developing small group teaching depends as much on student training as on teacher training. (Stenhouse 1971) Effective small group teaching is a much more challenging task than is often realized. It is relatively easy to have a vague meandering discussion. It is much more difficult for students to discuss coherently, to question, and to think. The underlying themes of this chapter are getting students to talk— to each other as well as the tutor—and getting students to think.

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