You can download the GUIDE BOOK (all Guidelines and references) or the TOOLKIT (templates) in printable format (PDF). You will need Acrobat Reader to open these.
Here is the complete list of online resources relating to all Guidelines:
| Guideline: 1 |
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University of Minnesota, Center for Teaching and Learning - Active Learning http://www1.umn.edu/ohr/teachlearn/resources/guides/active.html |
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Honolulu Community College University of Hawaii – Active Learning http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm |
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Cornell University – Classroom Structures which Encourage Student Participation http://www.clt.cornell.edu/campus/teach/faculty/Materials/ClassroomStructures.pdf |
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Cornell University – Getting Students Involved in the Classroom http://www.clt.cornell.edu/campus/teach/faculty/Materials/GettingStsInvolved.pdf |
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UC Davis - Active Learning http://trc.ucdavis.edu/TRC/ta/tatips/activelearning.pdf |
| Guideline: 2 |
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University of Warwick Centre for Academic and Professional Development – Linking Research and Teaching http://www2.warwick.ac.uk/services/cap/landt/rbl/ |
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The Nexus Project, CEDIR, University of Wollongong. http://cedir.uow.edu.au/nexus/link.html |
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University of Sydney – Research-Led Teaching and the Scholarship of Teaching http://www.itl.usyd.edu.au/RLT/ |
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TELRI (Technology Enhanced Learning in Research-led Institutions) http://www.warwick.ac.uk/ETS/TELRI/ |
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LTSN Generic Centre – Linking Teaching with Research in the Disciplines
http://www.brookes.ac.uk/genericlink/index.htm |
| Guideline: 3 |
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University of Waterloo, Teaching Resources and Continuing Education (TRACE) Tip Sheet – Motivating Students: Creating an Inspiring Environment http://www.adm.uwaterloo.ca/infotrac/tips/motivatingstudents.pdf |
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Honolulu Community College University of Hawaii – Break the Ice http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/breakice.htm |
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Barbara Gross Davis, University of California Berkeley – Tools for Teaching: Motivating Students http://teaching.berkeley.edu/bgd/motivate.html |
| Guideline: 4 |
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University College Dublin, Good Practices in Teaching and Learning – Learning Journals and Logs, Reflective Diaries http://www.ucd.ie/teaching/goodPracticeT&L_sub/learningJournalsLogs.html |
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Oxford Brookes University, Oxford Centre for Learning and Staff Development – Encouraging Reflective Learning http://www.brookes.ac.uk/services/ocsd/4_resource/reflective.html |
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The Higher Education Academy – Guide for Busy Academics: Learning through Reflection http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=69 |
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Escalate LTSN Education Subject Centre – Phil Race, Evidencing Reflection: Putting the 'w' into Reflection http://www.escalate.ac.uk/resources/reflection/ |
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UWA – Alternative Modes of Teaching and Learning: Reflective Journals http://www.csd.uwa.edu.au/altmodes/to_delivery/reflective_journal.html |
| Guideline: 5 |
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PennState University, Schreyer Institute for Teaching Excellence – Introduction to Planning a Class Session [See: Getting the Big Picture: What Do Your Students Already Know?] http://www.schreyerinstitute.psu.edu/pdf/Introduction_to_Planning_a_Class_Session.pdf |
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PennState University, Schreyer Institute for Teaching Excellence – An Introduction to Classroom Assessment Techniques [See discussion on background knowledge probes and misconception/preconception checks] http://www.schreyerinstitute.psu.edu/Resources/class_assessment.asp |
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University of Minnesota, Center for Teaching and Learning – What They Don't Know Can Hurt Them: The Role of Prior Knowledge in Learning http://www1.umn.edu/ohr/teachlearn/resources/guides/dontknow.html |
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Critical Issue: Building on Prior Knowledge and Meaningful Student Contexts/Cultures http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm |
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Do You Know Where Your Students Are? Classroom Assessment and Student Learning, 1993, Speaking of Teaching, vol. 4, no.2. http://ctl.stanford.edu/Newsletter/do_you_know.pdf |
| Guideline: 6 |
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Western Washington University, Innovative Teaching Showcase – Authentic Learning: What Does It Really Mean? http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm |
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Kennesaw State University, English Department: Contextual Learning and Teaching – Developing Post-Secondary Options: A Contextual Lesson Plan for the Secondary English Classroom [Designed for high-school students but has some useful suggestions] http://www.kennesaw.edu/english/ContextualLearning/2003/HeatherHooks/ |
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Bridget Murray, 1999, “Connecting Course Content with Students’ Lives,” APA Monitor Online, vol.30, no.11. http://www.apa.org/monitor/dec99/ed2.html |
| Guideline: 7 |
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Barbara Gross Davis, University of California Berkeley – Tools for Teaching: Encouraging Student Participation in Discussion http://teaching.berkeley.edu/bgd/participation.html |
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University of North Carolina at Chapel Hill, Center for Teaching and Learning – Instructional Roles: The Relationship between Student and Teacher http://ctl.unc.edu/hir4.html |
| Guideline: 8 |
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UWA Teaching with Diversity Checklist http://www.csd.uwa.edu.au/tl/99TDChecklist.htm |
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Honolulu Community College University of Hawaii – Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm |
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UNSW Disability Guidelines for Academic Staff Preparing Courses http://www.secretariat.unsw.edu.au/acboardcom/minutes/coe/disabilityguidelines.pdf |
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Flinders University, Teaching and Learning at Flinders – Inclusive Teaching http://www.flinders.edu.au/teach/t4l/inclusive/index.php |
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University of Oklahoma – Ideas on Teaching: Responding to Student Diversity http://www.ou.edu/idp/tips/ideas/quick15.html |
| Guideline: 9 |
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Learning Styles (Richard Felder, North Carolina State University) http://www.ncsu.edu/felder-public/Learning_Styles.html |
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University of Waterloo, Teaching Resources and Continuing Education (TRACE) Tip Sheet – Understanding Your Learning Style: The Soloman-Felder Index of Learning Styles http://www.adm.uwaterloo.ca/infotrac/tips/understandingyourlearningstyle.pdf |
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University College Dublin, Good Practices in Teaching and Learning – Personal Learning Styles http://www.ucd.ie/teaching/goodPracticeT&L_sub/personalLearningStyles.html |
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University of Oxford, Institute for the Advancement of University Learning – Suzanne Shale and Keith Trigwell, Paper 2: Student Approaches to Learning http://www.learning.ox.ac.uk/files/Student%20Approaches%20to%20Learning.pdf |
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VARK: A Guide to Learning Styles http://www.vark-learn.com/english/index.asp |
| Guideline: 10 |
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UWA, Centre for the Advancement of Teaching and Learning – Basic Guide to Writing Student Learning Outcome Statements http://www.catl.uwa.edu.au/current_initiatives/obe/outcomes |
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UNSW Course Handout Template http://www.ltu.unsw.edu.au/content/userDocs/UNSWCourseOutlineTemplate14Feb2006_007.pdf |
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Higher Education Academy – Guide for Busy Academics: Using Learning Outcomes to Design a Course and Assess Learning http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=252 |
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University Of Tasmania – Unit Outline http://www.utas.edu.au/tl/supporting/developing/unitoutline/index.html |
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University of Central England in Birmingham –UCE Guide to Learning Outcomes http://www.ssdd.uce.ac.uk/outcomes/ |
| Guideline: 11 |
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Phil Race, 1996, A Fresh Look at Independent Learning http://www.lgu.ac.uk/deliberations/eff.learning/indep.html |
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Oxford Brookes University, Oxford Centre for Staff and Learning Development – Independent Learning: Some Ideas from the Literature http://www.brookes.ac.uk/services/ocsd/2_learntch/independent.html |
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University of Washington, Catalyst website – Teaching: Encourage Responsibility for Learning http://catalyst.washington.edu/help/teaching_guides/responsibility.html |
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Stuart W. Bennett, 2001, Designing Independent Learning Material for the Physical Sciences http://www.physsci.ltsn.ac.uk/Publications/PracticeGuide/guide3.pdf |
| Guideline: 12 |
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University of New South Wales - Graduate Attributes Toolkits http://www.ltu.unsw.edu.au/content/course_prog_support/toolkits_grad_atts.cfm?ss=0 |
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Generic Capabilities of ATN University Graduates http://www.clt.uts.edu.au/ATN.grad.cap.project.index.html |
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Griffith University - The Griffith Graduate http://www.gu.edu.au/centre/gihe/griffith_graduate/home.html |
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University of Sydney – Graduate Attributes Project http://www.itl.usyd.edu.au/GraduateAttributes/ |
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University of Queensland – Mapping and Embedding Graduate Attributes http://www.tedi.uq.edu.au/Teaching/GradAttributes/index.html |
| Guideline: 13 |
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The TLT (Teaching, Learning and Technology) Group http://www.tltgroup.org/about/index.html |
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Washington University, Teachnology Webagogy http://staff.washington.edu/rells/teachnology/index.html |
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Australasian Journal of Educational Technology http://www.ascilite.org.au/ajet/ajet.html |
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University of Warwick, Centre for Academic Practice – Educational Technology: Resources http://www.warwick.ac.uk/ETS/Resources/Index.htm |
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UNSW Learning and Teaching (formerly EDTeC) – Teaching Quality Principles and Guidelines for the Application of Educational Technology http://www.edtec.unsw.edu.au/inter/dload/tqual/default.html |
| Guideline: 14 |
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Flinders University – Teaching Strategies: Group Work http://www.flinders.edu.au/teach/t4l/teaching/groupwork.php |
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SkillCity http://skillcity.iaaf.uwa.edu.au/about.htm |
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Griffith University – Resource Pack for Teaching Students’ Teamwork Skills http://www.griffith.edu.au/centre/gihe/griffith_graduate/toolkit/index.htm |
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Eastern Kentucky University, Teaching and Learning Center – Cooperative Learning http://www.tlc.eku.edu/tips/cooperative_learning/ |
| Guideline: 15 |
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UQ TEDI – About Assessment http://www.tedi.uq.edu.au/teaching/assessment/index.html |
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Flinders University, Teaching for Learning – Assessment http://www.flinders.edu.au/teach/t4l/assess/index.php |
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Oxford Brookes Centre for Staff and Learning Development – Purposes and Principles of Assessment http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/p_p_assessment.pdf |
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Oxford Brookes Centre for Staff and Learning Development – Selecting Methods of Assessment http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/methods_assessment.pdf |
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University of Melbourne, Centre for the Study of Higher Education – Assessing Learning in Australian Universities http://www.cshe.unimelb.edu.au/assessinglearning/index.html |
| Guideline: 16 |
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Oxford Brookes University, Oxford Centre for Staff and Learning Development – First Words on Teaching: Giving Feedback to Students http://www.brookes.ac.uk/services/ocsd/firstwords/fw21.html |
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Flinders University, Teaching for Learning – Giving Feedback http://www.flinders.edu.au/teach/t4l/assess/feedback.php |
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RMIT – Feedback to Students http://www.lts.rmit.edu.au/renewal/assess/faq_feedback.doc |
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University of Waterloo, Teaching Resources and Continuing Education (TRACE) Tip Sheet – Receiving and Giving Effective Feedback http://www.adm.uwaterloo.ca/infotrac/tips/receivingandgivingeffectivefeedback.pdf |