Effective TutoringEffective Tutoring

A Learning and Teaching Academic A Learning and Teaching Academic DevelopmentDevelopment Seminar/Workshop Seminar/Workshop

Facilitated byFacilitated by

IntroductionIntroduction

Tutorials are importantTutorials are important Tutorials provide Tutorials provide

environments for students toenvironments for students to thinkthink practicepractice solve problemssolve problems make argumentsmake arguments discuss, etcdiscuss, etc

IntroductionIntroduction

This Seminar/Workshop aims This Seminar/Workshop aims to explore a range of to explore a range of possibilities and strategies possibilities and strategies that can be adapted to various that can be adapted to various tutorial situationstutorial situations

Bear in mind not all Bear in mind not all information may be useful for information may be useful for all situationsall situations

The TutorialThe Tutorial

A regular meeting to discuss a A regular meeting to discuss a topictopic

Provides two-way Provides two-way communicationcommunication

Student to discover Student to discover appropriate learning methodappropriate learning method

The TutorialThe Tutorial

Features of effective tutorialsFeatures of effective tutorials felt part of the groupfelt part of the group being acknowledged as an being acknowledged as an

individualindividual contributions welcomed and contributions welcomed and

acknowledgedacknowledged tutor showed interest in the tutor showed interest in the

material and in the groupmaterial and in the group

The TutorialThe Tutorial

Tutor well preparedTutor well prepared Aims were clear and achievableAims were clear and achievable Chance to participateChance to participate Had learnt or achieved Had learnt or achieved

somethingsomething

The TutorialThe Tutorial

The tutor role is a facilitatorThe tutor role is a facilitator Characteristics of an effective Characteristics of an effective

tutortutor facilitate and support good facilitate and support good

relationships with the group,relationships with the group, get students actively involved,get students actively involved, vary the activities in tutorials,vary the activities in tutorials, question and probe students’ question and probe students’

reasoning processesreasoning processes

The TutorialThe Tutorial

Anticipate the difficulties and Anticipate the difficulties and problems that the students are problems that the students are likely to have,likely to have,

Demonstrate flexibility: admit to Demonstrate flexibility: admit to not knowing and be open to not knowing and be open to learning from students as well as learning from students as well as with themwith them..

The First TutorialThe First Tutorial

Avoid being late for the first Avoid being late for the first meeting.meeting.

Introduce yourself.Introduce yourself. Do a ‘getting to know each Do a ‘getting to know each

other’ exercise.other’ exercise. Discuss expectations and Discuss expectations and

negotiate some ground rules.negotiate some ground rules.

The First TutorialThe First Tutorial

Go over some of the essential Go over some of the essential information that students need information that students need to know.to know.

ExplainExplain critical dates,critical dates, the School policy,the School policy, weighting of different weighting of different

assessments,assessments, your availabilityyour availability..

Time for administrative tasks.Time for administrative tasks.

The First TutorialThe First Tutorial

Introduction activitiesIntroduction activities students to talk to the next students to talk to the next

personperson students to form small groups to students to form small groups to

find out what they have in find out what they have in commoncommon

use of statement gridsuse of statement grids self introduction in turnself introduction in turn

Learning NamesLearning Names

Ways to learn namesWays to learn names give students sticky labels to write give students sticky labels to write

their namestheir names pair up students, introduce/interview pair up students, introduce/interview

each other, introduce the other to each other, introduce the other to groupgroup

do a rounddo a round use ‘place cards’ with student namesuse ‘place cards’ with student names hand out name cardshand out name cards make a quick room plan and write make a quick room plan and write

names onto itnames onto it

Group SetupsGroup Setups

Possible arrangementsPossible arrangements Circle or semi-circleCircle or semi-circle Position yourself in front of Position yourself in front of

the boardthe board Sit opposite quiet Sit opposite quiet

participants participants Disperse small groups Disperse small groups

around the roomaround the room

Group SetupsGroup Setups

Arrange furniture to echo Arrange furniture to echo activityactivity

Vary your seating positionVary your seating position Ask students for a good Ask students for a good

arrangementarrangement

Forms of TutorialForms of Tutorial

Choice of forms depends on Choice of forms depends on the nature and learning the nature and learning objectives of subject. Some objectives of subject. Some suggested formssuggested forms

Tutor presentation - clear Tutor presentation - clear explanation of material, explanation of material, demonstration of a process or demonstration of a process or solutionsolution

Forms of TutorialForms of Tutorial

Student presentation - tutor Student presentation - tutor needs to round off the topic and needs to round off the topic and summarise main pointssummarise main points

Questions and answers - can lead Questions and answers - can lead to new insights, synthesis of to new insights, synthesis of materials, solution to problemsmaterials, solution to problems

Forms of TutorialForms of Tutorial

Discussion - tutor becomes Discussion - tutor becomes facilitator to clarify facilitator to clarify information or opinion. information or opinion.

Students responsible for their Students responsible for their own learningown learning

Group ActivitiesGroup Activities

Group activities enhance Group activities enhance learning. Some suggestionslearning. Some suggestions Pyramids (think, pair, share)Pyramids (think, pair, share) Buzz groupsBuzz groups SyndicatesSyndicates FishbowlsFishbowls BrainstormingBrainstorming RoundsRounds

Activities for TutorialsActivities for Tutorials

Tutorial activities are Tutorial activities are important in engaging important in engaging students to learn. Some students to learn. Some suggestionssuggestions Read some materialRead some material Write a questionWrite a question Solve a problem/answer a Solve a problem/answer a

questionquestion Ask students to give examplesAsk students to give examples

Activities for TutorialsActivities for Tutorials

List pros/consList pros/cons Watch a video clipWatch a video clip Read your notesRead your notes

ListeningListening

Don’t be trapped by the Don’t be trapped by the following in talking too much following in talking too much and listening too littleand listening too little Too much content to completeToo much content to complete Will lose control of groupWill lose control of group Students come with an empty headStudents come with an empty head Enjoy the authorityEnjoy the authority Have a particular interest in the Have a particular interest in the

topictopic Encouraged by the studentsEncouraged by the students

QuestioningQuestioning

Good questions enhance group Good questions enhance group learning. Some questioning learning. Some questioning techniquestechniques Prepare strategiesPrepare strategies Identify questions and anticipate Identify questions and anticipate

responseresponse Make questions interesting and Make questions interesting and

relevantrelevant

QuestioningQuestioning

Show that you value all answersShow that you value all answers Give time to answerGive time to answer Create climate of trustCreate climate of trust Ensure students understand Ensure students understand

questionquestion Start with easy onesStart with easy ones Be careful in eliciting questionsBe careful in eliciting questions

Problems and Problems and SolutionsSolutions

COMMON PROBLEMS POSSIBLE SOLUTIONSStudent won’t prepare orparticipate

Ask why. Set specific tasks. Breakinto sub-groups.

One student dominates thediscussion

Thank the contributor and theninvite others to speak. Have around. Break into sub-groups andassign the dominant student asfacilitator. Use your non-verbalcommunication to invite morecomment from others.

Students are silent when youask a question

Ask easier questions. Give themtime to write down notes beforeanswering. Try smaller groups anda pyramid sequence.

Students do not listen to eachother

Remind them of ground rules.Change the seating arrangement.Ask them to paraphrase.

Students complain about howyou conduct the tutorial

Ask for suggestions. Brainstormpossible alternatives. Explain whyyou do things. Write criticisms andpossible solutions on the board.

Students use sarcasm or other‘put downs’

Remind them of ground rules.Invite discussion aboutconsequences of such behaviour.Be assertive.

Plan the TutorialPlan the Tutorial

A tutorial plan provides a A tutorial plan provides a blueprint for the session. blueprint for the session. Should allow flexibility and Should allow flexibility and spontaneity. Hints in spontaneity. Hints in planningplanning Balances Balances ObjectivesObjectives How How WhatWhat

A Tutorial PlanA Tutorial Plan

PLAN: (TITLE)

OBJ ECTIVES:

Time-frame Content Process

Warm-up (5 min) Introduction Tutor introduces thetopic

1st activity (10min)

Outline of mainissues

Student giveshandouts with seriesof questions

2nd activity (25min)

Discussion andanalysis

Group breaks into 5sub-groups todiscuss andsummarise

3rd activity

4th activity

Wrap-up (10 min) Summary Leader of each sub-group reports back tothe group

Evaluation

Evaluating TutorialsEvaluating Tutorials

Some reflection may improve Some reflection may improve next tutorial. Some quick next tutorial. Some quick ways to get feedbackways to get feedback Mid-semester evaluationMid-semester evaluation Informally asking studentsInformally asking students Ask students questions on paperAsk students questions on paper

Student LearningStudent Learning

Four different stylesFour different styles ActivistsActivists PragmatistsPragmatists ReflectorsReflectors TheoristsTheorists

Student LearningStudent Learning

We remember 10% of what we We remember 10% of what we read,read,

20% of what we hear, 30% of 20% of what we hear, 30% of whatwhat

we see, 50% of what we hear we see, 50% of what we hear and see,and see,

70% of what we say, and 90% of 70% of what we say, and 90% of whatwhat

we both say and do.we both say and do.

Inclusive TutoringInclusive Tutoring

Consider the social, cultural Consider the social, cultural and teaching issues involved.and teaching issues involved. Workings of tutorial explicitWorkings of tutorial explicit Consider non-English speaking Consider non-English speaking

students and minority groupsstudents and minority groups Avoid stereotyping and be non-Avoid stereotyping and be non-

judgmental judgmental Helpful to students with learning Helpful to students with learning

disabilities and impairmentdisabilities and impairment

WorkWorkshop Activityshop Activity

Use the Tutorial Plan to prepare a Use the Tutorial Plan to prepare a session that you are going to session that you are going to conduct. conduct.

You may like to reflect on some You may like to reflect on some successful and some not so successful and some not so successful incidents in your past successful incidents in your past tutorials to help you to decide on tutorials to help you to decide on the most appropriate strategy for the most appropriate strategy for effective tutoring.effective tutoring.

The FacilitatorThe Facilitator

Kwong Wong Kwong Wong

Learning and Teaching Learning and Teaching SupportSupport

Tel. 9214 5970Tel. 9214 5970

Email kwong@swin.edu.auEmail kwong@swin.edu.au