Evaluation of teaching materials Completed 222 group Plujnikova O Sultanova

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lecture recordings and any materials which you provide to your

students to help them learn. They may be more usefully considered as learning resources. The quality and the accessibility of these resources are equally important. The quality of learning resources is determined by whether they support students in achieving the expected learning outcomes. The accessibility of the learning resources may include the timeliness and ease of access, as well as the usability for students with special needs.

Guide (Unit Outline) Your unit outline is an important document to

give students an overview of the goals of the unit, and to help them make sense of how the learning activities and assessments contribute to their learning.
A special form of control is homework, discussion of results, in particular, in cases where tasks allow non-standard solutions. In the final control, oral or written examinations are usually used, as a rule, causing significant and physical overload in students who are accustomed to studying conscientiously.

more set text books, and sometimes a list of recommended

texts or readings. To increase breadth in coverage, you may consider assigning multiple readings to represent a variety of viewpoints. Alternatively, you may select a textbook which represent one theoretical viewpoint and build your lectures around an opposing set of ideas.

follow the lecture delivery. Having the notes at the lecture

often mean that students can focus on the flow of your argument rather than copying down everything you say. With the availability of the internet, "handouts" can be made available online for students to download, print and bring to the lecture. Students can make the best use of these "handouts" if they are available at least the night before the lecture to ensure that students have the opportunity to print out the notes before they attend the class. To help students with disability to have equal access to the materials with other students, save these notes in accessible Word or Rich Text Format 

or they can be a distraction. Avoid putting all your

lecture notes onto overheads or PowerPoint slides as this often results in students copying rather than engaging with what you are saying. Instead, use a slide or overhead to pose a question, or show a diagram.
Use visual images to augment rather than repeat what you are saying. (At the same time, you may need to be sensitive to students who are visually impaired. In those instances, a text description for all the graphs and diagrams will be important.) These can include:

Block, tree and flow diagrams;
Graphs;
Maps;
Photos; and
Cartoons that illustrate a point or an issue.
When you want to display main points on an overhead or PowerPoint slide there are several principles that you should follow for legibility and clarity: