Transcript Effective Tutoring

Effective Tutoring
A Learning and Teaching Academic
Development Seminar/Workshop
Facilitated by
Introduction
Tutorials are important
 Tutorials provide environments
for students to
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think
 practice
 solve problems
 make arguments
 discuss, etc
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Introduction
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This Seminar/Workshop aims
to explore a range of
possibilities and strategies
that can be adapted to various
tutorial situations
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Bear in mind not all
information may be useful for
all situations
The Tutorial
A regular meeting to discuss a
topic
 Provides two-way
communication
 Student to discover
appropriate learning method
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The Tutorial
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Features of effective tutorials
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felt part of the group
being acknowledged as an
individual
contributions welcomed and
acknowledged
tutor showed interest in the
material and in the group
The Tutorial
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Tutor well prepared
Aims were clear and achievable
Chance to participate
Had learnt or achieved something
The Tutorial
The tutor role is a facilitator
 Characteristics of an effective
tutor
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facilitate and support good
relationships with the group,
get students actively involved,
vary the activities in tutorials,
question and probe students’
reasoning processes
The Tutorial
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Anticipate the difficulties and
problems that the students are
likely to have,
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Demonstrate flexibility: admit to
not knowing and be open to
learning from students as well as
with them.
The First Tutorial
Avoid being late for the first
meeting.
 Introduce yourself.
 Do a ‘getting to know each
other’ exercise.
 Discuss expectations and
negotiate some ground rules.
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The First Tutorial
Go over some of the essential
information that students need
to know.
 Explain
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critical dates,
 the School policy,
 weighting of different
assessments,
 your availability.
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Time for administrative tasks.
The First Tutorial
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Introduction activities
students to talk to the next
person
 students to form small groups to
find out what they have in
common
 use of statement grids
 self introduction in turn
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Learning Names
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Ways to learn names
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give students sticky labels to write
their names
pair up students, introduce/interview
each other, introduce the other to
group
do a round
use ‘place cards’ with student names
hand out name cards
make a quick room plan and write
names onto it
Group Setups
Possible arrangements
 Circle or semi-circle
 Position yourself in front of
the board
 Sit opposite quiet
participants
 Disperse small groups
around the room
Group Setups
Arrange furniture to echo
activity
 Vary your seating position
 Ask students for a good
arrangement
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Forms of Tutorial
Choice of forms depends on
the nature and learning
objectives of subject. Some
suggested forms
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Tutor presentation - clear
explanation of material,
demonstration of a process or
solution
Forms of Tutorial
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Student presentation - tutor
needs to round off the topic and
summarise main points
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Questions and answers - can lead
to new insights, synthesis of
materials, solution to problems
Forms of Tutorial
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Discussion - tutor becomes
facilitator to clarify
information or opinion.
Students responsible for their
own learning
Group Activities
Group activities enhance
learning. Some suggestions
Pyramids (think, pair, share)
 Buzz groups
 Syndicates
 Fishbowls
 Brainstorming
 Rounds
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Activities for Tutorials
Tutorial activities are
important in engaging
students to learn. Some
suggestions
Read some material
 Write a question
 Solve a problem/answer a
question
 Ask students to give examples
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Activities for Tutorials
List pros/cons
 Watch a video clip
 Read your notes
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Listening
Don’t be trapped by the
following in talking too much
and listening too little
Too much content to complete
 Will lose control of group
 Students come with an empty
head
 Enjoy the authority
 Have a particular interest in the
topic
 Encouraged by the students
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Questioning
Good questions enhance group
learning. Some questioning
techniques
Prepare strategies
 Identify questions and anticipate
response
 Make questions interesting and
relevant
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Questioning
Show that you value all answers
 Give time to answer
 Create climate of trust
 Ensure students understand
question
 Start with easy ones
 Be careful in eliciting questions
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Problems and
Solutions
COMMON PROBLEMS
Student won’t prepare or
participate
One student dominates the
discussion
Students are silent when you
ask a question
Students do not listen to each
other
Students complain about how
you conduct the tutorial
Students use sarcasm or other
‘put downs’
POSSIBLE SOLUTIONS
Ask why. Set specific tasks. Break
into sub-groups.
Thank the contributor and then
invite others to speak. Have a
round. Break into sub-groups and
assign the dominant student as
facilitator. Use your non-verbal
communication to invite more
comment from others.
Ask easier questions. Give them
time to write down notes before
answering. Try smaller groups and
a pyramid sequence.
Remind them of ground rules.
Change the seating arrangement.
Ask them to paraphrase.
Ask for suggestions. Brainstorm
possible alternatives. Explain why
you do things. Write criticisms and
possible solutions on the board.
Remind them of ground rules.
Invite discussion about
consequences of such behaviour.
Be assertive.
Plan the Tutorial
A tutorial plan provides a
blueprint for the session.
Should allow flexibility and
spontaneity. Hints in
planning
Balances
 Objectives
 How
 What
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A Tutorial Plan
PLAN: (TITLE)
OBJECTIVES:
Time-frame
Content
Process
Warm-up (5 min)
Introduction
Tutor introduces the
topic
1st activity (10
min)
Outline of main
issues
Student gives
handouts with series
of questions
2nd activity (25
min)
Discussion and
analysis
Group breaks into 5
sub-groups to
discuss and
summarise
Summary
Leader of each subgroup reports back to
the group
3rd activity
4th activity
Wrap-up (10 min)
Evaluation
Evaluating Tutorials
Some reflection may improve
next tutorial. Some quick
ways to get feedback
Mid-semester evaluation
 Informally asking students
 Ask students questions on paper
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Student Learning
Four different styles
 Activists
 Pragmatists
 Reflectors
 Theorists
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.
Inclusive Tutoring
Consider the social, cultural
and teaching issues involved.
Workings of tutorial explicit
 Consider non-English speaking
students and minority groups
 Avoid stereotyping and be nonjudgmental
 Helpful to students with learning
disabilities and impairment
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Workshop Activity
 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.
The Facilitator
Kwong Wong
Learning and Teaching
Support
Tel. 9214 5970
Email [email protected]