Dimensions
138 x 216 x 19mm
It is Monday and a new course is starting. The room is bare, with tables and chairs arranged perhaps in rows, perhaps in a U-shape. The room is at the very end of the corridor on the second floor.
It is chilly and one window does not close properly, causing a draught to whistle through. There is an old overhead projector with a smudge on the glass and a screen which has to be tied down with string. The whiteboard has been cleaned but traces of writing still show.
Now people walk in. Some walk in purposefully and take seats. Others sidle in uncertainly, checking the room number and choosing to sit near the door at the back. Some do not arrive before lesson starts. And you, the tutor, must take this situation and develop it into one in which people learn and, one hopes, enjoy learning . . .
Table of Contents:
- Reflective practice
- Lifelong learning: policy
- Who are your learners
- Planning a learning programme
- Developing learning resources
- Teaching and learning methods
- Working in groups
- Assessing learning
- Evaluation
- Improving professional practice
