By Pat Drake, Angela Jacklin, Carol Robinson, Jo Thorp
This path textual content for instructing assistants can assist scholars make the transition into undergraduate learn. it's also a instructing and studying source for college students and tutors on undergraduate programmes.
content material: half ONE: stories OF getting into better schooling I by no means inspiration i would Be right here, yet the following i'm getting ready in your path constructing as a Learner Succeeding and starting to be in self belief half : studying IN larger schooling constructing examine abilities own supplier and expectancies assembly overview standards half 3: constructing specialist talents and information imposing nationwide techniques Inclusion can we be aware of What We suggest? wondering Behaviour administration half 4: problems with PROFESSIONALISM discovering a spot within the specialist panorama relocating On
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Additional resources for Becoming a Teaching Assistant: A Guide for Teaching Assistants and Those Working With Them
LI N EAR N OTES Linear notes are perhaps the most usual method of note-taking. Because they are sequential, they may be particularly useful when you are taking notes in a seminar or lecture. However, linear notes are not simply continuous prose, they are a series of notes that h ighlight key points. Linear notes will usually be made u nder a hierarchy of h eadings ( see Figure 5 . 3 ) . MAIN H EADING FOR NOTES Heading for section of notes 1 Heading for sub-section 1 Poi nt 1 Po i n t 2 Po i n t 3 Heading for sub-section 2 Point 1 Point 2 Point 3 Heading for sub section 3 Po i n t 1 Poi nt 2 Poi nt 3 Heading for section of notes 2 Then continue as above .
You need to talk to your managers at school regarding possible funding and time to study, and talk to your family about the personal commitment you will need to make to h igher education. In some senses, once you have made these practical arrange ments you are ' ready' to start a course. The first step into h igher education can be both exciting and daunting at the same time. Despite her wide-ranging experiences Alison stil l fel t apprehensive about some aspects o f going back to university: The first thing I did when I went i n the room was to look around and see if there was anyone older than me, and to see the l evel of people on the course.
You may then try out stru c t u r i n g some of your work in a s i m i l a r way to develop w ri t i n g that 'flows'. 2 TECHNIOUES FOR READING (BASED ON TURN ER, 2 00 2 : 80-4) I J The way you read a text will depend on why you are reading it. Using the reading techniques suggested in Figure 5 . 2 does not mean that you are cutting corners. It is part of the process of recognising that you h ave a l imited time in which to read, and that to make the most of this time you will not be able to read everything you want to in minute detail.