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Making Learning Happen

Making Learning Happen
A Guide for Post-Compulsory Education

Third Edition

May 2014 | 304 pages | SAGE Publications Ltd
'Refreshing, original and full of pragmatic, evidence-based advice... In my opinion this is the best book on learning and teaching available to teachers in H.E. and F.E. today. The environment has changed so quickly over recent years and Phil Race has not only kept abreast of the changes; he is way ahead.' - Professor Ruth Pickford, Director of the Centre for Learning and Teaching, Leeds Metropolitan University

In the age of digital communication, online learning and MOOCS, Higher Education Institutions need to be able to offer even more to their students.

Centred around Phil Race's well-known 'ripples on a pond' model, this accessible discussion of post-compulsory education identifies the fundamental factors underpinning successful learning and clearly shows you how to help students learn effectively.

Updates to this third edition include:

  • practical ‘tips for students’ to help you engage your group
  • discussion of four literacies students need
  • comparative discussion of different forms of assessment
  • increased coverage of peer observation and evidence-based practice
  • advice on making lectures unmissable
  • online resources including printable checklists for use in class
  • link to a video interview with the author

This book is a valuable tool for lecturers and tutors in universities and colleges, post-16 teachers in secondary education, and educational managers.  It also provides a useful resource for postgraduate students on higher and further education courses and staff development courses.

Phil Race gives keynotes on assessment, feedback, learning and teaching, and runs interactive training workshops for staff and students in universities, colleges and other organizations throughout the UK and abroad. 

Setting the scene
Factors underpinning successful learning
Designing the Curriculum for Learning
Assessment driving learning
Learning through feedback
Making lectures inspiring
Making learning happen in small groups
Learning through observing and reflecting
What can I do when...?

This is a valuable asset to any library. It is easy to read and is written very clearly and understandable

Mr Stuart Anthony Baker
School of Care Sciences, University of South Wales (Glamorgan)
May 11, 2016

This is an interesting book for those in post-compulsory settings, including teacher trainers in HE. It effectively promotes self-reflection on teaching styles and practices which may need to be updated and reviewed in the light of technological developments and the impact of social media.

Mrs Eileen Moloney
Faculty of Education, Canterbury Christ Church University
June 29, 2015

This book has been recommended to our library to stock

Mrs Jane Booth
Teacher Trainer, Bromley College of FE & HE
June 24, 2015

An enjoyable text. Phil Race's explanations of learning and teaching are insightful and encourage practitioners to really consider the motivations behind their choice design and delivery decisions.

Dr Joanne Hill
Faculty of Education and Sport, University of Bedfordshire
May 12, 2015

This is an excellent text for postgraduate masters and doctoral students who are involved in the practice of education or research focusing on education topics.

Dr Margaret Smith
School of Health Sciences, Queen Margaret Univ College, Edinburgh
April 28, 2015

An absolute must - tool kit for both lecturers and students. A resource that may be dipped in to time and time again.

Ms Tish Cooney
ITT, Salisbury College
April 2, 2015

Building on the previous edition, this continues to be a must for novice and beginner lecturers. It's full of handy hints on how to engage students, and keeps you mindful on your reasons for wanting to work in education in the first place.

Mr Paul Smith
School of Nursing & Midwifery, Dundee University
March 10, 2015

review already published

Mr Paul Smith
School of Nursing & Midwifery, Dundee University
March 10, 2015

This is a valuable book for my students studying for courses related to Mentorship and Practice Education. It guides students through teaching and learning in a digital age.

Mrs Berni Addyman
Nursing, Bradford University
March 4, 2015

A really useful book for course leaders or module leaders.

Mrs Rachel Wallis
Swansea School of Education, Swansea Metropolitan University
February 10, 2015
Key features
What's new to this edition? Author, Phil Race details them out...

This third edition is, in my view, not only expanded, but substantially improved, for example:

  • I have completely reworked Chapter 1, to include discussion of MOOCs, communication using social media, and I have introduced four ‘literacies’, which learners now need when participating in post-compulsory education. I’ve also ended with some informal tips for would-be university entrants entitled ‘How to do Uni’.
  • I have improved Chapter 2, by making the unfolding of the seven factors less ‘jerky’, and removing the diagrams until all factors have been introduced.
  • In Chapter 3, I’ve added some tips for students on how best they can make use of intended learning outcomes.
  • I have extended Chapter 4 on ‘Assessment Driving Learning’ by including what is now required of institutions in the UK by the Quality Assurance Agency as an example of how we can approach improving assessment, and by adding a large table helping readers to compare the pros and cons of a wide range of assessment processes and instruments, as well as some tips for students themselves.
  • I’ve added some tips for students on using feedback to Chapter 5.
  • I have reworked much of Chapter 6, now calling it ‘Making Lectures Inspiring’, as large-group learning has evolved very significantly in the age of ready access to online resources and courses, and as the use of handouts has all but ceased in lectures. I’ve also added some tips for students on getting the most from lectures.
  • In Chapter 7 on ‘Making Learning Happen in Small Groups’, I’ve now brought in discussion of links to developing employability and enterprise skills, and added a section on personal tutoring – and some tips for students themselves.
  • To Chapter 8 on ‘Learning through Observing and Reflecting’ I’ve added some tips on peer-observation, to help colleagues get the most from both observing and being observed.
  • By popular request, and using many ideas from readers, I have expanded the range of problems addressed by Chapter 9, ‘What Can I Do When …?’, which provides some creative tactics for addressing some of the common problems colleagues experience in teaching in post-compulsory education.

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