"The generation effect refers to a broad range of techniques that require learners to generate information on a topic e.g. create a presentation or predict an outcome. There is a growing body of evidence which shows that having learners generate information is more effective than if they simply read the information. This session will review this body of evidence and discuss ways in which we could incorporate this strategy into our day-to-day teaching."

Peer instruction is an evidence-based pedagogy that has been extensively studied in various science, technology, engineering, and mathematics disciplines. In this essay, the authors review and summarize the research literature on the effectiveness and ...

"The teaching strategy peer instruction was popularised by Eric Mazur to support the teaching of physics to undergraduate students at Harvard and is now one of the most widely used instructional strategies in undergraduate physics education. It has wide applicability outside of the physics discipline. This session will demonstrate peer instruction in action and discuss some of the evidence in favour of its effectiveness."

"The teaching strategy peer instruction was popularised by Eric Mazur to support the teaching of physics to undergraduate students at Harvard and is now one of the most widely used instructional strategies in undergraduate physics education. It has wide applicability outside of the physics discipline. This session will demonstrate peer instruction in action and discuss some of the evidence in favour of its effectiveness."

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

A lecture is only effective if the majority of the class understand the material. Yet, asking a class “Do you understand?” is often ineffective, for a variety of reasons, including social anxieties and the fact that learners may not realise what they don’t understand. This session will explore the types of questions we should be asking our learners and the types of questions to avoid. Certain ways of asking questions are also much more effective and less threatening than others. The session will provide examples of these techniques in action.

One of the factors that has a big impact on positive student evaluations of teaching is course organisation. In this session we will explore some ideas related to course organisation including the need to reimagine our topics from the perspective of someone who has never encountered them before, focus on core ideas and principles and relationships between those principles and the need to revisit difficult concepts over time. Defining intended learning outcomes for lectures and linking these to module learning outcomes and past lectures helps students to see the course structure and organisation.

One of the factors that has a big impact on positive student evaluations of teaching is course organisation. In this session we will explore some ideas related to course organisation including the need to reimagine our topics from the perspective of someone who has never encountered them before, focus on core ideas and principles and relationships between those principles and the need to revisit difficult concepts over time. Defining intended learning outcomes for lectures and linking these to module learning outcomes and past lectures helps students to see the course structure and organisation.

How we structure a lecture can have a significant impact on student’s ability to engage with it and learn from it. A lecture needs to have an introduction that motivates and engages students and outlines learning objectives. The body of the lecture needs to focus on three of four key points that are carefully elaborated. The conclusion should summarise and integrate the learning. In a basic way, learning is a function of content & retention. Placing more emphasis on retaining information, will lead to more learning.

How we structure a lecture can have a significant impact on student’s ability to engage with it and learn from it. A lecture needs to have an introduction that motivates and engages students and outlines learning objectives. The body of the lecture needs to focus on three of four key points that are carefully elaborated. The conclusion should summarise and integrate the learning. In a basic way, learning is a function of content & retention. Placing more emphasis on retaining information, will lead to more learning.

Stephen Brookfield talks about how when teaching something that we love, how difficult it is for us to empathise with students that find the topic boring. The more that we teach the topic, the further removed we become from our first experiences of learning it and the less empathy we are likely to have. Yet empathy and respect strongly correlate with student motivation and motivation is essential to developing understanding. This, final session will explore the importance of empathy and respect.

Increasingly, its being recognised that subjects tend to have a specific “way of thinking” that is quite unique to that subject. Experts have adopted and internalised that inner logic. For our students to develop proficiency in our subject areas that inner logic needs to be verbalised and made explicit. This session will introduce the concept and provide some examples of how to reveal the inner logic.

Within every topic there are elements that are central to the topic but which students really struggle to understand. If they don’t develop an understanding they may never get the topic. This session will introduce and explain this concept and why we need to identify and focus on these concepts

Having a good module structure and being well organised really helps students develop understanding. This session will explore this concept, provide examples of how to structure and organise a module.

In recent years, the issues of poor referencing skills and plagiarism have become a significant concern for higher education practitioners. In many instances’ students are often unaware of the problems associated with plagiarism since copying from various sources has unfortunately become the norm. This problem is further compounded by the fact that many students often struggle to understand the importance and basics of essential referencing techniques. This workshop: Highlighted how CIT Library staff can assist academic staff convey the importance of referencing to their students, helping them to avoid various forms of plagiarism. Explained how online referencing software can be easily utilised to ensure effective and consistent referencing when completing notes, essays and assignments.