SEDA is publishing online both on its website and on its blog one of Graham Gibbs' '53 Powerful Ideas All Teachers Should Know About', with the intention of prompting debate about the underlying basis of our work. Graham has also invited a number of well respected international thinkers and writers about university teaching, and how to improve it, to each contribute one idea to the '53 Powerful ideas' collection. To comment on and discuss these ideas, have a look at our blog. Once all 53 ideas have been published, the intention is to hand over to our community and publish one idea from members each week, to continue the debate.


26. Students are selectively negligent, and successful students neglect the right stuff25. Fear and anxiety are the enemies of learning24. Students have limited attention23. There is such a thing as too much information22. There is often a gap between teacher's thinking and practice21. The most useful training of university teachers does not 'involve' training20. Lectures are used far too often19. Class size matters18. You can measure and judge teaching17. Research can help student learning16. It is difficult to demonstrate that students benefit from their teachers also being researchers15. Ideas and concepts being taught may not replace students existing ideas14. Universities (and departments) have quite different organisational cultures and some of these cultures help teaching more than others13. Teachers’ beliefs and practices are framed by their social setting12. Teaching is driven by beliefs and assumptions11. Students do not necessarily know what is good for them10. Students' marks are often determined as much by the way assessment is configured as by how much students have learnt9. Many patterns of teaching in HE simply follow conventions8. It has more impact on educational effectiveness to change learners than it does to change teachers7. Students' expectations are formed early6. Learning takes effort5. Much of what is learnt is forgotten4. Good student performance is achieved in different ways than learning gains3. Transferable skills rarely transfer2. Students respond to clear and high expectations1. Students are trying to get different things out of being at universityIntroductionPrologue
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