About this "teaching" side of the site Systematising marking and grading A range of forms of assessment and their uses Underlying problems in devising assessments How might you know whether students have learned what you wanted to teach? How to use the whiteboard Linking work experience or placement with college teaching On the group dimension, and its influence on learning in class groups It may be a luxury, but scheduling makes a difference Our stock in trade, but how does it work? What students learn depends on what they already know. How to build on this principle Making clear the student/teacher bargain The point of using them, with a few very selective examples The essence of teaching What does "curriculum" mean? A quick and dirty, survival account Or An algorithm for planning a single session Aims, objectives and outcomes Making the lecture work General issues of class management and "discipline" Unwanted talking in class Handling disruptive behaviour You are not alone! PBL and "Enquiry-based learning" Example scheme with commentary How groups change as they get bigger The nature and impact of class group cultures How groups change over time Roles in the learning group The good old OHP! This new-fangled stuff Your most important resource--yourself See the branches for more detail Site Contents

(Up-dated 6 August 2013)

This is a site map � it's also a Mind Map (albeit a rather conservative one) � click on the branches to go there. (Some more pages follow from those listed here)

Or go here for a fuller text-based version

 

 

To reference this page copy and paste the text below:

Atherton J S (2013) Learning and Teaching; [On-line: UK] retrieved from

Original material by James Atherton: last up-dated overall 10 February 2013

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