Enhanced descriptions from Syndetics:

This second edition of a popular text provides an accessible and practical discussion of teaching and learning for the post-compulsory sector of higher and further education. Central to the book is the author′s well-known `ripples on a pond′ model of learning, which identifies fundamental factors underpinning successful learning:

- wanting to learn

- taking ownership of the need to learn

- learning by doing

- learning through feedback

- making sense of what is being learned

- deepening learning through explaining, coaching, teaching

- further deepening learning through assessing - making informed judgements

The book encourages teachers and students to address these factors head-on in a wide range of contexts, including large-group teaching, the design of assessment, small-group work, reflection, and in making good use of formative feedback.

As well as a thorough update based on feedback to the previous version, this edition includes three new chapters:

- ′designing the curriculum for learning′;

- ′what can I do when...'′providing creative tactics to help address some of the common problems colleagues experience in teaching in post-compulsory education;

- ′reflective observation′, including peer and self observation.

The book is a helpful tool for lecturers and tutors in universities and colleges, post-16 teachers in secondary education, and educational managers.It also provides a valuable resource for postgraduate students on higher and further education courses and staff development courses across UK universities.

Phil Race is Emeritus Professor: Assessment, Learning and Teaching, at Leeds Metropolitan University, and continues to travel widely giving keynotes and running training workshops for staff and students in universities, colleges and other organizations throughout the UK and abroad.

Access the author′s website at http://phil-race.co.uk

Table of contents provided by Syndetics

• Setting the Scene
• Seven Factors Underpinning Successful Learning
• Designing the Curriculum for Learning
• Assessment Driving Learning
• Learning through Feedback
• Making Learning Happen in Large Groups
• Making Learning Happen in Small Groups
• Responding to Diversity and Widening Participation
• Addressing Employability
• What Can I Do When.?
• Reflective Observation

Author notes provided by Syndetics