Richard Bale – författare

Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions.Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and ‘stage fright’ when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom.Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions.Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and ‘stage fright’ when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom.Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions.

Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to:

Critically analyse their own practice, identifying areas for improvement

Manage their anxiety and ‘stage fright’ when it comes to teaching

Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance

Learn to improvise in order to prepare for the unprepared

Understand the concepts of active learning and inclusivity within the classroom.

Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions.

Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to:

Critically analyse their own practice, identifying areas for improvement

Manage their anxiety and ‘stage fright’ when it comes to teaching

Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance

Learn to improvise in order to prepare for the unprepared

Understand the concepts of active learning and inclusivity within the classroom.

Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback.examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions;evidence that intercultural competence is a vital component in successful feedback dialogues;a new theoretical concept and a model of intercultural feedback literacy; andpractical suggestions to make feedback practices more culturally and linguistically inclusive.This book will be of particular interest to teachers and educational developers in higher education as well as researchers and postgraduate students in the field of feedback and assessment.

Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback.examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions;evidence that intercultural competence is a vital component in successful feedback dialogues;a new theoretical concept and a model of intercultural feedback literacy; andpractical suggestions to make feedback practices more culturally and linguistically inclusive.This book will be of particular interest to teachers and educational developers in higher education as well as researchers and postgraduate students in the field of feedback and assessment.

This is essential reading for anyone new to teaching in higher education. It covers key aspects of teaching and learning for early career academics, postgraduate researchers, graduate teaching assistants, and professional services staff, including those working towards Advance HE fellowship recognition. It provides practical strategies to enhance your planning, teaching and assessment, thoughtful overviews of inclusive teaching and facilitating group work, case studies from higher education professionals, and activities and reflection points applying educational principles to your own teaching, all linked to the Professional Standards Framework (PSF).Second edition updates include: Each chapter is mapped against the Professional Standards Framework (2023). New case studies demonstrating good practice in learning and teaching contexts. Updated discussion on the use of technology, including the impact of generative AI. Deeper discussion on critically evaluating and developing your own teaching.

Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.

Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:

insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback. examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions; evidence that intercultural competence is a vital component in successful feedback dialogues; a new theoretical concept and a model of intercultural feedback literacy; and practical suggestions to make feedback practices more culturally and linguistically inclusive.

This book will be of particular interest to teachers and educational developers in higher education as well as researchers and postgraduate students in the field of feedback and assessment.

Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.

Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:

insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback. examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions; evidence that intercultural competence is a vital component in successful feedback dialogues; a new theoretical concept and a model of intercultural feedback literacy; and practical suggestions to make feedback practices more culturally and linguistically inclusive.

This book will be of particular interest to teachers and educational developers in higher education as well as researchers and postgraduate students in the field of feedback and assessment.

This is essential reading for anyone new to teaching in higher education. It covers key aspects of teaching and learning for early career academics, postgraduate researchers, graduate teaching assistants, and professional services staff, including those working towards Advance HE fellowship recognition.  It provides practical strategies to enhance your planning, teaching and assessment, thoughtful overviews of inclusive teaching and facilitating group work, case studies from higher education professionals, and activities and reflection points applying educational principles to your own teaching, all linked to the Professional Standards Framework (PSF).Second edition updates include:

Each chapter is mapped against the Professional Standards Framework (2023).New case studies demonstrating good practice in learning and teaching contexts.Updated discussion on the use of technology, including the impact of generative AI.Deeper discussion on critically evaluating and developing your own teaching.

This is essential reading for anyone new to teaching in higher education. It covers key aspects of teaching and learning for early career academics, postgraduate researchers, graduate teaching assistants, and professional services staff, including those working towards Advance HE fellowship recognition.  It provides practical strategies to enhance your planning, teaching and assessment, thoughtful overviews of inclusive teaching and facilitating group work, case studies from higher education professionals, and activities and reflection points applying educational principles to your own teaching, all linked to the Professional Standards Framework (PSF).Second edition updates include:

Each chapter is mapped against the Professional Standards Framework (2023).New case studies demonstrating good practice in learning and teaching contexts.Updated discussion on the use of technology, including the impact of generative AI.Deeper discussion on critically evaluating and developing your own teaching.

The essential guide to teaching and learning in higher education for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff. This accessible text offers practical guidance for anyone new to teaching in higher education. It covers key aspects of teaching and learning relevant for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff, including those working towards Advance HE/Higher Education Academy (HEA) recognition.

Understand how to plan and evaluate teaching sessions, the dynamics of teaching in small and large groups, how to use technology effectively, the particular challenges of laboratory and fieldwork and the importance of inclusive practice and career development.

Key features include:

·         Practical strategies to enhance student learning and motivation.

·         Case studies from higher education professionals in various roles

·         Activities and reflection points applying educational principles to your own teaching

·         Chapter links to the UK Professional Standards Framework (UKPSF)