By Phil Race
This booklet offers over 500 sensible feedback designed to assist tutors determine lively studying among their scholars. Divided into worthwhile sections the ideas disguise the whole variety of training and studying events and contain a 'start anywhere', dip-in source compatible for either the newcomer and the outdated hand. meant in general for the collage or collage lecturer fascinated about learner-centred studying, this source deals clean principles and nutrients for proposal on six vast parts of the task: getting the scholars going starting up, and dealing jointly the programme itself - lectures, assignments and suggestions aiding scholars to profit from assets evaluate: demonstrating proof of accomplishment abilities for profession and existence often. This full of life and stimulating ebook will end up priceless to teachers, tutors, academics, running shoes and employees builders.
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Extra resources for 500 Tips for Tutors, 2nd edition (500 Tips)
Be careful, of course, to make sure that any forthcoming assessment takes into account the newly added areas. 9 Design assessment with the intended learning outcomes ﬁrmly in sight and mind. Towards the end of a programme, the published learning outcomes should provide students with a solid basis upon which to work out exactly what they should be able to do to provide evidence of their 23 500 TIPS FOR TUTORS achievement of the intended outcomes. For example, make sure that you write examination questions with the intended outcomes very much in mind, avoiding any possibility that students ﬁnd completely unexpected questions that they could not reasonably have prepared for.
Try to do other things with computer-aided presentations – for example, making good use of the possibilities of moving images, graphics, and so on. 50 THE PROGRAMME ITSELF 4 Don’t forget that it’s not that bright! Except in well-equipped lecture theatres with dimmable lighting (and blinds on any windows there may be), the projection equipment may not be nearly as bright as a good overhead projector. This means that in most other teaching rooms you may need to take particular care with room lighting, daylight from windows and (worst of all) direct sunlight.
6 Consider making seminars count towards overall assessment. This helps students to take them more seriously. Furthermore, the smaller groups involved in seminars can more easily participate in self-assessment and peer assessment processes, giving students the chance to gain a feel about the sort of assessment criteria that may be involved in other coursework assessment, and exams too. 7 Allow sufﬁcient time for preparation, especially if the seminars are being assessed. Where individual students or groups are being assessed on the basis of their contributions to seminars (for example, giving presentations, tabling a paper, leading a discussion), give them adequate time to prepare their contributions, and clarify the way the seminars will be conducted and assessed – for example, by a printed brieﬁng sheet or checklist.
500 Tips for Tutors, 2nd edition (500 Tips) by Phil Race