Teaching, Learning & Study Skills A Guide for Tutors
Buku ini diterbitkan tahun 2004 Oleh A SAGE Publications Company, adalah buku edisi Pertama.
Judul: Teaching, Learning & Study Skills A Guide for Tutors
Oleh: Tom Burns, et al
Penerbit: A SAGE Publications Company
Tahun: 2004
Jumlah Halaman: 289 hal.
Penulis:
Tom Burns telah menjadi dosen tamu di University of North London, sekarang London Metropolitan University, sejak tahun 1994. Dia telah mengajar Media, Sosiologi dan Sastra tapi sekarang berfokus terutama pada pengembangan studi dan keterampilan akademik dukungan, program dan sumber daya untuk siswa dari yayasan ke tingkat pascasarjana.
Sandra Sinfield telah menjadi dosen tamu di London Metropolitan Universitas sejak tahun 1990. Pada bulan November tahun 2000 ia diangkat Dosen Senior dan Koordinator Pengembangan Pembelajaran (Utara). Dia adalah diajarkan Sastra dan Media tapi sekarang berfokus pada mendukung akses, retensi, kemajuan dan prestasi mahasiswa.
Lingkup Pembahasan:
Buku ini terdiri atas 15 pokok bahasan utama, yaitu 1 Pendahuluan dan bagaimana menggunakan buku ini, 2 mengajar di Universitas, memperluas partisipasi dan kemampuan belajar, 3 Cara untuk menilai - kata pengantar singkat pada penilaian, 4 Cara untuk memahami siswa , 5 Cara untuk mempromosikan transisi yang efektif ke HE, 6 Cara untuk mempromosikan kepercayaan diri siswa, 7 Cara untuk mempromosikan organisasi yang efektif dan manajemen waktu, 8 Cara untuk mempromosikan strategi penelitian dan membaca yang efektif, 9 Cara untuk mempromosikan efektif pembuatan catatan ,
10 Cara untuk mempromosikan presentasi dan seminar yang efektif, 11 Cara untuk mempromosikan tulisan yang efektif, 12 Cara untuk mempromosikan revisi dan teknik ujian yang efektif, 13 Cara mempromosikan kerja kelompok yang efektif, 14 Cara untuk mempromosikan praktek reflektif, dan
15 Cara untuk mempromosikan keberhasilan secara keseluruhan.
Daftar Isi:
List of resources x
1 Introduction and how to use this book 1
Coverage 1
Welcome 1
Background 1
Study skills, teaching and learning development 2
How to use this book 3
Essential Study Skills 4
Finally 5
2 University teaching, widening participation and study skills 6
Coverage 6
Introduction – but is it ‘education’? 6
What is happening to university education? 7
Management generation of strategy 7
Widening participation 8
Changing HE – the discourses of learning development 10
Learning development and ‘skills’ 11
HE and the skills agenda 11
Resolution 12
What can the HE practitioner do? 12
Notes 13
Bibliography and further reading 13
3 How to assess – a short preface on assessment 16
Coverage 16
Introduction 16
Assessment per se 16
How will I assess that? 17
The changing HE environment 19
Conclusion 20
Bibliography and further reading 20
4 How to understand our students 22
Coverage 22
Our students 22
WP students’ expressed aims 23
Attitudes to our students 24
Self-perception 24
Embedding learning development – helping our students succeed in HE 25
Does HE orientation and learning development make a difference? 27
Final comments 29
Conclusion 30
Note 31
Bibliography and further reading 31
5 How to promote an effective transition to HE 33
Coverage 33
Introduction 33
Problematising HE not the student 34
Choosing a university 34
Supporting HE orientation 37
Sixth-form and FE tutors and institutions 37
HE tutors/institutions 38
HE orientation – some things to consider 38
More orientation: academic communities, teaching and learning practices and cultural capital 39
Conclusion 43
Resources 44
Note 44
Bibliography and further reading 44
6 How to promote student self-confidence 46
Coverage 46
Introduction 46
Caught on the cultural cusp 47
The non-traditional student in HE 48
How we do it 49
Overall conclusion 58
Bibliography and further reading 58
7 How to promote effective organisation and time management 60
Coverage 60
Introduction 60
How we do it 63
Overall conclusion 72
Resources 72
Further reading 73
8 How to promote effective research and reading strategies 74
Coverage 74
Targeted research and active reading – and the reflexive student 74
How we do it 77
Overall conclusion 94
Resources 95
Further reading 95
9 How to promote effective note-making 96
Coverage 96
Introduction 96
Notes and creative learning 99
How we do it 100
The practice lecture – note-making from lectures 105
Resources 111
Bibliography and further reading 112
10 How to promote effective presentations and seminars 113
Coverage 113
Why oral assignments? 113
How we do it 117
How to promote effective seminars 130
Overall conclusion 132
Resources 133
11 How to promote effective writing 134
Coverage 134
Introduction 134
Changes in the HE environment 135
Writing and learning development 135
Embedding learning development – again 136
How we do it 136
Overall conclusion 154
Resources 154
Notes 154
Bibliography and further reading 155
12 How to promote effective revision and exam techniques 156
Coverage 156
Introduction 156
Exams – the feared event 157
How we do it 158
Overall conclusion 170
Resources 170
Note 170
Bibliography and further reading 170
13 How to promote effective group work 171
Coverage 171
Introduction 171
How we do it 174
Overall conclusion – mourning the group 182
Resources 182
Note 182
Bibliography and further reading 182
14 How to promote reflective practice 184
Coverage 184
Introduction 184
Learning development and the learning log 185
Model it first 187
How we do it 188
Personal development portfolios 190
Overall conclusion 192
Resources 193
Notes 193
Bibliography and further reading 193
15 How to promote overall success 194
Coverage 194
Introduction 194
An embedded approach 195
Conclusion 198
Bibliography and further reading 199
Appendices
A: Bibliographic and online resources for ‘HE orientation’ 201
B: EA199 An introduction to academic studies: reflecting, learning and communicating 203
Resources 217
Index 263
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