Resources

The following resources are designed to help you assess and develop your students' resources skills.

All our resources are available for free educational use under a Creative Commons licence. You are welcome to link to them, use them and adapt them if necessary for your students.

Reading Camp Resources
This activity was designed for an academic and study skills workshop, 'Making the Most of Feedback'. This is a game based on the infamous card game 'Cards Against Humanity' (but without the extremely offensive content!). 20-30 mins activity. Split students into groups of 3-4 (ideally 4). There are 12 blue cards which should be cut up, shuffled, and placed face down in the centre of the table. Each blue card presents a situation related to receiving feedback on assessed work. There are 36 orange cards, which should be cut up, shuffled and dealt out to all students. Each orange card gives a response a student could have to each of the situations on the blue cards. Some are 'good' responses, some are 'bad' responses, and some are blank so they student can write their own response. Each student takes a turn at selecting a blue card from the centre of the table. They read out the situation from the card and ask the other students in their group for an appropriate response to the situation. For example, a blue card might read 'Your feedback is: You have not addressed the question/title. What is the best response?'. The other students around the table then select an orange card from their hand which they think best suits the feedback situation. For example, an orange card might read 'Re-write the assignment brief in simple / another language to check understanding', or 'PANIC!'. Once each student has selected an orange card, they play that card, face up, on the table. The student who selected the blue card then chooses which orange response card was the best, giving a reason why they think this is the best solution, and explaining how they might go about implementing the solution. The student who played the winning orange card take the blue situation card. Play continues with each student taking a turn at selecting the blue card and judging the best answer from the other students' responses. Play is finished when all blue cards have been drawn and won. The winning student is the one with the most blue cards in their possession at the end of the game. Online version(s): 1. Translate into a Kahoot quiz with the situation as the question, and 4 different response options the students can choose from. There can be multiple correct answers (e.g. for the situation 'Your feedback is: You have not addressed the question/title. What is the best response?', answers could include 'Re-write the assignment brief in simple / another language to check understanding', 'Highlight and define the instruction verb(s) in the assignment brief' and 'Analyse the assignment learning outcomes'. The proportion of votes will demonstrate which solution most students deem favourable, and discussion can follow as to why they selected this answer. 2. Use a programme like Padlet to create an online space for student collaboration. Write each situation in a comment/sticky note on the padlet, and ask students to use the comment thread to write in what their response would be in each situation. Ask students to use the 'like' or 'upvote' function to select another student response they think is good, and add a comment explaining why this is a good solution. This version encourages students to think up their own responses and reflect on previous behaviour in response to assignment feedback.* Please note that some of the orange response cards reflect the specific study skills workshops and provision at MMU, and you will need to change these to align with the provision at your institution.*
Activity time: 2hrs +
Types of media: Worksheet, Lesson Plan, Powerpoint file
View this resource
'Cards Against' Feedback
This activity was designed for an academic and study skills workshop, 'Making the Most of Feedback'. This is a game based on the infamous card game 'Cards Against Humanity' (but without the extremely offensive content!). 20-30 mins activity. Split students into groups of 3-4 (ideally 4). There are 12 blue cards which should be cut up, shuffled, and placed face down in the centre of the table. Each blue card presents a situation related to receiving feedback on assessed work. There are 36 orange cards, which should be cut up, shuffled and dealt out to all students. Each orange card gives a response a student could have to each of the situations on the blue cards. Some are 'good' responses, some are 'bad' responses, and some are blank so they student can write their own response. Each student takes a turn at selecting a blue card from the centre of the table. They read out the situation from the card and ask the other students in their group for an appropriate response to the situation. For example, a blue card might read 'Your feedback is: You have not addressed the question/title. What is the best response?'. The other students around the table then select an orange card from their hand which they think best suits the feedback situation. For example, an orange chen gets to taard might read 'Re-write the assignment brief in simple / another language to check understanding', or 'PANIC!'. Once each student has selected an orange card, they play that card, face up, on the table. The student who selected the blue card then chooses which orange response card was the best, giving a reason why they think this is the best solution, and explaining how they might go about implementing the solution. The student who played the winning orange card take the blue situation card. Play continues with each student taking a turn at selecting the blue card and judging the best answer from the other students' responses. Play is finished when all blue cards have been drawn and won. The winning student is the one with the most blue cards in their possession at the end of the game. Online version(s): 1. Translate into a Kahoot quiz with the situation as the question, and 4 different response options the students can choose from. There can be multiple correct answers (e.g. for the situation 'Your feedback is: You have not addressed the question/title. What is the best response?', answers could include 'Re-write the assignment brief in simple / another language to check understanding', 'Highlight and define the instruction verb(s) in the assignment brief' and 'Analyse the assignment learning outcomes'. The proportion of votes will demonstrate which solution most students deem favourable, and discussion can follow as to why they selected this answer. 2. Use a programme like Padlet to create an online space for student collaboration. Write each situation in a comment/sticky note on the padlet, and ask students to use the comment thread to write in what their response would be in each situation. Ask students to use the 'like' or 'upvote' function to select another student response they think is good, and add a comment explaining why this is a good solution. This version encourages students to think up their own responses and reflect on previous behaviour in response to assignment feedback.* Please note that some of the orange response cards reflect the specific study skills workshops and provision at MMU, and you will need to change these to align with the provision at your institution.*
Activity time: 30 mins
Types of media: Word document
View this resource
Critical thinking: an introduction
The material covers the basics of what critical thinking is, and how this abstract concept is realised in actual academic reading and writing. It was originally used for a generic 30-minute webinar on the topic, but it is recommended for a session of 45+ minutes to allow sufficient for students to engage in the interactive activities (e.g. analysing a text).
Activity time: 45 mins
Types of media: Powerpoint file, Word document
View this resource
Checklist: Editing & proofreading your assignment
The document is a checklist, which could complement a teaching session on editing and proofreading skills. It could be used as a study guide for independent learning, or it could also used in class for students to observe/revise/critique a piece of writing.
Activity time: 15 mins
Types of media: Handout/s, Helpsheet
View this resource
Academic Presentations
A teacher-led overview of what the main features of presentations are and what things students might also overlook. This could be used with international students or any home student who is new to giving presentations. The session could lead onto students giving mini presentations on a subject/issue of interest.
Activity time: 45 mins
Types of media: Powerpoint file
View this resource
Excelling at critical analysis: a 3-stage method with an image
The aim of this activity is to clarify the difference between descriptive and analytical writing and emphasise the importance of research-based argument. Participants engage in an interactive 3-stage exercise that interrogates a (visual) text in order to generate a piece of academic writing.
Activity time: 1 hour
Types of media: Handout/s, Slides, Powerpoint file, PDF file
View this resource
Videos to develop dissertation writing
Discuss the requirements of each dissertation chapter Apply the advice to your own dissertation
Activity time: Videos from 13-22 minutes each, but further time needed to complete activities
Types of media: Powerpoint file, PDF file, Video
View this resource
Active note-making skills
- Understand the value of keeping a record of information and insights - Understand how to differentiate between important and unimportant information - Understand how to apply recorded important information to help complete a task - Understand the importance of note-making at university
Activity time: 45-60 minutes
Types of media: Worksheet, Handout/s, Word document, Interactive learning object, Quiz
View this resource
The CDE Presentation Model
The session is designed to simplify presentation making by dividing it into three elements that need to be considered when preparing: content (what to deliver), delivery (how to deliver it) and engagement (how to engage the audience). By the end of the session, students gain confidence in their ability to present effectively and have a better idea regarding how to share their knowledge in a way that will resonate with their audience.
Activity time: 1-2 hours
Types of media: Handout/s, Slides, Powerpoint file
View this resource
Using an academic glossary
Academic glossary booklet, and slides and activity sheet
Activity time: 30 minutes
Types of media: Handout/s, Slides, Powerpoint file, Word document
View this resource
The Three Domains of Critical Reading
The Three Domains of Critical Reading
Activity time: Depends - could be 10 mins to 1 hour
Types of media: Powerpoint file, Word document
View this resource
Essays: Conclusion paragraphs
Identify common parts in conclusion paragraphs for essays.
Activity time: 2 minutes
Types of media: Video
View this resource

Looking to submit your own resource?

LearnHigher is a network for promoting and Learnhigher is a collaborative site offering effective peer reviewed resources for university level study. To find out more on how to contribute a resource, follow the link below.

Submit Resource