ISBN-10:
1412900689
ISBN-13:
9781412900683
Pub. Date:
09/17/2004
Publisher:
SAGE Publications
Teaching, Learning and Study Skills: A Guide for Tutors / Edition 1

Teaching, Learning and Study Skills: A Guide for Tutors / Edition 1

by Tom Burns, Sandra Sinfield
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Overview

Burns (academic skills support, London Metropolitan University, UK) and Sinfield (learning development, London Metropolitan University) introduce a variety of strategies that enable students succeed in higher education. Tutors can teach a particular topic using lesson plans, resources, and lecture notes given here either as complete source material or as a detailed guide. The materials provided can also be compiled to compose an accredited study and academic skills program, and a model of one such program is given. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13: 9781412900683
Publisher: SAGE Publications
Publication date: 09/17/2004
Series: SAGE Study Skills Series
Edition description: First Edition
Pages: 288
Product dimensions: 6.69(w) x 9.53(h) x (d)

About the Author

In a previous life Tom Burns led the Hainault Action Group, setting up adventure playgrounds for young people and devising Community Events and Festivals for the local community. Tom has always been interested in theatre and the role of theatre in teaching and learning; whilst still a student at Essex University he set up and ran the first ever International Dario Fo Festival – with academic symposium, theatre workshops for students and local people – and full dramatic performances by the Fo-Rame theatre troupe of The Tiger’s Tale and The Boss’s Funeral.

Tom is a Senior Lecturer in Learning Development actively involved with the Association for Learning Development in HE and the LearnHigher Centre for Excellence in Teaching and Learning . Working in the Centre for the Enhancement of Learning and Teaching at London Metropolitan University, along with Sandra Sinfield he develops teaching and learning resources, including the launch of the Get Ahead student conferences – a programme of events designed to promote student success that are run by and for students – and their ‘Tell us the secret of your success’ project, which produced a whole range of creative prod­ucts including a website built by students passing on their study secrets and a student video, ‘The Z–A of university’.


Sandra Sinfield has worked as a laboratory technician, a freelance copy writer, an Executive Editor (Medicine Digest, circulation 80,000 doctors) and in the voluntary sector, including with the Tower Hamlets Information Research and Resource Centre and with the Islington Green School Community Play written by Alan Whose Life is it Anyway? Clarke and pro­duced at Sadler’s Wells.

Sandra is a Senior Lecturer in Learning Development actively involved with the Association for Learning Development in HE and the LearnHigher Centre for Excellence in Teaching and Learning . Working in the Centre for the Enhancement of Learning and Teaching at London Metropolitan University, along with Tom Burns she develops teaching and learning resources, including the launch of the Get Ahead student conferences – a programme of events designed to promote student success that are run by and for students – and their ‘Tell us the secret of your success’ project, which produced a whole range of creative prod­ucts including a website built by students passing on their study secrets and a student video, ‘The Z–A of university’.

Table of Contents

List of resourcesx
1Introduction and how to use this book1
Coverage1
Welcome1
Background1
Study skills, teaching and learning development2
How to use this book3
Essential Study Skills4
Finally5
2University teaching, widening participation and study skills6
Coverage6
Introduction - but is it 'education'?6
What is happening to university education?7
Management generation of strategy7
Widening participation8
Changing HE - the discourses of learning development10
Learning development and 'skills'11
HE and the skills agenda11
Resolution12
What can the HE practitioner do?12
Notes13
Bibliography and further reading13
3How to assess - a short preface on assessment16
Coverage16
Introduction16
Assessment per se16
How will I assess that?17
The changing HE environment19
Conclusion20
Bibliography and further reading20
4How to understand our students22
Coverage22
Our students22
WP students' expressed aims23
Attitudes to our students24
Self-perception24
Embedding learning development - helping our students succeed in HE25
Does HE orientation and learning development make a difference?27
Final comments29
Conclusion30
Note31
Bibliography and further reading31
5How to promote an effective transition to HE33
Coverage33
Introduction33
Problematising HE not the student34
Choosing a university34
Supporting HE orientation37
Sixth-form and FE tutors and institutions37
HE tutors/institutions38
HE orientation - some things to consider38
More orientation: academic communities, teaching and learning practices and cultural capital39
Conclusion43
Resources44
Note44
Bibliography and further reading44
6How to promote student self-confidence46
Coverage46
Introduction46
Caught on the cultural cusp47
The non-traditional student in HE48
How we do it49
Overall conclusion58
Bibliography and further reading58
7How to promote effective organisation and time management60
Coverage60
Introduction60
How we do it63
Overall conclusion72
Resources72
Further reading73
8How to promote effective research and reading strategies74
Coverage74
Targeted research and active reading--and the reflexive student74
How we do it77
Overall conclusion94
Resources95
Further reading95
9How to promote effective note-making96
Coverage96
Introduction96
Notes and creative learning99
How we do it100
The practice lecture--note-making from lectures105
Resources111
Bibliography and further reading112
10How to promote effective presentations and seminars113
Coverage113
Why oral assignments?113012How we do it117
How to promote effective seminars130
Overall conclusion132
Resources133
11How to promote effective writing134
Coverage134
Introduction134
Changes in the HE environment135
Writing and learning development135
Embedding learning development--again136
How we do it136
Overall conclusion154
Resources154
Notes154
Bibliography and further reading155
12How to promote effective revision and exam techniques156
Coverage156
Introduction156
Exams--the feared event157
How we do it158
Overall conclusion170
Resources170
Note170
Bibliography and further reading170
13How to promote effective group work171
Coverage171
Introduction171
How we do it174
Overall conclusion--mourning the group182
Resources182
Note182
Bibliography and further reading182
14How to promote reflective practice184
Coverage184
Introduction184
Learning development and the learning log185
Model it first187
How we do it188
Personal development portfolios190
Overall conclusion192
Resources193
Notes193
Bibliography and further reading193
15How to promote overall success194
Coverage194
Introduction194
An embedded approach195
Conclusion198
Bibliography and further reading199
Appendices
ABibliographic and online resources for 'HE orientation'201
BEA199 An introduction to academic studies: reflecting, learning and communicating203
Resources217
Index263

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