1. itali.uq.edu.au 2015 Tutors@UQ Program Session One

2. itali.uq.edu.au 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? handout

3. itali.uq.edu.au Session One 1.1What are the expectations for tutor professionalism at UQ? 1.2How do we learn? 1.3How do we tutor for learning? 1.4How do we plan for learning?

4. itali.uq.edu.au 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

5. itali.uq.edu.au Research demonstrates that the relationship with tutors is vital to the quality of students’ educational experience

6. 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 handout

7. itali.uq.edu.au UQ Staff Code of Conduct Respect for University governance Respect for persons Integrity Diligence Economy & efficiency UQ Policy and Procedures Library (PPL) handout

8. itali.uq.edu.au handout

9. itali.uq.edu.au As a tutor at UQ, you are a valued member of the academic community and a critical part of our students’ learning experiences.

10. itali.uq.edu.au Best tutorials? Worst tutorials? ACTIVITY 1: Your tutorial experiences

11. itali.uq.edu.au What’s worrying you? ACTIVITY 2: Concerns as a new tutor

12. itali.uq.edu.au 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? handout

13. itali.uq.edu.au Active reflection on your own and others’ experiences is the first step to developing a professional approach to teaching. Ramsden, 2003

14. itali.uq.edu.au 1.2. How do we learn? Learning Objectives Gain an appreciation for principles of learning Recognise the influence that tutors have on learners

15. itali.uq.edu.au Think of something you are good at… How did you become good at it? ACTIVITY 3: Your own experiences with learning

16. itali.uq.edu.au How do you know you are good at that? Think Pair Share ACTIVITY 4: Your own experiences with learning

17. itali.uq.edu.au Adapted from Phil Race (Race, P. (2010). Making Learning Happen (2 nd ed.). London: Sage Publications) and http://phil-race.co.ukhttp://phil-race.co.uk 1. 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. 2. 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). Even within the same discipline, people will go about practising differently. 3. 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. 4. Reflection – We need time to reflect and make sense of what we are learning. handout The Principles of Learning Motivation Practice Feedback Reflectio n 1. 2.2. 3. 4.

18. itali.uq.edu.au With the principles of learning in mind… How would you like to influence your students? ACTIVITY 5: Your influence on student learning handout

19. To become a good teacher, first you must understand your students’ experiences of learning. Out of this grows a set of principles for effective teaching in higher education. (Ramsden, 2003, Preface) itali.uq.edu.au

20. As a tutor, you need to provide a variety of learning experiences. Remember that your students won’t necessarily learn the same way you do. itali.uq.edu.au

21. 1.3. How do we tutor for learning? Learning Objectives Gain an appreciation of student diversity at UQ Discuss strategies to cater to diverse learners Identify characteristics of supportive and engaging tutorial classes Recognise the importance of small group learning strategies Recognise that we learn in different ways Recognise the impact the different ways we learn can have on our tutoring

22. itali.uq.edu.au What age? What gender? Where will they come from? What past educational experience will they have? Think Pair Share ACTIVITY 6: Who will your students be? handout

23. Just over 50,000 students 29,000 born in Australia and over 350 Indigenous Australians and Torres Strait Islanders 21,000+ born overseas 24% (12,000+) international students 27% (13,000+) a language other than English at home (UQ Reportal, 2014) Diversity of students at UQ itali.uq.edu.au

24. As tutors your teaching needs to be inclusive, meaning every student has the opportunity to engage in learning in every tutorial. itali.uq.edu.au

25. What is the problem? How did it come about? What strategies would you use to address it? handout Think Pair Share ACTIVITY 7: Case studies

26. Tutors need to create classes that engage all students in learning. itali.uq.edu.au

27. 1.4. How do we plan for learning? Learning objectives Recognise the importance of planning and preparation for tutoring Critique and evaluate a tutorial plan Recognise the importance of motivation and engagement Recognise the importance of activating prior learning

28. 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 handout

29. The Principles of Learning Motivation Practice Feedback Reflection 1. 2. 3. 4. itali.uq.edu.au

30. The Principles of Learning Motivation Practice Feedback Reflection 1. 2. 3. 4. itali.uq.edu.au

31. The Principles of Learning Motivation Practice Feedback Reflection 1. 2. 3. 4. itali.uq.edu.au

32. The Principles of Learning Motivation Practice Feedback Reflection 1. 2. 3. 4. itali.uq.edu.au

33. Planning your learning activities Adapted model for considering learning activities in tutorials (McAlpine, 2004) itali.uq.edu.au

34. handout

35. itali.uq.edu.au Critique two tutorial plans Case studies are a useful strategy for inclusive small group teaching. handout ACTIVITY 8: Tutorial plans

36. itali.uq.edu.au Identify one idea you might use effectively in your first tutorial. handout ACTIVITY 9: Your first tutorial

37. Preparation and organisation are determining factors in student satisfaction with teachers, lecturers and tutors and are correlated with higher student learning outcomes. itali.uq.edu.au

38. 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

39. How has this session influenced your perceptions of tutoring and student learning? itali.uq.edu.au Question for reflection

40. itali.uq.edu.au 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

41. Tutors@UQ Program Thank you!