2. Effective Tutoring A Learning and Teaching Academic Development Seminar/Workshop Facilitated by

3. Introduction Tutorials are important Tutorials are important Tutorials provide environments for students to Tutorials provide environments for students to think think practice practice solve problems solve problems make arguments make arguments discuss, etc discuss, etc

4. Introduction This Seminar/Workshop aims to explore a range of possibilities and strategies that can be adapted to various tutorial situations This Seminar/Workshop aims to explore a range of possibilities and strategies that can be adapted to various tutorial situations Bear in mind not all information may be useful for all situations Bear in mind not all information may be useful for all situations

5. The Tutorial A regular meeting to discuss a topic A regular meeting to discuss a topic Provides two-way communication Provides two-way communication Student to discover appropriate learning method Student to discover appropriate learning method

6. The Tutorial Features of effective tutorials Features of effective tutorials  felt part of the group  being acknowledged as an individual  contributions welcomed and acknowledged  tutor showed interest in the material and in the group

7. The Tutorial  Tutor well prepared  Aims were clear and achievable  Chance to participate  Had learnt or achieved something

8. The Tutorial The tutor role is a facilitator The tutor role is a facilitator Characteristics of an effective tutor Characteristics of an effective tutor  facilitate and support good relationships with the group,  get students actively involved,  vary the activities in tutorials,  question and probe students’ reasoning processes

9. The Tutorial  Anticipate the difficulties and problems that the students are likely to have,  Demonstrate flexibility: admit to not knowing and be open to learning from students as well as with them.

10. The First Tutorial Avoid being late for the first meeting. Avoid being late for the first meeting. Introduce yourself. Introduce yourself. Do a ‘getting to know each other’ exercise. Do a ‘getting to know each other’ exercise. Discuss expectations and negotiate some ground rules. Discuss expectations and negotiate some ground rules.

11. The First Tutorial Go over some of the essential information that students need to know. Go over some of the essential information that students need to know. Explain Explain critical dates, critical dates, the School policy, the School policy, weighting of different assessments, weighting of different assessments, your availability. your availability. Time for administrative tasks. Time for administrative tasks.

12. The First Tutorial Introduction activities Introduction activities students to talk to the next person students to talk to the next person students to form small groups to find out what they have in common students to form small groups to find out what they have in common use of statement grids use of statement grids self introduction in turn self introduction in turn

13. Learning Names Ways to learn names Ways to learn names give students sticky labels to write their names give students sticky labels to write their names pair up students, introduce/interview each other, introduce the other to group pair up students, introduce/interview each other, introduce the other to group do a round do a round use ‘place cards’ with student names use ‘place cards’ with student names hand out name cards hand out name cards make a quick room plan and write names onto it make a quick room plan and write names onto it

14. Group Setups Possible arrangements Circle or semi-circle Circle or semi-circle Position yourself in front of the board Position yourself in front of the board Sit opposite quiet participants Sit opposite quiet participants Disperse small groups around the room Disperse small groups around the room

15. Group Setups Arrange furniture to echo activity Arrange furniture to echo activity Vary your seating position Vary your seating position Ask students for a good arrangement Ask students for a good arrangement

16. Forms of Tutorial Choice of forms depends on the nature and learning objectives of subject. Some suggested forms Choice of forms depends on the nature and learning objectives of subject. Some suggested forms Tutor presentation - clear explanation of material, demonstration of a process or solution Tutor presentation - clear explanation of material, demonstration of a process or solution

17. Forms of Tutorial Student presentation - tutor needs to round off the topic and summarise main points Student presentation - tutor needs to round off the topic and summarise main points Questions and answers - can lead to new insights, synthesis of materials, solution to problems Questions and answers - can lead to new insights, synthesis of materials, solution to problems

18. Forms of Tutorial Discussion - tutor becomes facilitator to clarify information or opinion. Students responsible for their own learning Discussion - tutor becomes facilitator to clarify information or opinion. Students responsible for their own learning

19. Group Activities Group activities enhance learning. Some suggestions Group activities enhance learning. Some suggestions Pyramids (think, pair, share) Pyramids (think, pair, share) Buzz groups Buzz groups Syndicates Syndicates Fishbowls Fishbowls Brainstorming Brainstorming Rounds Rounds

20. Activities for Tutorials Tutorial activities are important in engaging students to learn. Some suggestions Tutorial activities are important in engaging students to learn. Some suggestions Read some material Read some material Write a question Write a question Solve a problem/answer a question Solve a problem/answer a question Ask students to give examples Ask students to give examples

21. Activities for Tutorials List pros/cons List pros/cons Watch a video clip Watch a video clip Read your notes Read your notes

22. Listening Don’t be trapped by the following in talking too much and listening too little Don’t be trapped by the following in talking too much and listening too little Too much content to complete Too much content to complete Will lose control of group Will lose control of group Students come with an empty head Students come with an empty head Enjoy the authority Enjoy the authority Have a particular interest in the topic Have a particular interest in the topic Encouraged by the students Encouraged by the students

23. Questioning Good questions enhance group learning. Some questioning techniques Good questions enhance group learning. Some questioning techniques Prepare strategies Prepare strategies Identify questions and anticipate response Identify questions and anticipate response Make questions interesting and relevant Make questions interesting and relevant

24. Questioning Show that you value all answers Show that you value all answers Give time to answer Give time to answer Create climate of trust Create climate of trust Ensure students understand question Ensure students understand question Start with easy ones Start with easy ones Be careful in eliciting questions Be careful in eliciting questions

25. Problems and Solutions

26. Plan the Tutorial A tutorial plan provides a blueprint for the session. Should allow flexibility and spontaneity. Hints in planning A tutorial plan provides a blueprint for the session. Should allow flexibility and spontaneity. Hints in planning Balances Balances Objectives Objectives How How What What

27. A Tutorial Plan

28. Evaluating Tutorials Some reflection may improve next tutorial. Some quick ways to get feedback Some reflection may improve next tutorial. Some quick ways to get feedback Mid-semester evaluation Mid-semester evaluation Informally asking students Informally asking students Ask students questions on paper Ask students questions on paper

29. Student Learning Four different styles Activists Activists Pragmatists Pragmatists Reflectors Reflectors Theorists Theorists

30. Student Learning We remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say, and 90% of what we both say and do.

31. Inclusive Tutoring Consider the social, cultural and teaching issues involved. Consider the social, cultural and teaching issues involved. Workings of tutorial explicit Workings of tutorial explicit Consider non-English speaking students and minority groups Consider non-English speaking students and minority groups Avoid stereotyping and be non- judgmental Avoid stereotyping and be non- judgmental Helpful to students with learning disabilities and impairment Helpful to students with learning disabilities and impairment

32. Workshop Activity Use the Tutorial Plan to prepare a session that you are going to conduct. Use the Tutorial Plan to prepare a session that you are going to conduct. You may like to reflect on some successful and some not so successful incidents in your past tutorials to help you to decide on the most appropriate strategy for effective tutoring. You may like to reflect on some successful and some not so successful incidents in your past tutorials to help you to decide on the most appropriate strategy for effective tutoring.

33. The Facilitator Kwong Wong Learning and Teaching Support Tel. 9214 5970 Email kwong@swin.edu.au