I.

The Learners Practical and Emotional Needs A. How do we learn? i. Learning and memory ii. The three schools of learning iii. Social learning : some learning is not taught B. Learning skills by corrected practice i. Desert assignment ii. Skills and abilities commonly taught C. The learners need i. Using the elements of educare? ii. Putting the elements together iii. Making use of the educare? pattern iv. Corrected practice without the educare? approach D. Teaching is a two-way process i. Communication blocks E. Motivation i. The reason for wanting to learn ii. Increasing motivation iii. Maslows hierarchy of needs iv. Passive and active learners learners taking responsibility for learning v. The expectancy-value theory of motivation vi. Demotivators F. Praise and criticism i. How can we make sure students take our criticism positively? ii. How can we make sure every student earns a medal? iii. What you will gain from recognizing achievement G. The teacher-learner relationship and equal opportunities i. First impressions ii. Stereotyping iii. The self-fulfilling prophecy iv. Working towards equal opportunities in the classroom v. Modeling equal opportunities vi. The legal responsibilities of teachers H. Classroom management i. Teacher-student relationships ii. Creating a working atmosphere in the classroom iii. Organisation in the classroom iv. Withitness

v. Firefighting I. Discipline and problem-solving i. Finding the root cause of the problem ii. Common causes of persistent discipline problems iii. Dealing with problems that wont go away iv. Authority without resentment J. What kind of teacher are you? i. Teachers self-analysis questionnaire ii. Are you an instructor or a facilitator? iii. Personal goals

II.

The Teachers Toolkit A. Teacher talk i. The talk trap ii. Teacher-talk technique B. The art of explaining i. Start from the students existing knowledge and experience ii. Focusing iii. Structure and orientation iv. Abstract and concrete explanations v. More tools for explainers vi. Some general advice C. The art of showing i. Demonstrating physical and intellectual skills ii. Demonstrating a physical skill or ability iii. Demonstrating an intellectual skill or ability D. Questioning i. The advantages of questioning ii. Questioning technique iii. Comparing questioning strategies iv. Varying the type of question you use v. Questioning levels vi. The uses of questioning E. The aide-memoire : note-making i. Aide-memoire by textbook ii. Writing notes for your students iii. Aide-memoire by handout

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iv. Using the board or OHP for notes v. Dictation vi. Notes as a teaching method Supervised student practice i. Preparing for the activity ii. Managing the practice of an intellectual skill iii. Managing a practical activity iv. Common problems for inexperienced teachers Discussion i. When to use discussion ii. Planning a discussion iii. How to lead a discussion Group work and student talk i. Why use groups? ii. Limitations of group work iii. Group work activities iv. Planning the activity v. Managing group activities vi. Getting feedback Games and active learning methods i. Games for all seasons ii. Using games in practice Role-play, drama and simulations i. Role-play ii. Drama iii. Simulations Games to teach language and communication skills i. Picture recognition ii. Stories iii. Dice and card games iv. Student presentations v. Role-play vi. Drills vii. Other games and activities Seminars i. Student or group presentation ii. Agreeing statements worth making iii. You against the rest

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iv. Witness session v. Assertive questioning vi. Peer consultancy Learning for remembering : review and recall i. Study-cover-recall-recheck ii. Continuous review iii. Summaries iv. Review questions v. Revision tests vi. Mnemonics vii. More adventurous review methods viii. Choosing activities for learning facts ix. Recalling skills Whole-class interactive teaching : assertive questioning i. Whole-class teaching strategy ii. Student demonstration or student answers iii. Advantages and limitations Reading for learning i. Approaches to reading ii. Library and information-searching skills iii. Making full use of your library iv. Readability v. Reading techniques Private study and homework i. Ideal homework ii. Student activities Assignments and projects i. Devising an assignment or project ii. Devising assessment criteria iii. Debriefing and reflection sessions iv. Designing the assignment briefing sheet v. Planning for evaluation vi. Role of the teacher during assignment work vii. Procrastination viii. Feedback and copying ix. Integrated (or synoptic) assignments x. The limitations of assignments Essays and reports

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i. What do you want me to do? ii. How can I best do it? iii. How to structure writing iv. Using bridging to establish the writing process v. Marking essays vi. Coda Guided discovery : teaching by asking i. Effective use of the discovery method ii. Strengths and weaknesses of the discovery method iii. Case study : making use of discovery iv. Recent controversy Creativity, design and invention i. Planning for creative work ii. Encouraging creativity iii. Learners and the creative phases iv. Encouraging the inspiration phase v. Encouraging the remaining phases vi. Creativity in practice vii. Creativity as a how to skill Learning from experience i. A case study ii. Concrete experience iii. Reflection on experience iv. Abstract conceptualization v. Planning active experimentation vi. Further learning experiences vii. Bridging viii. Conclusion ix. Training design Whole-brain, visual and kinaesthetic methods i. Holistic methods : showing the big picture ii. Seeing and creating visual representations iii. Learning strategies that are kinaesthetic iv. Visitors and visits Independent learning i. Making use of independent learning ii. Assessment of independent learning iii. The independent learning tuner

iv. Teaching independent learning skills v. Why use independent learning X. Self-directed learning i. Self-evaluation ii. Goal setting iii. Action planning iv. Action! v. The teacher as facilitator

III.

Resources For Teaching and Learning A. Visual aids i. The main advantages of visual aids ii. Displaying non-visual information in a visual way iii. Types of visual aid B. Students learning with computers i. The internet

IV.

Putting it All Together A. Aims and objectives i. What are aims and objectives? ii. Learning outcomes iii. Classification of objectives or outcomes iv. General objectives v. Embedding aims and objectives vi. Process and product vii. The limitations of aims and outcomes B. Choosing activities for the lesson i. The educare? Approach ii. The CIA approach : corrected practice without educare? iii. Double-decker lessons iv. Choosing activities for divergent opinion forming v. The skill of opinion forming vi. Helping students with opinion forming vii. Hypothesis testing C. Choosing activities to achieve affective objectives i. Persuasion (convergent opinion forming)

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ii. Coping strategies iii. Activities to develop affective objectives Writing the lesson plan i. Present, apply, review ii. Lesson plan format iii. Lesson evaluation Flexible and inclusive course organisation and record-keeping i. The three modes of teaching ii. Mixing modes for flexibility, inclusion and personalization iii. RARPA : recognizing and recording progress and achievement iv. Some questions on coasting Planning courses i. The scheme of work ii. Embedding skills into your scheme of work iii. Learners need analysis iv. Designing your own course v. Coda Assessment i. Purposes of assessment ii. Formative assessment : using assessment to improve learning iii. Formative assessment must be informative assessment iv. Assessment proformas to teach skills v. Mastery test and other mastery methods vi. Self-assessment, peer assessment and spoof assessment vii. Diagnostic questioning viii. Discussion of Black and Williams review ix. Knowledge of results x. Reinforcement Summative assessment i. Methods used for summative assessment : a brief outline ii. Problems with assessment iii. Developing an assessment strategy iv. Coda

V.

The Professional in Practice A. Values and what teachers can achieve i. Teaching is very consequential

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ii. The importance of self-belief in teachers iii. Intelligence can be taught iv. Motivation can improve v. Standards and values Evaluating my teaching : the reflective practitioner i. Questionnaire ii. Learning to teach from experience iii. Scoring the questionnaire iv. Whats this learning journal all about? v. Attribution vi. Evaluating lessons Initial and diagnostic assessment : assessing learners needs i. Why we use initial and diagnostic assessment ii. Initial and diagnostic assessment in practice iii. How needs are assessed iv. What do we need to find out about our students? v. Basic skills vi. Key skills and functional skills vii. How to collect the information viii. The individual learning plan ix. Induction Providing learners with support i. Skills and qualities of tutors : the importance of interpersonal skills ii. Monitoring for inclusion : tutorial action planning iii. How to carry out a successful one-to-one tutorial iv. One-to-one tutorials in practice : the FATE approach v. Aspects of successful one-to-ones vi. Other strategies to ensure inclusion vii. References and further reading Evaluating courses and quality improvement i. Monitoring, evaluation and review of courses ii. Action plan iii. Verification and moderation how fair is my marking? iv. Benchmarking how am I doing? v. The self-assessment of courses and institutions vi. Creating and interpreting performance indicators vii. How to improve viii. Your contribution to self-assessment or self-evaluation

ix. Are you a team player? F. How to teach and remain sane i. Efficient use of time ii. Are you an active or a passive teacher?