The 5th edition was published ahead of schedule in October 2019 by Routledge, but dated 2020. This page shows just some of the main content headings, to give an idea of what the book contains.
Routledge have issued a flyer, with some comments about the book, and a discount code if you order it direct from them. You can download the flyer here:
The-Lecturers-Toolkit-Flyer-1.pdf (525 downloads)
5th Edition: summary of contents
Chapter 1: How students really learn
Some thinking on theories and models of learning
Factors underpinning successful learning – an evidence-based approach, using the language of learners themselves
How can we increase students’ motivation?
Two more factors underpinning successful learning
Verbalising: putting it into spoken words – teaching, explaining and coaching
Learning by assessing – making informed judgements
Beyond concentric circles – and yet one more factor!
Positioning the goalposts – designing and using learning outcomes
Breathing life into learning: VASCULAR descriptors of learning outcomes – and beyond
Designing and using learning outcomes
Chapter 2: Designing assessment
Putting assessment into perspective
Assessment literacy and the benefits of exemplars
Why should we assess? A rationale for assessment
Concerns about assessment: we can’t go on like this!
Pros and cons of sixteen assessment processes
Involving students in their own assessment
Why consider using student peer-assessment?
Getting students to formulate their peer-assessment criteria
Setting up self-assessment tutor dialogues
Reducing your load: short cuts to better assessment
Chapter 3: Feedback dialogues
What’s happening regarding feedback?
Getting students to make use of formative feedback
Using formative assessment to improve student retention
Quality of feedback
Feedback and competence development
Towards a strategy for choosing feedback processes
Feedback in writing or print
Where do we find the time?
It’s not all down to us!
Chapter 4: Large-group teaching
How has the paradigm of the lecture shifted?
How important is the act of lecturing?
If lecturing is such a bad idea, why is it still happening so widely?
New to large-group teaching in higher education
Making learning happen in large-group contexts
Beginnings, middles and endings
What are some things students do in large-group sessions?
Some productive large-group processes
Seeing, hearing and learning in large groups
The power of images in large-group sessions
‘Now you see it, now it is gone altogether!’ Don’t panic!
Some suggestions for using PowerPoint
Peer-observation of teaching and learning
Adapting the lecture context to the twenty-first century
Making the most of large-group sessions: more practical pointers
Chapter 5: Making small-group teaching work
Why is small-group learning so important?
Deciding on group size
Ways of forming groups
Small-group process techniques
What goes wrong in small groups?
A closer look at tutorials
Further practical pointers for group work
Conflict in group work
Diversity issues in group work
Chapter 6: Looking after yourself
Looking after yourself: a self-assessment checklist
Managing your workload
Managing your stress levels
Managing your feedback from students
Feedback on your large-group sessions
Further feedback mechanisms
Some limitations of questionnaires
Using student feedback to make you a better and more confident practitioner
Working with mentors
Managing your appraisal
Chapter 7: Onwards and upwards
Present ‘madnesses’ include:
Nine challenges facing teachers in higher education
From reflection on action, to reflection in action
Using evidence of your reflections
Towards reflection in action
Embracing the online future