500 tips for tutors / / Phil Race and Sally Brown

• Record Nr.: UNINA9910808898503321
• Autore: Race Philip
• Pubbl/distr/stampa: London ; ; New York : , : RoutledgeFalmer, , 2005
• ISBN: 1-134-29207-4; 1-134-29208-2; 1-283-96235-7; 1-280-11262-X; 9786610112623; 0-203-30729-1
• Edizione: [2nd ed.]
• Descrizione fisica: 1 online resource (145 p.)
• Collana: 500 tips series 500 tips for tutors
• Altri autori (Persone): BrownSally <1950 February 1->
• Disciplina: 371.102; 378.1/2; 378.12
• Soggetti: College teaching - Handbooks, manuals, etc; College teaching; Study skills - Handbooks, manuals, etc; Tutors and tutoring - Handbooks, manuals, etc; Study skills; Tutors and tutoring; Education; Social Sciences; Theory & Practice of Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (pages 131-132) and index.
• Nota di contenuto: 500 Tips for Tutors; Copyright; Contents; Preface to the second edition; Chapter 1 Getting your students going; 1 Helping students to prepare to start learning; 2 Helping students to explore how they learn best; 3 Helping students to develop time-management skills; 4 Helping students to develop task-management skills; 5 Helping students to identify the questions they need to answer; 6 Helping students to read more actively; 7 Helping students to get their heads round what they've ; learned; 8 Organising your studies: a checklist for students; Chapter 2 Starting off, and working together; 9 Finding out what students already know10 Helping students to make sense of the learning programme; 11 Getting to know you; 12 Helping students to get the most from tutorials; 13 Helping students to benefit from seminars; 14 Helping students to make the most of small-group sessions; 15 Helping students to make the most of each other; 16 Helping students to learn from each other; 17 Helping students to find and use mentors; 18 Being an expert witness; Chapter 3 The programme itself: lectures, assignments and feedback; 19 Helping students to make the most of your lectures; 20 How not to lecture!21 What not to do with PowerPointTM!; 22 Making the most of the overhead projector; 23 Compensating for other people's bad teaching!; 24 Helping students to make notes - not just take notes; 25 Helping students to write essays; 26 Helping students to write reports; 27 Helping students to learn in laboratories; 28 Helping students to plan their projects; 29 Getting feedback from your students; Chapter 4 Helping students to learn from resources; 30 Designing learning resources; 31 Helping students to use resource-based learning materials; 32 Using moving images to help learning33 Helping students to learn online; 34 Helping students to use the library or learning resource centre; 35 Helping students to learn from handouts; Chapter 5 Assessment: demonstrating evidence of achievement; 36 Helping students to see the big picture; 37 Helping students to set their sights high; 38 Giving students written feedback; 39 Giving face-to-face feedback to students; 40 Helping students into peer assessment; 41 Helping students into self-assessment; 42 Starting up self-assessment student dialogues; 43 Helping students to negotiate learning agreements44 Helping students to revise productively; 45 Helping students to pass exams; 46 What do exams really measure? A discussion checklist; 47 Helping students to get ready for vivas; Chapter 6 Skills for career and life in general; 48 Helping students to cope with being away from home; 49 Helping students to cope with stress; 50 Helping students to recover from two weeks off!; 51 Helping students to recover from failure; 52 Helping students to apply for jobs; 53 Helping students to put together their CVs; 54 Helping students to develop their interview skills
• Sommario/riassunto: This book presents over 500 practical suggestions designed to help tutors establish active learning amongst their students. Divided into useful sections the tips cover the entire range of teaching and learning situations and comprise a 'start anywhere', dip-in resource suitable for both the newcomer and the old hand.Intended mainly for the university or college lecturer involved in learner-centred learning, this resource offers fresh ideas and food for thought on six broad areas of the job:getting the students goingstarting off, and working togetherthe p