HE students rightly have high expectations of their lecturers and tutors. As staff in HE adapt their teaching to fit the changing share of HE, more support is needed. This A-Z guide is an essential resource to support those teaching in HE today to enhance their practice. This text is a rich source of innovative approaches for learning and teaching in HE. It addresses some common issues faced by lecturers in HE and includes case studies and practical suggestions for teaching. The text takes a critical approach to exploring themes from different perspectives and highlights important and recent theory in the field. This second edition includes more content on teaching and learning online, a new chapter on decolonising the curriculum and many more updates throughout.
This is a rich source of innovative approaches to learning and teaching in HE. It addresses some common issues faced by lecturers, and includes case studies and practical suggestions for teaching. The text takes a critical approach to exploring themes from different perspectives and highlights important and recent theory in the field. Chapters cover themes such as creating enabling learning environments, supporting students to learn constructively in large groups, working with international learners, embedding employability skills and developing self-directed (or ‘flipped’) learning resources. Each section has practical examples from a range of subject disciplines along with links to further reading. This is an essential guide to teaching and learning for new and experienced practitioners in higher education, those seeking professional accreditation and those wanting to improve the experience of students.
The Creative Classroom presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, guided improvisation, where students are given freedom to explore within structures provided by the teacher. Readers will learn how to improve learning outcomes in all subjects—from science and math to history and language arts—by helping students master content-area standards at the same time as they increase their creative potential. This book shows how teachers and school leaders can work together to overcome all-too-common barriers to creative teaching—leadership, structure, and culture—and collaborate to transform schools into creative organizations. Book Features: Presents a research-based approach to teaching and learning for creativity. Identifies which learning outcomes support creativity and offers practical advice for how to teach for these outcomes. Shows how students learn content-area knowledge while also learning to be creative with that knowledge. Describes principles and techniques that teachers can use in all subjects. Demonstrates that a combination of school structures, cultures, incentives, and leadership are needed to support creative teaching and learning.
This book integrates a wide body of theory and pedagogical research to enrich and empower teaching in universities, with a focus on transformational practice and education for social justice. In this fully updated second edition, you will be provided with ideas and practical strategies drawn from literature and real-life experience across a range of academic disciplines. This second edition includes: · Two new chapters on: inspiring learning through technologies, and holistic and creative pedagogies · Approaches to decolonising the curriculum and working with student diversity and partnership · Innovations in learning environments including responses to the pandemic, university writing and developing learning through, and for, work · A new feature: case studies in every chapter to illustrate theoretical ideas across disciplines
This book examines the increasing popularity of creativity and play in tertiary learning, and how it can be harnessed to enhance the student experience at university. While play is often misunderstood as something ‘trivial’ and associated with early years education, the editors and contributors argue that play contributes to social and human development and relations at a fundamental level. This volume invalidates the commonly held assumption that play is only for children, drawing together numerous case studies from higher education that demonstrate how researchers, students and managers can benefit from play as a means of liberating thought, overturning obstacles and discovering fresh approaches to persistent challenges. This diverse and wide-ranging edited collection unites play theory and practice to address the gulf in research on this fascinating topic. It will be of interest and value to educators, students and scholars of play and creativity, as well as practitioners and academic leaders looking to incorporate play into the curriculum.
The main purpose of this book is to disseminate new research on co-creative approaches to teaching and learning in Higher Education (HE). The cases presented draw from a Danish cultural and educational context and have a special focus on collaborative, co-creative and distributed perspectives. With this collected volume, we wish to show the diversity of approaches to the concept of co-creation, on the one hand and, on the other, we intend to give a specific direction to these studies, which is humanistic, sociological, creative and pedagogical. The contexts we look at are problem-based and student-led learning, arts-based approaches to higher educational research and teaching, collaborative practices. We believe that these perspectives are still in need of further investigation through theories and practices. We understand co-creation as the process of creative, original and valuable generation of shared meaning and development. This collected volume offers novel empirical documentation and original theoretical reflections on the application of co-creative processes in higher education. This can be directly relevant for educators and the ways in which they design education, but also for students and the ways in which they cope with and manage an ever-changing academic labour market.
In times of globalisation, more and more lecturers with other first languages than English have to – or would like to – give lectures, seminars, and presentations in English. This book discusses issues that need attention when individuals and institutions switch to English-medium teaching in higher education, and it provides the tools to put insight into practice right away. With its combination of reflexive and hands-on approaches, the book equips and encourages readers for the adventure of English-medium teaching from which teaching staff, students, and institutions will profit.
This book is a comprehensive yet accessible introduction to learning and teaching in higher education, and an invaluable resource if you are seeking to enhance and develop your teaching in the context of the Teaching Excellence Framework (TEF). It also supports your progress towards Fellowship of the Higher Education Academy (HEA), with an overview of the UK Professional Standards Framework (UKPSF) and linking content to the framework. This book is for new and existing teachers in higher education and those teaching higher education programmes in further education colleges. As well as helping you enhance and extend your understanding of the theory and practice of learning and teaching, this book encourages you to reflect on and improve your teaching in higher education to meet the needs of a diversity of students in the changing landscape of higher education. Together with its progressive and logical sequencing of topics - covering planning and preparation; techniques, methods and resources; assessment, quality and evaluation - the book provides: • A core text and resource for new teachers in higher education undertaking postgraduate programmes in learning and teaching. • An accessible and practical introduction to the knowledge and skills required to become a confident and effective lecturer in higher education • Mapping to the HEA UK Professional Standards Framework to provide guidance and support for those working towards Fellowship of the HEA together with sample Fellowship applications • 'Pause & Reflect' boxes to reinforce your professional learning journey "This book is not only an excellent introduction to learning and teaching in university but also for those providing higher level learning in further education colleges." Vicky Duckworth, Reader in Education, Edge Hill University, UK "This wide-ranging almost encyclopedic book touches on all the topics and issues that someone new to higher education is required to address. Scales provides a guide for the new higher education teacher through the confusing and confused world of higher education in order that they can remain a teacher despite institutional distractions." Dennis Hayes, Professor of Education, University of Derby, UK "This book provides a welcome and timely addition which will be of huge value to anybody with an interest in teaching and learning in higher education. It will be of particular value to those new to teaching in the higher education sector as well as more experienced staff who wish to update their skills or apply for Higher Education Academy recognition." Chris Wakeman, Head of Education and Inclusion Studies, University of Wolverhampton, UK "Peter Scales shares my dislike for the word ‘delivery’ to describe teaching and clearly explains why! The text is passionate, readable and engaging with a logical presentation of the lived experiences of teaching in higher education.” Beverley Hale, Professor of Learning and Teaching, University of Chichester, UK
Around the world, higher education services are challenged by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. Learning and Teaching in Higher Education: The Reflective Professional addresses key issues in the practice and theory of teaching and learning in the sector. The authors draw upon theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling the reader to critically reflect upon their teaching.
Creative teaching as well as teaching creativity are cutting edge issues in psychology today as recent academic and popular media coverage has shown. This volume expands on that interest with chapter authors drawn from interdisciplinary areas. It includes examples of creatively teaching across the education system, including preschool, K-12, undergraduate, and graduate level education. The variety of subjects covered by the chapters include psychology,math, science, and reading. In addition to creative teaching which may lead to enhanced learning and achievement in students, as well enhanced creativity,another focus is teaching with the objective to enhance creativity.
