| Loại tài liệu | Tư liệu ngôn ngữ (Sách) | | Chỉ số ISBN | 0947885560 | | Mã ngôn ngữ | eng | | | BS600.2 .P74 | | Tên tác giả | Gibbs,Graham | | Thông tin nhan đề | Preparing to teach : An introduction to effective teaching in higher education / Graham Gibbs, Trevor Habeshaw | | Xuẩt bản,phát hành | UK : Plymbridge Distributors, 2001 | | Mô tả vật lý | 255 p. ; 29cm
| | Tóm tắt/chú giải | Chapter 1 concerns about Powerful ideas in teaching.This section analyses many teachers behave as if students are like tape recorders and can somehow absorb knowledge simply by being able to hear or see it and record it. Tape recorders are dumb. They can't do anything with the information they have recorded except play it back. They don't know what it means, they can’t answer the simplest question about it and they can’t use the information in any way. Moreover, the author analyzes most course syllabusesare simply unrealistic. They are too wide, they are too detailed and they are over-ambitiuos in terms of the level of understanding which students are required to achieve in the time available. Besides, the book indicates Students are driven by assessment; Don't bother with assessment; If it moves, assess it; Assess on – going learning; Let students in on the act; Students often only memorise; Students' attention is limited; Students can easily be overburdened; Adults learn differently; Students learn well by doing; Students learn well when they take responsibility for their learning. Chapter 2 talks to Lecturing. This section includes Straight advice. It means that arranging for your students to use your lecture material during, or immediately following, your lecture. Forgetting takes place very rapidly following a lecture. If no active use is made of the lecture content then 24 hours later a significant proportion of it is already lost for ever. Active use of the content (to solve a problem, to support reading, to inform discussion) greatly reduces this forgetting. So if you can't immediately guarantee active use, make sure some active processing takes place during or at the end of your lecture, e.g by setting a short test.The second part in this chapter is quick tips. They guide us to be an advance organizer, orientation, objectives, overview, audiotape, team teaching, problems, video and role play lectures, swop your lecture with that of a colleague in a different subject area and both of you then lecture on an unfamiliar topic. In addition, looking at students' notes after your lecture to identify which bits they got and which bits they didn't. Using handouts with gaps to complete during the lecture writing in labels of diagrams, axes of graphs, formulae….Ban all use of blackboards…
| | Từ khóa | 1. Assessing students. 2. Communication skills. 3. Higher education. 4. Lecturing. 5. Reviewing teaching. |
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