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2017 Program Session One
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About the program
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Session One 1.1 Expectations for tutor professionalism at UQ? 1.2 How do we learn? 1.3 How do we tutor for learning? 1.4 How do we plan for learning?
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Gain an appreciation of the value and role of tutors at UQ
Module 1.1 What are the expectations for tutor professionalism at UQ? Learning Objectives Gain an appreciation of the value and role of tutors at UQ Identify the expectations of a professional tutor at UQ Reflect on your prior experiences in tutorials Identify concerns common to new tutors
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Student - teacher relationship
Vital to the quality of the student educational experience Adapted from AUSSE. Uniting teachers and learners: Critical insights into the importance of staff student interactions in Australian university education
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The teaching cycle Graduate Attributes Demonstrate attainment of
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 The teaching cycle Course teaching cycle (adapted from Humphries & Jolly, 2003)
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UQ Policy and Procedures Library (PPL)
UQ Staff Code of Conduct Respect for university governance Respect for persons Integrity Diligence Economy and efficiency
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Contracts and duty statements
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Social media Your guiding principle should be: Behaviour in your relationships with students in the online environment should be the same as behaviours which you know to be acceptable in the face-to-face world.
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Best tutorials? Worst tutorials? Activity 1 Your tutorial experiences
Think-Pair-Share
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Activity 2 Concerns as a new tutor What’s worrying you?
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Summary Ramsden, 2003
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Gain an appreciation for principles of learning
Module 1.2 How do we learn? Learning Objectives Gain an appreciation for principles of learning Recognise the influence that tutors have on learners
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Think of something you are good at…
Activity 3 Your own experiences with learning Think of something you are good at… How did you become good at it?
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How do you know you are good at it?
Activity 4 Your own experiences with learning How do you know you are good at it? Think-Pair-Share
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The Principles of Learning
Motivation Practice Feedback Reflection 1. 2. 3. 4. Adapted from Phil Race (Race, P. (2010). Making Learning Happen (2nd ed.). London: Sage Publications) and
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With the principles of learning in mind…
Activity 5 Your influence on student learning With the principles of learning in mind… How would you like to influence your students?
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As a tutor you need to provide a variety of learning experiences.
Summary As a tutor you need to provide a variety of learning experiences. Remember, your students won’t necessarily learn the same way you do.
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Gain an appreciation of student diversity at UQ
Module 1.3 How do we tutor for learning? Learning Objectives Gain an appreciation of student diversity at UQ Discuss strategies to help create classes which cater to a diverse range of learners Recognise the importance of small group learning strategies Recognise that we learn in different ways and this can impact on how you tutor
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Where will they come from?
Activity 6: Who will your students be? What age? What gender? Where will they come from? What past educational experience will they have?
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Diversity of students at UQ
Of our nearly students… born in Australia with approximately 400 Indigenous Australians and Torres Strait Islanders were born overseas Around 26% (>13 000) international students come from >140 countries Nearly 30% (>15 000) speak a language other than English at home
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As a tutor your teaching needs to be inclusive, meaning every student has the opportunity to engage in learning in every tutorial.
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What strategies would you use to address it?
Activity 7: Case studies (a useful strategy for inclusive small group teaching). What is the problem? How did it come about? What strategies would you use to address it? Buzz groups of 4-6 to discuss and record
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Tutors need to create classes that engage all students in learning.
Summary Tutors need to create classes that engage all students in learning.
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Recognise the importance of planning and preparation
Module 1.4 Identify concerns common to tutors Learning objectives Recognise the importance of planning and preparation Critique and evaluate a tutorial plan Recognise the importance of motivation and engagement Recognise the importance of activating prior learning
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Learning activities Graduate Attributes Demonstrate attainment of
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 Learning activities Course teaching cycle (adapted from Humphries & Jolly, 2003)
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The Principles of Learning
Motivation Practice Feedback Reflection 1. 2. 3. 4. Motivation We learn when we pay attention, are interested and can see the relevance. We use engagement strategies to motivate our students to engage in the learning process.
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The Principles of Learning
Motivation Practice Feedback Reflection 1. 2. 3. 4. Practice We learn by doing it ourselves. People will have different preferences for how they like to practise and there are some disciplinary differences (for example, how you learn and practise for mathematics will differ for how you learn and practise for music).
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The Principles of Learning
Motivation Practice Feedback Reflection 1. 2. 3. 4. Feedback We respond to other people’s reaction to guide our learning. Other people’s reaction can also impact on our motivation to persist or disengage. Feedback is critical in the learning process.
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The Principles of Learning
Motivation Practice Feedback Reflection 1. 2. 3. 4. Reflection We need time to reflect and make sense of what we are learning.
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Aligning and balancing tutorial activities
Adapted model for considering learning activities in tutorials (McAlpine, 2004).
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Critique tutorial plans
Activity 8: Tutorial plans Critique tutorial plans
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Think of one idea you might like to use in your first tutorial.
Activity 9: Your first tutorial Think of one idea you might like to use in your first tutorial.
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Summary Preparation and organisation are determining factors in student satisfaction with teachers, lecturers and tutors, and are correlated with higher student learning outcomes.
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In this session we focused on:
Session wrap up In this session we focused on: The expectations for tutor professionalism at UQ. How we learn. How to tutor for learning. How to plan for learning.
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Wrap up and reflection How has this session influenced your perceptions of tutoring and student learning? 1 Minute Paper
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Introduction to Session Two Feedback
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 Feedback Course teaching cycle (adapted from Humphries & Jolly, 2003)
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Introduction to Session Two
Session Two will address these questions: 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?
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