By Kate Morss
Are you a postgraduate pupil simply starting to train? Are you a freelance researcher, instructing fellow or teacher who has been requested to do a little educating? while you're, you could believe you've been `thrown in on the deep end'. you could fairly rightly, suppose unprepared for the duty, and, like different postgraduate academics, you'll be dealing with a couple of dilemmas: you'll now not have a lot time to consider your approach into this new position; you'll now not feel free with what appears like a `trial and mistake' version of studying to educate; you could even think you haven't had a lot selection in what you're to coach or what sorts of classes you have been requested to facilitate. anyone on your division can have attempted to reassure you -- `You comprehend all these things. you can be high-quality' -- at the foundation of your first measure, yet you should still be apprehensive approximately even if you're relatively able to teach.
Teaching at University has been written to supply you with the elemental abilities required to go into these first lectures, tutorials, lab-sessions and tests with self belief. transparent and fascinating all through, this consultant will offer:
"Accessible and ordinary language to aid postgraduates in all disciplines
"Basic yet correct advice
" Portfolio sections on the finish of every bankruptcy
"A direct and functional process and style
"An emphasis on assisting you to start and building up your self assurance within the first few sessions you teach
"Integration of concept (in small doses) with practice
With an software spanning the disciplines, Teaching at University is the fundamental significant other for all educating postgraduates and new lecturers.
Read Online or Download Teaching at University: A Guide for Postgraduates and Researchers (Sage Study Skills Series) PDF
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Extra info for Teaching at University: A Guide for Postgraduates and Researchers (Sage Study Skills Series)
Indicate sections/stages as you progress: ‘We’ve just been talking about concept A and you’ve had a chance to discuss the application of that. ’ • Emphasise key ideas: ‘What’s important here is …’, ‘I’d like you to remember …’, ‘In contrast to Bridges, Watson says …’. ’ • Use other ‘signposts’: ‘Another aspect of this issue is …’, ‘Furthermore …’, ‘A different aspect …’, ‘An alternative …’. Language and connections You will remember that the research of Marton et al. (1997) tells us that one of the significant factors affecting learning is the knowledge and experience students already have.
So no one feels exposed. One of the first activities you might give them is to discuss, in pairs, their answers to a question you set them or their answers to a questionnaire that you project onto the screen. Getting pairs of students to talk to each other is a failsafe strategy, even for first-year students who are often the most reluctant to speak up. All of the activities that we suggest in this and the previous section will tempt students to talk, especially if they work, initially at least, in pairs or threes.
Again, on a projected slide, ask two questions: 1 In your own words, what is (are) the key point(s) of today’s lecture? 2 What question still remains unclear (unresolved) for you? This technique can be varied according to what it is you want to know. Perhaps you want to know if students can transfer a principle or theory to another context, so your question could be: • How would this theory apply to the following situation? ) • How does the theory we have just discussed differ from that proposed by Paul Green of The New University?