by Bill Sheate
Changing your approach
At advanced levels - especially postgraduate - exams are less about what you know and more about how you apply your knowledge and understanding to problem-based situations. They’re not there so much to test your knowledge, as to be part of making learning possible, for example as opportunities to apply higher order learning skills like analysis, synthesis and evaluation (and creativity). There are some very simple hints and tips that can make all the difference to your exam technique, especially for essay-type questions – the whole way in which you perceive an exam, approach it, prepare for it and sit it..........
by Bill Sheate
Oh no..... exams!
For many at university, exams and deadlines become the primary focus for their approach to learning, fueled in part by an education system prior to university that benchmarks individuals throughout their school career....... Turning the whole approach around can be a much more helpful way of looking at assessments and exams.........
by Bill Sheate
What do we mean by ‘stress’ and how does it relate to ‘anxiety’? Are they the same thing? Actually, no they’re not, but they are related. There have been a number of approaches to understanding stress over the years, but it is Richard Lazarus’ transactional model that is the most widely accepted. It involves three key elements:
• a stressor,
• appraisal (primary and secondary), and
• response (problem-based or emotion-based)......
by Bill Sheate
Guardian article highlights the rise in student use of counselling services
A Guardian article today - University mental health services face strain as demand rises 50% - highlights the increasing strain upon University counselling services as demand increases. Students accessing counselling services in the Guardian sample rose from just under 25,000 five years ago to more than 37,000 in the 2014-15 academic year, a 50% rise......
