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Appendix 2: Higher Education Quality Council Guidelines

Good practice in teaching is indicated when staff:
  • display a sound understanding and up to date knowledge of their subject, and bring this appropriately to the design of teaching and learning strategies;
  • communicate enthusiasm, drawing on scholarship, research and professional activity to support students in developing their academic skills;
  • recognise and respect the contribution made by students to each other's learning;
  • have an informed understanding of how students learn, and demonstrate this in their contact with students whether in large groups, small groups, or one-to-one;
  • demonstrate an awareness of a range of educational backgrounds when defining achievable learning outcomes for a programme element;
  • encourage students to learn how to learn, and to appreciate the need for continuing life-long learning;
  • demonstrate concern for development of learning by setting each teachingsession in the context of what has gone before, and what it is intended to achieve;
  • show sensitivity to individual differences in learning styles, and use avariety of teaching strategies and methods of assessment to promote learning;
  • make clear to students the structure, context and opportunities for choice in the programmes for which they are responsible;
  • specify for students their expectations of student learning activity, performance and achievement of academic standards;
  • give prompt, informative and constructive feedback to students on their work, relating explicitly to the aims, learning expectations and assessment criteria;
  • make effective use of feedback from students and peers in reflecting upontheir own practice as teachers, and in further pursuing their professional development;
  • work co-operatively with professional, non-teaching staff to developteaching and learning methods;
  • make optimum use of the resources available to staff and students to support learning.