{"id":3053,"date":"2017-01-25T16:15:10","date_gmt":"2017-01-25T16:15:10","guid":{"rendered":"https:\/\/blogs.tees.ac.uk\/lteonline\/?page_id=3053"},"modified":"2020-06-10T11:21:11","modified_gmt":"2020-06-10T10:21:11","slug":"guides","status":"publish","type":"page","link":"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/","title":{"rendered":"General L&#038;T Guides"},"content":{"rendered":"<p>There are a series of guides to help support staff in their learning and teaching role.<\/p>\n<div id=\"ccchildpages-1\" class=\"ccchildpages  myclass ccclearfix\"><div class=\"ccchildpage  ccodd ccpage-count-1 ccpage-id-3076 ccpage-retention-and-the-curriculum ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Retention and the Curriculum<\/h3><div class=\"ccpages_excerpt\">Providing a range of support services for students and an effective induction to the University and programme are now accepted practices across the University. They make a real difference to students\u2019 chances of success. There is also a more explicit role for academic staff and programme teams in supporting student retention and success by making...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/retention-and-the-curriculum\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  cceven ccpage-count-2 ccpage-id-3078 ccpage-work-based-learning ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Work-based Learning<\/h3><div class=\"ccpages_excerpt\">What makes a good work-based learning student experience? 1. Good partnership working Close working with the partner (whether this is an employer; a representative body or the student\/s themselves) ensures that the curriculum maintains its relevance. Good partnership working also facilitates the development of appropriate support structures for workplace mentors\/tutors. Many programmes which utilise employers...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/work-based-learning\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  ccodd ccpage-count-3 ccpage-id-3477 ccpage-guidelines-inclusive-learning-resources ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Guidelines for Inclusive Learning Resources<\/h3><div class=\"ccpages_excerpt\">A set of Guidelines which are intended to provide basic inclusive principles to consider when staff develop learning materials for students. \u00a0The principles are based upon good practice from sources including the British Dyslexia Association (BDA), Royal National Institute of Blind People (RNIB) and Jisc. \u00a0The aim of the recommendations in the Guidelines are to...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/guidelines-inclusive-learning-resources\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  cceven ccpage-count-4 ccpage-id-10138 ccpage-conducting-pedagogic-research ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Conducting Pedagogic Research: A Short Guide<\/h3><div class=\"ccpages_excerpt\">Pedagogic research, also known as the scholarship of learning and teaching (SoTL), is the systematic inquiry into student learning which advances the practice of teaching in higher education by making both the process of inquiry and its findings public (Hutchings and Shulman, 1999)...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/conducting-pedagogic-research\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  ccodd ccpage-count-5 ccpage-id-6386 ccpage-inclusivity-for-teaching-and-learning-support ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Inclusivity for Teaching and Learning Support<\/h3><div class=\"ccpages_excerpt\">Integrating principles of inclusivity into Future Facing Learning developments across Teesside University aligns with the University's strategic aim to provide a 'stimulating learning environment and innovative curricula that provides an outstanding student experience' The aim of this section of LTE is to develop a shared understanding of inclusive design to support all learners in their...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/inclusivity-for-teaching-and-learning-support\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><div class=\"ccsubpages\"><ul><li class=\"page_item page-item-6464\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/inclusivity-for-teaching-and-learning-support\/principles-of-inclusivity\/\">Principles of Inclusivity<\/a><\/li>\n<\/ul><\/div><\/div><div class=\"ccchildpage  cceven ccpage-count-6 ccpage-id-3067 ccpage-designing-delivering-and-assessing-practical-and-laboratory-based-sessions ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Designing, Delivering and Assessing Practical and Laboratory-based Sessions<\/h3><div class=\"ccpages_excerpt\">What are\u00a0Practical and laboratory-based sessions? Practical and laboratory-based sessions normally include a strong demonstration element, for example important techniques or how to use specific equipment, and they encourage students to have a go themselves. It is often the case that practical or laboratory-based sessions begin with teaching basic skills, before students start applying them to...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/designing-delivering-and-assessing-practical-and-laboratory-based-sessions\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  ccodd ccpage-count-7 ccpage-id-3069 ccpage-formative-work-and-feedback ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Formative Work and Feedback<\/h3><div class=\"ccpages_excerpt\">As teachers we feedback to students all the time in a range of different ways. It is interesting, however, that we tend to think of feedback solely as the written comments we make on assessed work. While this is to some extent inevitable given the time consuming nature of producing this kind of feedback, it...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/formative-work-and-feedback\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><div class=\"ccchildpage  cceven ccpage-count-8 ccpage-id-3071 ccpage-learning-outcomes ccpage-has-parent ccpage-pid-3053 ccpage-parent-guides\"><h3>Learning Outcomes<\/h3><div class=\"ccpages_excerpt\">Why Use Learning Outcomes? Being clearer about what we want from our students helps us to make the important decisions such as: what we want them to know (knowledge and programme content) how we want them to learn it (teaching and learning strategies) how well they have learned it (assessment) how effective the programme has...<\/div><p class=\"ccpages_more\"><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/learning-and-teaching\/guides\/learning-outcomes\/\"  title=\"Read more ...\">Read more ...<\/a><\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>There are a series of guides to help support staff in their learning and teaching role.<\/p>\n","protected":false},"author":44,"featured_media":10727,"parent":107,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>General L&amp;T Guides - LTE Online<\/title>\n<meta name=\"description\" content=\"There are a series of accessible Rough Guides for staff to support their learning and teaching role. 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