By Phil Race
This publication offers over 500 useful feedback designed to aid tutors determine energetic studying among their scholars. Divided into valuable sections the guidelines hide the complete variety of educating and studying occasions and contain a 'start anywhere', dip-in source compatible for either the newcomer and the outdated hand. meant regularly for the collage or university lecturer concerned about learner-centred studying, this source deals clean principles and nutrition for idea on six vast components of the task: getting the scholars going taking off, and dealing jointly the programme itself - lectures, assignments and suggestions aiding scholars to benefit from assets evaluation: demonstrating proof of feat talents for occupation and existence generally. This full of life and stimulating ebook will end up important to academics, tutors, lecturers, running shoes and employees builders.
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Additional resources for 500 Tips for Tutors, 2nd edition (500 Tips)
20 Don’t ask students for feedback on your lectures. They’ve got more important things to do than ﬁll in questionnaires. You’ll ﬁnd out how well (or how badly) they did soon enough when their exam results are worked out. So will they. 49 21 What not to do with PowerPoint™! Any presentation medium can be used well or badly. ). The following don’ts may help you make this presentation work well for you – and for your students. 1 Don’t underestimate the problems that can arise. You may not be able to get the room dark enough for students to see your presentation properly.
2 Don’t overdo the special effects. Doing the whole presentation in a single format becomes boring for your audience, but programming a random sequence of slide builds tends to be irritating for you as presenter, as you don’t know what build sequence will be produced when you move to your next slide. Similarly, don’t go overboard on the snazzy changes from one slide to the next. And don’t cause ‘death by bullet point’! PowerPoint™ can introduce bullet points to slides in a variety of ways (ﬂy from left, dissolve, and so on), but too many bullet points can quickly become tiresome to an audience.
The names they give you will be more accurate than your printed class lists, and you’ll quickly find out whether Aziz wants to be called Az, Patricia – Pat, and so on. 3 Give students the chance to get to know each other’s names. At early stages it’s useful to give students sticky labels to write their names on in bold felt-tip pen, then ask them to stick the labels to their clothing for the duration of a session. This gives you the chance to call them by the name they prefer – and gives them the chance to start getting to know each other.