LEADER 06386oam 2200985I 450 001 9910784687703321 005 20230207223904.0 010 $a1-134-29207-4 010 $a1-134-29208-2 010 $a1-283-96235-7 010 $a1-280-11262-X 010 $a9786610112623 010 $a0-203-30729-1 024 7 $a10.4324/9780203307298 035 $a(CKB)1000000000359860 035 $a(EBL)199472 035 $a(OCoLC)437059337 035 $a(SSID)ssj0000095826 035 $a(PQKBManifestationID)11998917 035 $a(PQKBTitleCode)TC0000095826 035 $a(PQKBWorkID)10074514 035 $a(PQKB)11685839 035 $a(MiAaPQ)EBC199472 035 $a(MiAaPQ)EBC5298738 035 $a(OCoLC)58392944 035 $a(Au-PeEL)EBL5298738 035 $a(CaONFJC)MIL11262 035 $a(OCoLC)1027144925 035 $a(EXLCZ)991000000000359860 100 $a20180706d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$a500 tips for tutors /$fPhil Race and Sally Brown 205 $a2nd ed. 210 1$aLondon ;$aNew York :$cRoutledgeFalmer,$d2005. 215 $a1 online resource (145 p.) 225 0 $a500 tips series 500 tips for tutors 300 $aDescription based upon print version of record. 311 $a1-138-15176-9 311 $a0-415-34278-3 320 $aIncludes bibliographical references (pages 131-132) and index. 327 $a500 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 327 $a9 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 327 $a20 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 327 $a32 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 327 $a43 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 327 $a54 Helping students to develop their interview skills 330 $aThis book presents over 500 practical suggestions designed to help tutors establish active learning amongst their students. Divided into useful sections the tips cover the entire range of teaching and learning situations and comprise a 'start anywhere', dip-in resource suitable for both the newcomer and the old hand.Intended mainly for the university or college lecturer involved in learner-centred learning, this resource offers fresh ideas and food for thought on six broad areas of the job:getting the students goingstarting off, and working togetherthe p 410 0$a500 tips series. 517 3 $aFive hundred tips for tutors 606 $aCollege teaching - Handbooks, manuals, etc 606 $aCollege teaching 606 $aStudy skills - Handbooks, manuals, etc 606 $aTutors and tutoring - Handbooks, manuals, etc 606 $aCollege teaching$vHandbooks, manuals, etc 606 $aStudy skills$vHandbooks, manuals, etc 606 $aTutors and tutoring$vHandbooks, manuals, etc 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 4$aCollege teaching - Handbooks, manuals, etc. 615 4$aCollege teaching. 615 4$aStudy skills - Handbooks, manuals, etc. 615 4$aTutors and tutoring - Handbooks, manuals, etc. 615 0$aCollege teaching 615 0$aStudy skills 615 0$aTutors and tutoring 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a371.102 676 $a378.1/2 676 $a378.12 700 $aRace$b Philip.$0251672 701 $aBrown$b Sally$f1950 Feb. 1-$01540321 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910784687703321 996 $a500 tips for tutors$93791891 997 $aUNINA