Successful Study

Skills for teaching assistants and early years practitioners

Christine Ritchie, Paul Thomas

• Publisher: Routledge
• Year: 2013
• ISBN:
  9781317912521
• Edition: 2
• Topic: Bildung
• Subtopic: Bildung Allgemein

Successful Study is an essential guide for students embarking upon an education related Foundation Degree without previous study experience.

The world of study at university can be a daunting and bewildering place for new students unfamiliar with the academic processes such as writing essays and presenting portfolios. This book offers clear and straight-forward explanations of how to prepare for study, how to work at higher education level and how to tackle assignments.

Covering all aspects of educational study, and based on the experiences of real education professionals, this new edition has been fully updated to include:

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• Clear links to work-based practices throughout

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• Advice for students with disability

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• Guidance on using e-resources

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• Tips for managing your learning and increasing motivation

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• How to think critically

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• Reflective practice

With case studies, tasks and opportunities for reflection, this accessible book has been specifically designed for those on Teaching Assistant, Early Years or related Foundation Degrees and will be an essential resource for those wanting to find the answers to study questions quickly and easily.

1	Starting study: getting organised

Introduction

Whether you are thinking about engaging in study or have just signed on for a course, you will have questions to ask about the expectations of HE and may want to prepare so that you can make the most of the opportunities available to you. Beginning new study can be an exciting time, full of stimulating, challenging and enjoyable experiences that will help you to move forward in new directions. You will be expecting to gain knowledge and qualifications to enhance your working practice and your career In doing so, you will probably discover more about yourself as a learner too!

This first chapter deals with some of the issues about which you may have questions as you start your studies. It is divided into two parts. Part 1 suggests ways in which you can prepare for independent study and Part 2 looks briefly at ways in which you can use your skills during taught sessions. Some links between these skills and assessment processes are also made.

Part 1: starting with you!

Learning should be active, i.e. something that actively involves you and to which you actively contribute. Understandably, some people have a preconceived idea that going to university or college is about listening to lectures and trying to absorb information – historically, this is how academia has been portrayed. However, academic work is not only about gaining new knowledge and writing essays; it is also about personal growth, gaining confidence and opening doors to new opportunities. The most important part in the learning process is the learner, i.e. you; – your interests and previous experiences, your enthusiasm and curiosity for your chosen field of study will be your most important assets. As a mature student entering higher education, you already possess a considerable amount of experience. This may be categorised under the headings of knowledge, skill and understanding:

	knowledge: what you know and have learned about your work through experience
	skill: how well you can do things
	understanding: an awareness of interrelationships.

Consider, for example, the knowledge, skill and understanding you already have from your workplace experiences by responding ‘yes’ or ‘no’ to the statements on page 3.

Your answers are more likely to be positive than negative. Each statement could be extended by giving specific details of tasks linked to the knowledge, skill and understanding that are required by your present workplace. All of these experiences you may take for granted, or dismiss as being unimportant, but all will help you with your studies. Study, in common with other types of work and experience, involves building up a store of knowledge, skill and understanding. It is therefore simply an extension of what you can already do, through learning new skills and rules, methods, procedures, approaches and boundaries: all of these can be improved with practice.

Embarking upon a new course of study, particularly in an unfamiliar environment, may bring about feelings of insecurity and make you doubt your ability to be successful. You may feel ‘de-skilled’ and out of your depth and this can initially be a real barrier to learning. However, if you remind yourself of the skills and successes that you have already acquired, then you are more likely to gain confidence quickly. Remember that ‘new’ experiences quickly become ‘old’ experiences and therefore become comfortable and familiar. As a mature student, you have much to give and gain from new study, so plan to adapt previous experiences to solve new problems.

Students with a disability

Students with a disability may face additional challenges when engaging in study, but with planning and preparation the barriers can be overcome. Legally, the Equality Act introduced in 2011 makes it unlawful for universities or colleges to treat disabled students less favourably because of their disability. The law makes it clear that ‘reasonable adjustments’ must be made to ensure that such students are not put at a substantial disadvantage. The disability coordinator or advisor at your institution will be in the best position to give information on the support and services available to meet your individual needs. Letting the institution know of any disability in advance of your arrival will help it to provide the right level of support from the beginning of your studies. Do not be afraid to be clear about your needs or to ask questions.

Knowledge, skill and understanding gained through work experiences

Statement	Yes	No
I understand the requirements of my current job and am efficient and effective in that role.
I work well with other adults in the workplace, and contribute ideas that help towards ensuring the smooth running of the curriculum/environment.
I am a good communicator – I listen well to others, and am able to explain tasks and ide...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Acknowledgements
• Introduction: what to expect at higher levels of study
• Chapter 1. Starting study: getting organised
• Chapter 2. Reading for study
• Chapter 3. Note taking
• Chapter 4. Writing academically
• Chapter 5. Planning and writing essay-type assignments
• Chapter 6. Further writing: reports and case studies
• Chapter 7. Portfolios and other assignments
• Chapter 8. Challenges: examinations and searching for resources
• Chapter 9. Reflection, reassurance and relaxation!
• Index