Teaching, Learning and Study Skills : A Guide for Tutors

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ISBN: 9781412900690 | 1412900697
Cover: Paperback
Copyright: 9/17/2004

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This is a book for tutors, lecturers and teachers in further and higher education, who need to teach their students how to study, learn and communicate effectively. Based around the same techniques and contents as the tutors earlier book Essential Study Skills (SAGE 2003) which is itself based on many years experience of teaching and mentoring students in higher education, this book is intended to work with traditional and non-traditional students. The material will be suitable for institutions concerned with widening participation; with student retention; with quality enhancement; with equal opportunities and with professional //staff development.

List of resources	p. x
Introduction and how to use this book	p. 1
Coverage	p. 1
Welcome	p. 1
Background	p. 1
Study skills, teaching and learning development	p. 2
How to use this book	p. 3
Essential Study Skills	p. 4
Finally	p. 5
University teaching, widening participation and study skills	p. 6
Coverage	p. 6
Introduction - but is it 'education'?	p. 6
What is happening to university education?	p. 7
Management generation of strategy	p. 7
Widening participation	p. 8
Changing HE - the discourses of learning development	p. 10
Learning development and 'skills'	p. 11
HE and the skills agenda	p. 11
Resolution	p. 12
What can the HE practitioner do?	p. 12
Notes	p. 13
Bibliography and further reading	p. 13
How to assess - a short preface on assessment	p. 16
Coverage	p. 16
Introduction	p. 16
Assessment per se	p. 16
How will I assess that?	p. 17
The changing HE environment	p. 19
Conclusion	p. 20
Bibliography and further reading	p. 20
How to understand our students	p. 22
Coverage	p. 22
Our students	p. 22
WP students' expressed aims	p. 23
Attitudes to our students	p. 24
Self-perception	p. 24
Embedding learning development - helping our students succeed in HE	p. 25
Does HE orientation and learning development make a difference?	p. 27
Final comments	p. 29
Conclusion	p. 30
Note	p. 31
Bibliography and further reading	p. 31
How to promote an effective transition to HE	p. 33
Coverage	p. 33
Introduction	p. 33
Problematising HE not the student	p. 34
Choosing a university	p. 34
Supporting HE orientation	p. 37
Sixth-form and FE tutors and institutions	p. 37
HE tutors/institutions	p. 38
HE orientation - some things to consider	p. 38
More orientation: academic communities, teaching and learning practices and cultural capital	p. 39
Conclusion	p. 43
Resources	p. 44
Note	p. 44
Bibliography and further reading	p. 44
How to promote student self-confidence	p. 46
Coverage	p. 46
Introduction	p. 46
Caught on the cultural cusp	p. 47
The non-traditional student in HE	p. 48
How we do it	p. 49
Overall conclusion	p. 58
Bibliography and further reading	p. 58
How to promote effective organisation and time management	p. 60
Coverage	p. 60
Introduction	p. 60
How we do it	p. 63
Overall conclusion	p. 72
Resources	p. 72
Further reading	p. 73
How to promote effective research and reading strategies	p. 74
Coverage	p. 74
Targeted research and active reading--and the reflexive student	p. 74
How we do it	p. 77
Overall conclusion	p. 94
Resources	p. 95
Further reading	p. 95
How to promote effective note-making	p. 96
Coverage	p. 96
Introduction	p. 96
Notes and creative learning	p. 99
How we do it	p. 100
The practice lecture--note-making from lectures	p. 105
Resources	p. 111
Bibliography and further reading	p. 112
How to promote effective presentations and seminars	p. 113
Coverage	p. 113
Why oral assignments?	p. 113012
How to promote effective seminars	p. 130
Overall conclusion	p. 132
Resources	p. 133
How to promote effective writing	p. 134
Coverage	p. 134
Introduction	p. 134
Changes in the HE environment	p. 135
Writing and learning development	p. 135
Embedding learning development--again	p. 136
How we do it	p. 136
Overall conclusion	p. 154
Resources	p. 154
Notes	p. 154
Bibliography and further reading	p. 155
How to promote effective revision and exam techniques	p. 156
Coverage	p. 156
Introduction	p. 156
Exams--the feared event	p. 157
How we do it	p. 158
Overall conclusion	p. 170
Resources	p. 170
Note	p. 170
Bibliography and further reading	p. 170
How to promote effective group work	p. 171
Coverage	p. 171
Introduction	p. 171
How we do it	p. 174
Overall conclusion--mourning the group	p. 182
Resources	p. 182
Note	p. 182
Bibliography and further reading	p. 182
How to promote reflective practice	p. 184
Coverage	p. 184
Introduction	p. 184
Learning development and the learning log	p. 185
Model it first	p. 187
How we do it	p. 188
Personal development portfolios	p. 190
Overall conclusion	p. 192
Resources	p. 193
Notes	p. 193
Bibliography and further reading	p. 193
How to promote overall success	p. 194
Coverage	p. 194
Introduction	p. 194
An embedded approach	p. 195
Conclusion	p. 198
Bibliography and further reading	p. 199
Appendices
Bibliographic and online resources for 'HE orientation'	p. 201
EA199 An introduction to academic studies: reflecting, learning and communicating	p. 203
Resources	p. 217
Index	p. 263
Table of Contents provided by Rittenhouse. All Rights Reserved.

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Teaching, Learning and Study Skills : A Guide for Tutors

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Teaching, Learning and Study Skills : A Guide for Tutors

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