Teaching and Learning Newsletter Archive

Please click on the links below to download pdf copies of the newsletter.


Previous issues: 

This issue summarises the feedback from two surveys of tutors and observers on moving to ungraded observations.  It also summarises tutors’ comments on what other support they would find most useful for their professional development in the future.

Issue 14 Working with groups

Build students say they come to learn with others - not alone. This issue is to inspire and to share ideas on managing groups and promoting group work.

Examples of Teaching and Learning Projects at Build from the last three years.

Teachers use questions all the time. This issue explores the purposes of questioning and techniques for asking them.

This issue offers some strategies for supporting learners with learning difficulties, disabilities or hearing impairment.

Ways of planning so all your learners achieve. This issue covers the principles of differentiation, and examples of practice from teachers across Build.

Issue 9 Supporting English and Maths

What do we mean by supporting English and Maths on courses that are not about English and Maths!  Build staff give some examples of how they can adapt their teaching to support people with these key skills in an adult way. 

What does it mean to ‘promote diversity’ in teaching. How does this relate to Equality legislation? In this issue, teachers give examples of how they  promote an understanding of diversity in their teaching.

Issue 7 Learning outcomes and punctuality

Why are learning outcomes important and how do we write them? How can we get all adult learners to be on time for their classes? Also improving the learning environment and getting credit for your teaching experience.

What are the stages of RARPA (Recognising and Recording Progress and Achievement)?  Why do we need to follow the stages and record our students progress?  This newsletter includes a pull out  section of  ideas, linked to the Build website.  RARPA can be messy!

Teaching something does not necessarily result in learning.  This newsletter explores the vital role of informal assessment and giving constructive feedback in ensuring learner progress and achievement.

Initial assessment is vital on any course of any length in order to find out learners’ starting points.  This newsletter explores ways of doing this informally on non accredited courses.

Regular recaps ensures learning moves from our students’ short term to long term memories.  This newsletter unpacks the theory and gives some tips.

The internet is reducing all our attention spans:  this newsletter discusses how keeping students active ensures full engagement in learning.

 Explores the value of questioning, and the principles behind this core teaching skill -  including use of ‘wait time’ and ‘no shout out’. 


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