500 Tips for Tutors

Peter Smithson is Senior Lecturer in Geography at the University of Sheffield. Ken Addison is Senior Lecturer at the School of Applied Sciences, University of Wolverhampton, and Fellow and Tutor in Physical Geography at St Peter's College, University of Oxford. Ken Atkinson is Senior Lecturer in Geography at the University of Leeds., Sally Brown is Visiting Professor of Learning and Teaching at the Leeds Metropolitan University, and also at the Robert Gordon University in Aberdeen and Buckinghamshire Chilterns University College. She is also an independent higher education consultant, change manager and interim manager.

• Chapter 1 Getting your students going; Chapter 1-1 Helping students to prepare to start learning; Chapter 1-2 Helping students to explore how they learn best; Chapter 1-3 Helping students to develop time-management skills; Chapter 1-4 Helping students to develop task-management skills; Chapter 1-5 Helping students to identify the questions they need to answer; Chapter 1-6 Helping students to read more actively; Chapter 1-7 Helping students to read more actively; Chapter 1-8 Organising your studies: a checklist for students; Chapter 2 Starting off, and working together; Chapter 2-9 Finding out what students already know; Chapter 2-10 Helping students to make sense of the learning programme; Chapter 2-11 Getting to know you; Chapter 2-12 Helping students to get the most from tutorials; Chapter 2-13 Helping students to benefit from seminars; Chapter 2-14 Helping students to make the most of small-group sessions; Chapter 2-15 Helping students to make the most of each other; Chapter 2-16 Helping students to learn from each other; Chapter 2-17 Helping students to find and use mentors; Chapter 2-18 Being an expert witness; Chapter 3 The programme itself: lectures, assignments and feedback; Chapter 3-19 Helping students to make the most of your lectures; Chapter 3-20 How not to lecture!; Chapter 3-21 What not to do with PowerPoint™!; Chapter 3-22 Making the most of the overhead projector; Chapter 3-23 Compensating for other people's bad teaching!; Chapter 3-24 Helping students to make notes – not just take notes; Chapter 3-25 Helping students to write essays; Chapter 3-26 Helping students to write reports; Chapter 3-27 Helping students to learn in laboratories; Chapter 3-28 Helping students to plan their projects; Chapter 3-29 Getting feedback from your students; Chapter 4 Helping students to learn from resources; Chapter 4-30 Designing learning resources; Chapter 4-31 Helping students to use resource-based learning materials; Chapter 4-32 Using moving images to help learning; Chapter 4-33 Helping students to learn online; Chapter 4-34 Helping students to use the library or learning resource centre; Chapter 4-35 Helping students to learn from handouts; Chapter 5 Assessment: demonstrating evidence of achievement; Chapter 5-36 Helping students to see the big picture; Chapter 5-37 Helping students to set their sights high; Chapter 5-38 Helping students to set their sights high; Chapter 5-39 Giving face-to-face feedback to students; Chapter 5-40 Helping students into peer assessment; Chapter 5-41 Helping students into self-assessment; Chapter 5-42 Starting up self-assessment student dialogues; Chapter 5-43 Helping students to negotiate learning agreements; Chapter 5-44 Helping students to revise productively; Chapter 5-45 Helping students to pass exams; Chapter 5-46 What do exams really measure? A discussion checklist; Chapter 5-47 Helping students to get ready for vivas; Chapter 6 Skills for career and life in general; Chapter 6-48 Helping students to cope with being away from home; Chapter 6-49 Helping students to cope with stress; Chapter 6-50 Helping students to recover from two weeks off!; Chapter 6-51 Helping students to recover from failure; Chapter 6-52 Helping students to apply for jobs; Chapter 6-53 Helping students to put together their CVs; Chapter 6-54 Helping students to develop their interview skills;

'...supremely relevant and useful to our work in schools...Overall, this is one of the most down-to-earth and honest books about teaching I've read. A first-rate resource.' - Geoff Barton, TES Friday, 20 May 2005