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Teaching Methods and the Transition from A Level to University for History Students

Teaching Methods and the Transition from A Level to University for History Students. Rachel Hammersley (History) Sara Bird (Library). Our Aims. Open up conversations between teachers and university staff through providing opportunities for observation and professional discussion.

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Teaching Methods and the Transition from A Level to University for History Students

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  1. Teaching Methods and the Transition from A Level to University for History Students Rachel Hammersley (History) Sara Bird (Library)

  2. Our Aims • Open up conversations between teachers and university staff through providing opportunities for observation and professional discussion. • Gather A level and first year undergraduate opinions on changes in teaching and learning between school and university. • Gather A level and first year undergraduate opinions on transition between school and university. • Gain a more in depth understanding around the issue of transition and the impact this has on our students. • Provide the opportunity for A level students to visit the University.

  3. What we did • Worked with Kenton and Churchill Community College History departments (both WP) • Organised visit for A level students to University: History lecture, seminar and Special Collections • Organised visit for A level students to University: Library – research skills • A level students completed pre-visit questionnaires and captured thoughts at end of visit to university. • Opportunity for University staff to observe A level teaching • Seminar to discuss teaching and learning and transition

  4. Results: Student Questionnaires Teacher talking 30-100% Class discussion 0-75% Group work 0-70% Directed reading 0-100% Undirected reading 0-82%

  5. Results: Student Visit “This has changed my idea, I see university as more welcoming and relaxed.”

  6. Where next? • Seminar on 20 December where this will be discussed. • Lots learnt already and do want to take this forward. • Repeat of similar days • Closer links with schools • Continued working between Library and History • Dedicated opportunity to research, develop and talk to teachers about transition and easing problems • Making first year lectures more accessible.

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