ABSTRACT
This chapter argues that time taken talking 'at' students should be minimised while the time for students to be involved actively in the development of their understanding and skills should be maximised and extended beyond the formally scheduled class time into personal and group study. It draws attention to teaching practices that support students' learning with a particular focus on classroom teaching. The chapter seeks to encourage university teachers to create effective learning environments for their students by exploring how to distil and present content and organise learning activities for large and small groups of students. The principles of designing effective classroom teaching apply in practical contexts as for any learning environments. These include the selection and organisation of materials, the alignment of the practical learning with learning objectives and assessment, students' active engagement and the integration of discipline learning with development of graduate attributes.
