25 Oct 2001 ............... Length about 500 words (3000 bytes).
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/talks/sskills.html.
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Teaching Study Skills
CRHE workshop/seminar on teaching study skills
The second CRHE session will
be on teaching study skills.
(If you aren't a signed up member of CRHE, use their web
page to sign up: no cost! you are wanted!
Thursday 25 Oct, 5pm for 5:15 start, in the basement of TLS,
(Florentine House, next to the waste ground carpark by the library).
Presenters: Steve Draper, Quintin Cutts
Purpose of session:
Could be just a cosy chat.
However to give bite to the discussion, we may decide at the start that by the
end we will have a proposed university policy document that participants will
sign (or sign an objection to). What should the university be doing about
teaching study skills? (in my opinion the biggest omission in current teaching
The current plan is to have a group discussion around the questions below
(give or take a few).
- Are study skills general, or subject-specific? If the former, you can run
one course for all undergraduates. If the latter, you shouldn't run study
skills courses but require all lecturers to use one or two slots on the skills
needed in their course.
- When should study skills be taught? in advance is logical, before they are
needed. I.e. day 1 of term 1 of year 1.
OR taught only after the students have failed some exam or coursework so they
are motivated to learn to do better.
- Should study skills be taught to all students, or just to a very small
minority (usually those in deep trouble, and thus making study skills a
stigmatising activity). If to all, then they must be taught by big class
lectures: no more cosy little workshops. It is never going to be possible to
hire 10 or 20 times the number of ELAs that would be needed to do workshops
- "Metacognition". Should we not just teach study skills, but strive to put
the students in control: self-monitoring their own study skills needs. E.g.
have them work through self-analysis worksheets, where they identify what they
think they most need to change next.
- Bring your own issue to discuss.
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