By Phil Race
This ebook offers over 500 sensible feedback designed to assist tutors identify energetic studying among their scholars. Divided into valuable sections the guidelines disguise the full variety of educating and studying events and include a 'start anywhere', dip-in source compatible for either the newcomer and the outdated hand. meant typically for the college or university lecturer excited about learner-centred studying, this source deals clean rules and nutrition for idea on six large parts of the task: getting the scholars going commencing, and dealing jointly the programme itself - lectures, assignments and suggestions assisting scholars to profit from assets review: demonstrating facts of accomplishment talents for occupation and existence regularly. This energetic and stimulating publication will turn out priceless to teachers, tutors, lecturers, running shoes and employees builders.
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Additional info for 500 Tips for Tutors, 2nd edition (500 Tips)
If this happens, alert students to any parts of the programme that are not going to be covered by your teaching – or by the associated assessment. Resist the temptation to cram the last few lectures full of all the remaining parts of the programme; if exams are coming up shortly, few students are going to spend much time on newly acquired information in any case. 11 Getting to know you People in general tend to take more notice of people they know. Your students will take more notice of you if they feel that they know you – and, above all, that you know them.
10 Capture what goes wrong and turn it to everyone’s advantage. With the best will in the world, not everything goes right with group work every time! Build up a bank of ‘students’ problems’ scenarios. Spend a little time giving groups of students ‘a problem’ and asking them to work out a plan of action to overcome the problem. Give each group a different problem, to avoid the report-back stage becoming repetitive. Ask students to contribute (anonymously if they wish) to the bank of problems for future use.
Intended learning outcomes can be very useful for letting students know what they will be learning, but sometimes students also need some explanation regarding why they need to put energy into learning particular things. It is not always obvious to them why they have to learn things – and naturally, if they can’t see a good reason for learning something, they’re not going to invest much mental energy into trying to learn it. 5 Explain how – clarify the processes. Illuminate the ‘learning map’ even further by explaining to students which teaching and learning contexts will be used as they cover the various parts of their programme.