By Francis Pleasant Robinson
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This booklet provides over 500 functional feedback designed to assist tutors identify lively studying among their scholars. Divided into beneficial sections the information disguise the total diversity of training and studying occasions and contain a 'start anywhere', dip-in source compatible for either the newcomer and the previous hand.
Advent. ch 1: the fundamentals of Algebra. ch 2: Rational and Irrational Numbers. ch three: Two-Dimensional Figures. ch four: Linear services. ch five: Powers. ch 6: the fundamentals of information. ch 7: 3-dimensional Geometry. ch eight: Proportional Reasoning and Percents. 258 pages
Problem-solving and computational talents, with exact concentrate on using the Casio FX-260 calculator, figuring out grids, and techniques for dealing with note difficulties. asserting the better half workbook sequence to the GED try sequence perform makes ideal with McGraw-Hill's up to date GED Workbook sequence, which displays the 2002 try instructions.
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10 Mix and match the group membership. Consider the possibilities of having more than one kind of small group. For example, you could use ‘home groups’ as an ongoing support-building process throughout the programme, and differently constituted ‘task groups’ for particular topics or purposes. This helps avoid the problems that can occur when a particular group does not ‘gel’, as it is then not the only group that each of its members works in. 33 15 Helping students to make the most of each other In practice, students often ﬁnd that they learn at least as much from each other as from any other source (including the Internet, reference materials and tutors).
Suggest that they allocate a few minutes two or three days later to process each lecture systematically, by jotting on one side of a small card the key issues covered by the lecture, and on the reverse some questions they need to become able to answer about the content of the lecture. 8 Encourage students to discuss lectures. Suggest that students spend a few minutes in a small group reviewing each lecture, using the notes and questions they prepared while reviewing it individually. During this group review, students can add each other’s questions and summary points to their own collections, so that each member of the group leaves with better resources than he or she started with.
Those sitting at the back don’t really care very much about your subject, and have already decided to fail your exam. 7 Try to avoid having colleagues sitting in on your lectures. They are likely to be critical and awkward, especially if they’ve just completed a postgraduate certiﬁcate in academic practice or suchlike. It’s your lecture, and you know the subject, so what else matters? 8 Don’t worry if audience numbers decrease as your lecture programme continues. Some students will decide that they’re not up to the subject, and those who come will not then be held up by them.
Effective Study by Francis Pleasant Robinson