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    53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students
    53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students
    53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students
    Ebook181 pages1 hour

    53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students

    By Hannah Strawson, Sue Habeshaw, Trevor Habeshaw and Graham Gibbs

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    About this ebook

    Tried and tested tips for instructors to help students make the most of the learning processDesigned to help those who teach adults, this guide provides practical suggestions for helping students to improve their learning in class and at home. The authors demonstrate how educators can effectively support students through the whole learning process, helping as they learn to plan their studying and to study through reading, taking notes, and writing, as well as learning with others, using library resources, revision, and exams. With very little direct advice on "how to study," this guide will help instructors embrace a student-centered approach, in which students are encouraged to become autonomous learners.
    LanguageEnglish
    PublisherAllen Unwin
    Release dateMay 1, 2013
    ISBN9781742699653
    53 Interesting Ways of Helping Your Students to Study: Proven Strategies for Supporting Students

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      Book preview

      53 Interesting Ways of Helping Your Students to Study - Hannah Strawson

      53

      Interesting

      Ways

      of Helping

      your students

      to Study

      Proven strategies for

      supporting students

      Hannah Strawson, Trevor Habeshaw,

      Graham Gibbs and Sue Habeshaw

      First published in Australia and New Zealand by Allen & Unwin in 2012

      This edition published in the United Kingdom in 2012 by The Professional and Higher Partnership

      Based on an earlier edition by Trevor Habeshaw, Sue Habeshaw and Graham

      Gibbs, first published in 1987 by Technical and Educational Services Ltd.

      Revised and updated for this edition by Hannah Strawson.

      Copyright © The Professional and Higher Partnership Ltd 2012

      All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission in writing from the publisher. The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10 per cent of this book, whichever is the greater, to be photocopied by any educational institution for its educational purposes provided that the educational institution (or body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act.

      Allen & Unwin

      Sydney, Melbourne, Auckland, London

      83 Alexander Street

      Crows Nest NSW 2065

      Australia

      Phone:    (61 2) 8425 0100

      Email:      info@allenandunwin.com

      Web:       www.allenandunwin.com

      Cataloguing-in-Publication details are available

      from the National Library of Australia

      www.trove.nla.gov.au

      ISBN 978 1 74331 159 2

      Printed and bound in Australia by SOS Print + Media Group

      10 9 8 7 6 5 4 3 2 1

      Contents

      Titles in this series

      Foreword

      Introduction

      Chapter 1 Beginning

      1 Starting off

      2 What do I do in the lecture?

      3 Mottoes

      4 Concentrating

      5 Understanding and remembering

      6 Keeping organised

      7 Self-help groups

      Chapter 2 Planning

      8 The next five minutes

      9 Planning your week

      10 This term

      11 Planning a project

      12 Reviewing

      Chapter 3 Reading

      13 Reading lists

      14 SQ3R

      15 Reading flexibly

      16 Reading a journal article

      17 Mess it up

      Chapter 4 Taking notes

      18 Why take notes?

      19 Taking notes from books

      20 Taking notes in lectures

      21 Recording lectures

      22 Using patterns

      23 Sharing notes

      Chapter 5 Writing

      24 How to write an essay

      25 Planning a discussion essay

      26 Explaining

      27 Signposts

      28 Essay writing: diagnostic checklist

      29 Bits of paper

      30 Project pictures

      Chapter 6 Learning with others

      31 The worst seminar I ever attended

      32 Group agreement

      33 Class audit

      34 Mentors

      35 Interacting with others

      36 Checking up on the seminar

      37 Recording the group

      38 Student-led seminars

      Chapter 7 Using resources

      39 Library quiz

      40 Internet research

      41 Without reading the book

      42 This is how it works

      Chapter 8 Revising right, revising wrong

      44 How my tutors could help me

      45 What’s your worry?

      46 Using patterns in revision

      47 Group preparation for exams

      48 Action plans

      49 Any questions?

      Chapter 9 Exams

      50 Horror stories

      51 Mock exam

      52 Key words in exam questions

      53 First class answer

      Titles in the series

      53 Interesting Things to do in your Lectures

      53 Interesting Things to do in your Seminars and Tutorials

      53 Interesting Ways of Helping your Students to Study

      Foreword

      The original edition of 53 interesting ways of helping your students to study was published in a series called ‘Interesting ways to teach’. It was written by Sue Habeshaw, Graham Gibbs and Trevor Habeshaw – all of them experienced teachers – and published by their company, Technical and Educational Services. The book proved popular amongst peers in post-compulsory education and ran to several editions.

      Now that the original authors have retired from teaching, we are very pleased to have acquired from them the rights to this and other titles from that series. Much of the original material remains fresh and helpful. The text has, however, been revised and updated where appropriate. This task has been performed by Hannah Strawson. In four places (items 6, 21, 40 and 42), the original text has been replaced wholesale.

      Anthony Haynes & Karen Haynes

      The Professional and Higher Partnership Ltd

      Introduction

      Effective learners are autonomous: they make their own decisions about how, when and what to learn, rather than passively following general advice. Hence there are no right or wrong study techniques. Moreover, students are perfectly capable of discovering what works best for themselves through examining their own experience and that of their colleagues. Effective learning has more to do with awareness and understanding of the purpose and process of learning than with techniques or mechanical skills.

      Students do not casually abandon their existing learning methods, which are often deep-rooted habits. Development consists of a gradual evolution of methods based on an understanding of past and present experience.

      In these exercises, therefore, there is no attempt to tell students how to study and very little direct advice of any kind. Decision-making is left to students. The purpose of the exercises is to help students to become more reflective, more autonomous and thus more effective learners. Exercises are designed to put students into an informed position from which they can make their own decisions about studying. Where conclusions are drawn they are the conclusions of students themselves. Where techniques are introduced the aim is to offer new experience and raise awareness rather than to advise all students to use the particular technique.

      In the exercises in this book students are encouraged to become observers of their own performance. This will usually be done by their engaging in the process of reflection through thinking or writing about their experience. This personal reflection, once completed, is re-inforced if they discuss their ideas with one or more of their colleagues – a process we strongly recommend. Even when very large groups are involved, it is still important to arrange for students to discuss their learning with each other. If students are to become autonomous learners, this discussion must be based on a student-centred approach which underplays the role of the tutor.

      The group methods which are used most frequently in this book are as follows.

      PAIRS

      Simply talking things through with someone else enables arguments and ideas to be rehearsed, as well as informing each person about the arguments and ideas of the other.

      BUZZ GROUPS

      These tend to be rather more structured than simply ‘talking things through’. Usually the discussion will concern a specific question or topic, which students are asked to consider for a couple of minutes or so. Buzz groups needn’t entail any reporting back or pooling of points.

      ROUNDS

      This is a simple way of ensuring that everyone speaks. In a ‘round’ everyone, including the tutor, speaks about a given topic. It is helpful if the chairs can be arranged in a circle or horseshoe shape so that everyone can see everyone else. The ground rules which apply in ‘rounds’ include the following:

      • people speak in turn, not out of turn;

      • everyone listens when it’s not their turn;

      • it’s OK to repeat what someone else has said.

      PYRAMID

      The pyramid (or ‘snowball’) method has four stages. First, students work alone. In this way individuals are able to concentrate on clarifying their own views on the matter in hand. Then, in pairs, they share their thoughts or notes with each other. This gives them the opportunity to try out their ideas on someone else. Then groups of four discuss the problems, issues, applications, etc. which derive from the topic. This then normally leads to some pooling of ideas, conclusions or solutions.

      SYNDICATE GROUPS

      These are small groups of students, say four to six in number, who work on the same problem, or on different aspects of the same problem, at the same time. On completion of the task

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