By Hannah Strawson
Should you educate in better or specialist schooling, fifty three attention-grabbing methods of supporting your scholars to check is designed that can assist you. This e-book offers useful feedback, every one attempted and validated, for aiding scholars to enhance their studying. The ebook is designed for dipping into to discover principles that dovetail along with your personal instructing procedure and the desires of your scholars. the subjects coated are wide-ranging. They contain: starting to research; making plans one's learning; learning via examining; taking notes; writing; studying with others; utilizing library assets; revision; and examinations. summary: fifty three functional feedback are supplied for supporting scholars to enhance the ways that they research. issues coated contain: starting to research; making plans one's learning; learning via analyzing; taking notes; writing; studying with others; utilizing library assets; revision; and checks. The feedback are designed to assist scholars to turn into extra observant and reflective approximately their very own studying and to make larger judgements approximately how they examine. scholars are inspired to debate research procedures with their friends. the general objective is to enhance the effectiveness of studying in post-compulsory better schooling. key words: better schooling; studying; specialist schooling; learning; learn talents; learn thoughts.
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Additional resources for 53 Interesting Ways of Helping Your Students to Study
But more importantly the problem is misconceived. Concentrating is not something which most people can will themselves to do. It is not an inbuilt ability, or even a skill, so much as a by-product of being involved in a task. g. ); students acquire background knowledge to the topic; and, in particular, students themselves are in control of and are oriented to meeting their goals. This exercise is designed to help students to recognise for themselves the characteristics of situations in which they ﬁnd themselves concentrating, or losing concentration, and to share ideas about the implications for their studying.
3 minutes) b Now think back to two occasions when you were concentrating really well and completely wrapped up in what you were studying. Write down what situations you were in and why you think you were concentrating. (3 minutes) c Get into pairs and describe your experiences to your partner. Ask each other questions about your experiences. If your partner blames boring teachers or boring textbooks for loss of concentration (or puts good concentration down to exciting teachers and exciting books) don’t accept this explanation; press your partner for descriptions of what he or she was doing at the time when concentration was good or bad.
10 minutes) c Each student in turn, going round the group, speciﬁes: ‘One thing I feel conﬁdent about; one thing I can do if I try; one thing I’m going to work on’. Reviewing 42 Chapter 3 Reading 13 Reading lists 45 14 SQ3R 47 15 Reading ﬂexibly 51 16 Reading a journal article 55 17 Mess it up 59 43 44 13 Reading lists Reading lists can be terrifying. Confronted with long lists of titles, students soon realise that they can’t possibly read all the books and they panic. They need to be reassured that they are not expected to read everything on the list.