Books. Teaching the Post-16 Learner: A Guide to Planning, Delivering and Assessing Learning

Citation

(2002), "Books. Teaching the Post-16 Learner: A Guide to Planning, Delivering and Assessing Learning", Education + Training, Vol. 44 No. 1. https://doi.org/10.1108/et.2002.00444aad.001

Books. Teaching the Post-16 Learner: A Guide to Planning, Delivering and Assessing Learning

Teaching the Post-16 Learner: A Guide to Planning, Delivering and Assessing Learning

Marian Woolhouse, Trevor Jones and Mary ReesNorthcote House£14.992001ISBN 0746309260

Anyone involved in teaching or training post-16 learners – in further, adult or higher education, or within other public or private sector organizations – will find plenty of interesting material in Teaching the Post-16 Learner. The book targets people who are new to teaching or training and need structured advice on working with the learners in their care. It presents all the various aspects which need to be considered by the teacher or learner, with questions to be answered and tasks to be undertaken.

The book provides structured advice on how to identify the needs of learners, and how to plan, deliver and assess learning and evaluate teaching. Questions and exercises help the reader to understand all aspects of the teaching and learning process. In particular, each chapter contains tasks to help the reader to think about his or her role and teaching in relation to the aspect being considered. Chapters consider how to understand learning and identify the needs of learners, how to design and evaluate one's own curriculum, how to plan teaching and manage learning and how to assess learning. There is also a particularly useful chapter on continuing professional development.

Particular attention is paid to the seven key areas of teaching defined by the Further Education National Training Organization. These are assessing learners' needs, planning and preparing teaching and learning programmes for groups and individuals, developing and using a range of teaching and learning techniques, managing the learning process, providing learners with support, assessing the outcomes of learning and learners' achievements, and reflecting upon and evaluating one's own performance and planning future practice.

Each chapter contains a section which suggests how the material in that chapter relates to the key areas and essential knowledge contained in the standards. While the reader will not automatically achieve any of the standards simply by reading the book, by completing the tasks and thinking about his or her role as a teacher, the reader may gather some evidence which will help him or her to demonstrate achievement of some of the standards. Each chapter concludes with a list of references and further reading to enable readers to discover more about an aspect of the teaching role which particularly interests them.