"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."

"The start of the new academic year is upon us again. This can be quite stressful and daunting with so many competing tasks: preparing lectures and practical sessions, meeting and getting to know new groups of students, administrative requirements, dealing with student issues and requests, etc. The last two academic years in particular have brought with them additional challenges due to the need to rapidly respond and adapt to the COVID-19 pandemic. Therefore, before jumping into the hustle and bustle of a new academic year, it makes sense to first try and look at examining and adapting practices that could lessen the challenges ahead. This workshop provided some hints and tips on how best to prepare for the academic year ahead to alleviate some of the regular stresses and strains."

"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."

"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."

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes.

Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes.

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment

While presenting learners with the assessment criteria and standards is good practice - they don’t necessarily result in learners developing a good understanding of the criteria and standard. This session explores the importance of dialogue around assessment and how a shared understanding of assessment requirements can be developed by applying rubrics to exemplars.

While presenting learners with the assessment criteria and standards is good practice - they don’t necessarily result in learners developing a good understanding of the criteria and standard. This session explores the importance of dialogue around assessment and how a shared understanding of assessment requirements can be developed by applying rubrics to exemplars.

If our learners are to become more independent and develop the capacity to assess their own learning they must know what the assessment criteria and standards are. This session presented different types of assessment rubrics. Examples of different rubrics or marking sheets were presented so that these can be critiqued, and good practice identified.

If our learners are to become more independent and develop the capacity to assess their own learning they must know what the assessment criteria and standards are. This session presented different types of assessment rubrics. Examples of different rubrics or marking sheets were presented so that these can be critiqued, and good practice identified.

This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

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.

In order for students to learn we need to get their attention and then maintain it. There are a variety of ways in which we can try to get students attention and then motivate them to engage with the material. This session will explore this topic, discuss some ways of motivating students (other than the use of assessments) and provide some examples of these techniques in action.

In order for students to learn we need to get their attention and then maintain it. There are a variety of ways in which we can try to get students attention and then motivate them to engage with the material. This session will explore this topic, discuss some ways of motivating students (other than the use of assessments) and provide some examples of these techniques in action.

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.

Good quality feedback can have a huge impact on student learning and performance. In the Feedback session, we will highlight some ways of getting good quality feedback to students fast.