itali.uq.edu.au 2015 Program Session Two

Before SemesterDuring Semester Session One What are the expectations for tutor professionalism at UQ? How do we learn? How do we tutor for learning How do we plan for learning? Session Two How do we manage tutorials for learning? How do we know if our students are learning? How is my tutoring evaluated? What else do I need to know before I start tutoring? Session Three What happened in my tutorials? How can I continue to improve my tutoring? Where to from here? itali.uq.edu.au 2

2.1How do we manage tutorials for learning? 2.2How do we know if our students are learning? 2.3How is my tutoring evaluated? 2.4What else do I need to know before I start tutoring? itali.uq.edu.au Session Two 3

Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific itali.uq.edu.au

Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific itali.uq.edu.au

Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific itali.uq.edu.au

2.1. How do we manage tutorials for learning? Learning objectives Discuss ways to deal with difficult situations in tutorials Consider proactive strategies for managing tutorials Learn that the University has a statement of expectations for student behaviour as well as policies and procedures for dealing with student misconduct

itali.uq.edu.au What is the challenge? What strategies would you use to address it? handout ACTIVITY 1: Case Studies – Managing Tutorials

itali.uq.edu.au The fundamentals of classroom management are based upon the effective communication of goals and expectations, as well as a willingness to articulate and enforce behavioural standards. 9

itali.uq.edu.au 2.2. How do we know our students are learning? Learning objectives Discuss the role of assessment and feedback in learning Apply a criteria marking sheet to determine a student grade Recognise the role of criterion-referenced marking Recognise the need for moderation of grades Compare and contrast features of effective and ineffective feedback Identify possible complexities of student marking and discuss solutions Identify the UQ policy on remarking Recognise UQ approach to academic integrity Identify appropriate tutor responses to instances of student plagiarism

The Principles of Learning Motivation Practice Feedback Reflection itali.uq.edu.au 11

itali.uq.edu.au Buzz Groups ACTIVITY 2: How do you know your students are learning? In your buzz groups, brainstorm your responses

There are three main ways of knowing whether students are learning: Observation Consultation Focused analysis itali.uq.edu.au 13

Final grades are not the only way we know learning is happening. As a tutor you must be attuned to and actively solicit other indicators of student learning outcomes. itali.uq.edu.au 14

itali.uq.edu.au ACTIVITY 3: How will you help your students improve their learning In your buzz groups, brainstorm your responses Buzz Groups

Feedback Course teaching cycle (adapted from Humphries & Jolly, 2003) Graduate Attributes Learning Objectives Learning Activities Assessment Tasks Assessment Criteria & Standards Evaluated using Prepare the learner for Achieved through Measured against Demonstrate attainment of Expands to specific itali.uq.edu.au handout

itali.uq.edu.au What are the implications for tutors? ACTIVITY 4: Why is feedback rated poorly? Why is feedback rated poorly? Buzz Groups

Feedback on their learning is the most powerful single influence on student achievement (Gibbs & Simpson, 2005, p. 9) itali.uq.edu.au 18

itali.uq.edu.au Part 1. Mark the paragraph you have been given. Assign a mark out of 10 for it, and then justify your mark, explaining why you gave it the mark you did. ACTIVITY 5: Marking handout

itali.uq.edu.au handout Part 2. Re-read the paragraph and mark it again, this time using this criteria and standards sheet to guide you.

itali.uq.edu.au Part 3. Review your marking using the criteria and standards sheet through discussion with other markers. Then, decide on a final mark for the paragraph.

If you have marked to criteria and standards and moderated your marking, you should feel confident about your marking. itali.uq.edu.au 22

itali.uq.edu.au Would the criteria and standards sheet that you completed provide sufficient and effective feedback for the student? ACTIVITY 6: Feedback for Learning

itali.uq.edu.au What does the feedback tell the student? Could the student use the feedback to improve? handout ACTIVITY 7: Feedback for Learning

DO Address the work, not the person Begin positively Use encouraging expressions (or refer to desirable outcomes) Use passive voice Offer explicit suggestions for improvement itali.uq.edu.au 25

Unfocused comments Dismissive, sarcastic comments Comments that shift responsibility Comments which send ambiguous messages itali.uq.edu.au Don’t use 26

Provide effective feedback that helps learners to improve. itali.uq.edu.au 27

itali.uq.edu.au What is the challenge? How would you manage this? handout ACTIVITY 8: Challenges with Marking

Suspect plagiarism? Report it to course coordinator itali.uq.edu.au 29

Course CoordinatorTutorStudent Develops and articulates course learning objectives Designs course assessment plan and individual assessment tasks, and coordinates implementation Determines and takes responsibility for remarking, plagiarism, collusion and cheating Co-facilitates development of intended learning objectives (e.g. provision of feedback). Helps ensure summative assessment judgements Reports suspected misconduct to course coordinators Engages in appropriate learning behaviours and provides evidence of achievement of learning objectives as assessment responses Assessment Roles & Responsibilities itali.uq.edu.au handout 30

It is important to understand your role and responsibilities as a tutor in the processes of assessment. itali.uq.edu.au 31

itali.uq.edu.au 2.3. How is my tutoring evaluated? Learning objectives Consider the importance of getting feedback on your tutoring Identify the UQ evaluation of tutoring, the SETutor.

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2.4. What else do I need to know before tutoring? Learning objectives Gain an understanding of broader tutor induction and training Gain an understanding of other supports and resources in place for tutors Reflect on your role as a tutor in making learning possible

Where to from here… Before SemesterDuring SemesterOngoing UQ Session One and Two School Induction Administration HR Information Occupational Health & Safety School Specific Learning UQ Session Three Course Support Coordinator support, Tutors meetings and correspondence Staff Development Programs e.g. “Basics of Assessment and Marking for Tutors” Reflective Practice itali.uq.edu.au handout 35

Question for reflection How has this session influenced your understanding of your role as a tutor making student learning possible? itali.uq.edu.au 36

itali.uq.edu.au Program Thank you!