Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson
| 53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson |
| Autore | Strawson Hannah |
| Pubbl/distr/stampa | Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina |
371.2
378 |
| Collana | Professional and higher education |
| Soggetto topico |
Teaching
Effective teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-907076-57-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Disclaimer; Title page; Imprint information and credits; Contents; Chapter 1 Problems concerning the course; 1 Some of the students shouldn't be in higher education; 2 Interviewing all the applicants is impossible; 3 Staff can't meet all the needs of new students; 4 Students don't use their handbooks; 5 It's difficult to keep track of everything; 6 There isn't time to meet all the course objectives; 7 Large groups are too heterogeneous; 8 There aren't enough books in the library; 9 Students easily become socially isolated; 10 Students don't get the individual help they need
11 Students don't have independent learning skills 12 Students don't feel valued; 13 It's hard to tell what the students think; 14 Staff feel powerless; Chapter 2 Problems concerning lectures; 15 Informal lectures don't work any more; 16 The lecture room is too small; 17 Students can't see the overall picture; 18 Students find it hard to concentrate; 19 Students don't ask questions; 20 It's hard to tell if students have understood; 21 The lecture isn't enough; 22 There isn't time to cover the syllabus; 23 Students find big lectures uninspiring Chapter 3 Problems concerning discussion groups and seminars 24 It's difficult to cater for different needs; 25 Students feel anonymous in large discussion groups; 26 It's difficult to achieve rapport with such a large group; 27 Students find it hard to prepare for discussion groups; 28 Large discussion groups easily lose direction; 29 There's too much inconsistency between parallel groups; 30 Groups are too big for all the students to participate; 31 The noise level during group work can be disruptive; 32 Students' individual responses are not audible 33 It's difficult to get students' attention when they are working on a task 34 Some groups are just too big for any kind of seminar; 35 Tutors feel unsure of their new role; 36 There are too many students to teach them all every week; 37 Students can't be expected to give seminar papers in large groups; 38 Students lack group work skills; 39 There aren't enough classrooms for student groups; Chapter 4 Problems concerning practicals, projects and fieldwork; 40 There isn't room in the laboratory for all the students; 41 Briefing students for practicals is too time consuming 42 It's impossible to link the science lectures and the practicals 43 There isn't time to supervise individual projects; 44 Large groups can't benefit from fieldwork; Chapter 5 Problems concerning assessment; 45 Students' assignments are too late and too long; 46 It's difficult to motivate yourself to do all the marking; 47 There isn't time to do all the marking; 48 It's difficult to mark group projects fairly; 49 It's impossible to give students fully individualised written feedback; 50 Tutors can't do all the marking unaided; 51 It's impossible to give students one-to-one tutorials 52 There isn't time to detect student plagiarism |
| Record Nr. | UNINA-9910462899503321 |
Strawson Hannah
|
||
| Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson
| 53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson |
| Autore | Strawson Hannah |
| Pubbl/distr/stampa | Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina |
371.2
378 |
| Collana | Professional and higher education |
| Soggetto topico |
Teaching
Effective teaching |
| ISBN | 1-907076-57-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Disclaimer; Title page; Imprint information and credits; Contents; Chapter 1 Problems concerning the course; 1 Some of the students shouldn't be in higher education; 2 Interviewing all the applicants is impossible; 3 Staff can't meet all the needs of new students; 4 Students don't use their handbooks; 5 It's difficult to keep track of everything; 6 There isn't time to meet all the course objectives; 7 Large groups are too heterogeneous; 8 There aren't enough books in the library; 9 Students easily become socially isolated; 10 Students don't get the individual help they need
11 Students don't have independent learning skills 12 Students don't feel valued; 13 It's hard to tell what the students think; 14 Staff feel powerless; Chapter 2 Problems concerning lectures; 15 Informal lectures don't work any more; 16 The lecture room is too small; 17 Students can't see the overall picture; 18 Students find it hard to concentrate; 19 Students don't ask questions; 20 It's hard to tell if students have understood; 21 The lecture isn't enough; 22 There isn't time to cover the syllabus; 23 Students find big lectures uninspiring Chapter 3 Problems concerning discussion groups and seminars 24 It's difficult to cater for different needs; 25 Students feel anonymous in large discussion groups; 26 It's difficult to achieve rapport with such a large group; 27 Students find it hard to prepare for discussion groups; 28 Large discussion groups easily lose direction; 29 There's too much inconsistency between parallel groups; 30 Groups are too big for all the students to participate; 31 The noise level during group work can be disruptive; 32 Students' individual responses are not audible 33 It's difficult to get students' attention when they are working on a task 34 Some groups are just too big for any kind of seminar; 35 Tutors feel unsure of their new role; 36 There are too many students to teach them all every week; 37 Students can't be expected to give seminar papers in large groups; 38 Students lack group work skills; 39 There aren't enough classrooms for student groups; Chapter 4 Problems concerning practicals, projects and fieldwork; 40 There isn't room in the laboratory for all the students; 41 Briefing students for practicals is too time consuming 42 It's impossible to link the science lectures and the practicals 43 There isn't time to supervise individual projects; 44 Large groups can't benefit from fieldwork; Chapter 5 Problems concerning assessment; 45 Students' assignments are too late and too long; 46 It's difficult to motivate yourself to do all the marking; 47 There isn't time to do all the marking; 48 It's difficult to mark group projects fairly; 49 It's impossible to give students fully individualised written feedback; 50 Tutors can't do all the marking unaided; 51 It's impossible to give students one-to-one tutorials 52 There isn't time to detect student plagiarism |
| Record Nr. | UNINA-9910786242603321 |
|
Strawson Hannah
|
||
| Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson
| 53 ways to deal with large classes [[electronic resource] /] / revised and updated by Hannah Strawson |
| Autore | Strawson Hannah |
| Pubbl/distr/stampa | Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina |
371.2
378 |
| Collana | Professional and higher education |
| Soggetto topico |
Teaching
Effective teaching |
| ISBN | 1-907076-57-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Disclaimer; Title page; Imprint information and credits; Contents; Chapter 1 Problems concerning the course; 1 Some of the students shouldn't be in higher education; 2 Interviewing all the applicants is impossible; 3 Staff can't meet all the needs of new students; 4 Students don't use their handbooks; 5 It's difficult to keep track of everything; 6 There isn't time to meet all the course objectives; 7 Large groups are too heterogeneous; 8 There aren't enough books in the library; 9 Students easily become socially isolated; 10 Students don't get the individual help they need
11 Students don't have independent learning skills 12 Students don't feel valued; 13 It's hard to tell what the students think; 14 Staff feel powerless; Chapter 2 Problems concerning lectures; 15 Informal lectures don't work any more; 16 The lecture room is too small; 17 Students can't see the overall picture; 18 Students find it hard to concentrate; 19 Students don't ask questions; 20 It's hard to tell if students have understood; 21 The lecture isn't enough; 22 There isn't time to cover the syllabus; 23 Students find big lectures uninspiring Chapter 3 Problems concerning discussion groups and seminars 24 It's difficult to cater for different needs; 25 Students feel anonymous in large discussion groups; 26 It's difficult to achieve rapport with such a large group; 27 Students find it hard to prepare for discussion groups; 28 Large discussion groups easily lose direction; 29 There's too much inconsistency between parallel groups; 30 Groups are too big for all the students to participate; 31 The noise level during group work can be disruptive; 32 Students' individual responses are not audible 33 It's difficult to get students' attention when they are working on a task 34 Some groups are just too big for any kind of seminar; 35 Tutors feel unsure of their new role; 36 There are too many students to teach them all every week; 37 Students can't be expected to give seminar papers in large groups; 38 Students lack group work skills; 39 There aren't enough classrooms for student groups; Chapter 4 Problems concerning practicals, projects and fieldwork; 40 There isn't room in the laboratory for all the students; 41 Briefing students for practicals is too time consuming 42 It's impossible to link the science lectures and the practicals 43 There isn't time to supervise individual projects; 44 Large groups can't benefit from fieldwork; Chapter 5 Problems concerning assessment; 45 Students' assignments are too late and too long; 46 It's difficult to motivate yourself to do all the marking; 47 There isn't time to do all the marking; 48 It's difficult to mark group projects fairly; 49 It's impossible to give students fully individualised written feedback; 50 Tutors can't do all the marking unaided; 51 It's impossible to give students one-to-one tutorials 52 There isn't time to detect student plagiarism |
| Record Nr. | UNINA-9910809488703321 |
|
Strawson Hannah
|
||
| Newmarket. Suffolk, : Professional and Higher Partnership Ltd, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
88 ideas to teach more effectively : forget being the favourite! / / Tim Bowman ; [foreword by John Hattie]
| 88 ideas to teach more effectively : forget being the favourite! / / Tim Bowman ; [foreword by John Hattie] |
| Autore | Bowman Tim <1979-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (186 pages) : color illustrations, photographs |
| Disciplina | 371.102 |
| Soggetto topico | Teaching |
| ISBN |
1-315-56071-2
1-317-19908-1 1-317-19909-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword by John Hattie\n\n -- \nHook 'em early\n\n -- \nSay \. |
| Altri titoli varianti | Eighty-eight ideas to teach more effectively |
| Record Nr. | UNINA-9910153198303321 |
|
Bowman Tim <1979-, >
|
||
| London ; ; New York : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett
| Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett |
| Autore | Silcock Peter |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2002 |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | BrundrettMark |
| Soggetto topico |
Teaching
Teaching teams |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-55080-4
1-280-40271-7 0-203-21512-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 The study of teaching -- chapter 2 What is good teaching? First principles and counter-arguments -- chapter 3 Models of good practice 1: teacher-centred approaches -- chapter 4 Models of good practice 2: learner-centred approaches -- chapter 5 Models of good practice 3: partnership approaches -- chapter 6 Co-constructive teaching: a practical guide -- chapter 7 Achieving competence: the role of initial teacher education -- chapter 8 Achieving success: dealing with ‘out of school’ factors -- chapter 9 Achieving excellence -- chapter 10 The myths, mysteries and magic of good teaching. |
| Record Nr. | UNINA-9910458384803321 |
|
Silcock Peter
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett
| Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett |
| Autore | Silcock Peter |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2002 |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | BrundrettMark |
| Soggetto topico |
Teaching
Teaching teams |
| ISBN |
1-134-55079-0
1-134-55080-4 1-280-40271-7 0-203-21512-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 The study of teaching -- chapter 2 What is good teaching? First principles and counter-arguments -- chapter 3 Models of good practice 1: teacher-centred approaches -- chapter 4 Models of good practice 2: learner-centred approaches -- chapter 5 Models of good practice 3: partnership approaches -- chapter 6 Co-constructive teaching: a practical guide -- chapter 7 Achieving competence: the role of initial teacher education -- chapter 8 Achieving success: dealing with ‘out of school’ factors -- chapter 9 Achieving excellence -- chapter 10 The myths, mysteries and magic of good teaching. |
| Record Nr. | UNINA-9910784878503321 |
|
Silcock Peter
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett
| Achieving competence, success, and excellence in teaching / / Peter Silcock and Mark Brundrett |
| Autore | Silcock Peter |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2002 |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 371.102 |
| Altri autori (Persone) | BrundrettMark |
| Soggetto topico |
Teaching
Teaching teams |
| ISBN |
1-134-55079-0
1-134-55080-4 1-280-40271-7 0-203-21512-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | chapter 1 The study of teaching -- chapter 2 What is good teaching? First principles and counter-arguments -- chapter 3 Models of good practice 1: teacher-centred approaches -- chapter 4 Models of good practice 2: learner-centred approaches -- chapter 5 Models of good practice 3: partnership approaches -- chapter 6 Co-constructive teaching: a practical guide -- chapter 7 Achieving competence: the role of initial teacher education -- chapter 8 Achieving success: dealing with ‘out of school’ factors -- chapter 9 Achieving excellence -- chapter 10 The myths, mysteries and magic of good teaching. |
| Record Nr. | UNINA-9910806920103321 |
|
Silcock Peter
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Achieving Teaching Quality in Sub-Saharan Africa : Empirical Results from Cascade Training / / by Sarah Lange
| Achieving Teaching Quality in Sub-Saharan Africa : Empirical Results from Cascade Training / / by Sarah Lange |
| Autore | Lange Sarah |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (XV, 235 p. 14 illus.) |
| Disciplina | 370.711 |
| Collana | Springer VS Research |
| Soggetto topico |
Teaching
International education Comparative education Learning Instruction Teaching and Teacher Education International and Comparative Education Learning & Instruction |
| ISBN | 3-658-14683-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Teaching quality, teacher professionalism, measuring educational quality -- Empirical analysis of the effects of the cascade training -- Success and risk conditions for the implementation of cascade training in professional development. |
| Record Nr. | UNINA-9910254974203321 |
|
Lange Sarah
|
||
| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acta didactica Napocensia
| Acta didactica Napocensia |
| Pubbl/distr/stampa | Cluj-Napoca, Romania, : [Babeș-Bolyai University] |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Science - Study and teaching
Mathematics - Study and teaching Computer science - Study and teaching Teaching Science - Study and teaching - Romania Mathematics - Study and teaching - Romania Computer science - Study and teaching - Romania Teaching - Romania |
| Soggetto genere / forma | Periodicals. |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910145652203321 |
| Cluj-Napoca, Romania, : [Babeș-Bolyai University] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Acta didactica Napocensia
| Acta didactica Napocensia |
| Pubbl/distr/stampa | Cluj-Napoca, Romania, : [Babeș-Bolyai University] |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Science - Study and teaching
Mathematics - Study and teaching Computer science - Study and teaching Teaching Science - Study and teaching - Romania Mathematics - Study and teaching - Romania Computer science - Study and teaching - Romania Teaching - Romania |
| Soggetto genere / forma | Periodicals. |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996321395003316 |
| Cluj-Napoca, Romania, : [Babeș-Bolyai University] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Soggetto topico
-
Teaching
(1496)
- Teaching and Teacher Education (537)
- Learning (317)
- Education (243)
- Learning & Instruction (213)