UniSA - a strategies workshop

Today’s program: (if of course, we have time for it all!!) Developing good tutor skills Tutorial dynamics Continuing development Our web site for UniSA

According to research, students retain: 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they see, hear and say 90% of what they see, hear, say and do (UQ-TEDI, 2004, p.11)

Part 1. How do I develop ‘good tutor’ skills?

Getting a ‘GT’ badge requires developing skills for: Listening, questioning and responding (and intervening!) Planning to use a range of interactive teaching and presentation modes Reflecting

Listening strategies are those that encourage participation through: Showing you value their contribution Building confidence Listening also means you can : Understand what students have learned (or not) Develop your questions around responses Give constructive feedback Listening leads to effective questioning and responding

Questioning and responding Strategies to help you question and then respond

Questioning strategies: First check that everyone understands Give ‘em time Respond positively to all answers Use/take easy ones first Use answers to explore opportunities Build the answers til you get a ‘right’ answer Emphasise there are no ‘stupid’ answers Be OK with saying ‘I don’t know’ Use open ended questions

Questioning strategies to intervene, guide and facilitate Gives you opportunities to: Stimulate a discussion Encourage or explain further Make connections Set a record straight Find out what is working Challenge Keep on track Reinforce through feedback

Open ended questions: What ……..? Where …….? When ………? How ………..? Who…………? Why…………? Activity… How would you relate this type of questioning to your own discipline?

A change is as good as a holiday…

Getting a ‘GT’ badge requires developing skills for: Listening, questioning and responding (and intervening!) Planning to use a range of interactive teaching and presentation modes Reflecting

Interactive presentation and teaching modes Discussions Group work Whole of class participation- brainstorming Partner work and exchange Peer moderation/assessment Competitions / quizzes / surveys Role play Problem solving * Remember these when we get back to talking about groups

Establishing networks Setting tasks that get students talking to each other: ‘Come back to me with …….’ ‘Decide among yourselves who will…..’ ‘Show how you arrived at the decision to…’ ‘Work out the clearest method of…..’

Planning What do students need from this tutorial? What learning options are there?  What can we ‘do’ during this tut? What might I miss and how can it be covered?  ‘homework’ or setting preparation, etc. Do I have a Plan B?

Planning a plan How much time do I have? What content need to be covered? What sort of learning – hands on/skill acquisition, exploratory/theoretical, gathering information and evidence, etc, is required? What balance between my talk, their talk and activities do I need? Should I include ‘housekeeping’? What’s my plan(s) B?

But what about the graduate qualities? Strategies and activities that integrate skills through process: study skills, listening skills, working with others, problem-solving, etc.) Strategies and activities that account for differing levels/styles of learning Relate the activities to a real world, and provide a balance and range: doing, thinking, reading, activity, etc. Activity

Making a plan Your students are currently attending a series of three lectures: ‘Theories and Practice in Car Ownership’ Lecture 1 is on learning to drive Lecture 2 is on buying a car Lecture 3 is on maintaining a car They will be having an exam 2 weeks after the series ends. You are expected to reinforce the content, ensuring that students have understood all the concepts and can begin to mount a theoretical and practical argument for car ownership. Develop a brief plan for the tutorial you will give following the second lecture. The tutorial runs for 50 mins.

Getting a ‘GT’ badge requires developing skills for: Listening, questioning and responding (and intervening!) Planning to use a range of interactive teaching and presentation modes Reflecting

More GT badge strategies: Reflecting What did I do, how did it go?  What bombed out?  What was fantastic?  What might need changing?  What did the students do, why did they do it?  What did I learn and what did they learn?  How can I use what I’ve learned?  Why didn’t I use my Plan B?  Who can I tell how brilliant I am?

Reflecting: Journaling experiences Minute paper  What 2 significant things did you learn  What questions still remain Talking with peers Talking with students Consulting the literature

Part 2. Tutorial dynamics Case studies

Finally - what else can you do to keep your ‘good tutoring’ badge? Check out the website and use the resources Use the discussion boards Set up some tutor networks and have regular meetings (without the grown-ups?) Ask a professional development academic – or just keep in touch Set up some problem specific meetings Join your school’s teaching and learning committee Do some ‘action research’ Apply for support to do the Grad. Cert in Higher Education Be reflective

Thank you for coming Best wishes for your future teaching

How to get to the UniSA website: ection/?PATH=/Resources/tutunisa/Tutoring+%40 +UniSA/&default=Welcome.htm Remember go SOON to the discussion boards and activate the ‘notify’ flag so that you can keep in touch with fellow tutors