itali.uq.edu.au 2015 tutors@uq program session one

itali.uq.edu.au

2015 Tutors@UQ Program

Session One

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Before Semester During SemesterSession 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

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Session One

1.1 What are the 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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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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Research demonstrates that the relationship with tutors is vital to the quality of students’ educational experience

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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 throughMeasured

against

Demonstrate attainment of Expands to

specific

handout

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UQ Staff Code of Conduct

Respect for University governanceRespect for persons

Integrity Diligence

Economy & efficiency

UQ Policy and Procedures Library (PPL)

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

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Best tutorials?

Worst tutorials?

ACTIVITY 1: Your tutorial experiences

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What’s worrying you?

ACTIVITY 2: Concerns as a new tutor

itali.uq.edu.au

Before Semester During SemesterSession 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

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Active reflection on your own and others’ experiences is the first step to developing a professional approach to teaching.

Ramsden, 2003

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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…

How did you become good at it?

ACTIVITY 3: Your own experiences with learning

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How do you know you are good at that?

Think Pair Share

ACTIVITY 4: Your own experiences with learning

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Adapted from Phil Race (Race, P. (2010). Making Learning Happen (2nd ed.). London: Sage Publications) and http://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.

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The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.

2.3.

4.

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With the principles of learning in mind…

How would you like to influence your students?

ACTIVITY 5: Your influence on student learning

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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)

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As a tutor, you need to provide a variety of learning experiences.

Remember that your students won’tnecessarily learn the same way you do.

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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

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•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?

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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

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

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• What is the problem?

• How did it come about?

• What strategies would you use to address it?

handoutThink Pair Share

ACTIVITY 7: Case studies

Tutors need to create classes that engage all students in learning.

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itali.uq.edu.au

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

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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 throughMeasured

against

Demonstrate attainment of Expands to

specific

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handout

The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.2.

3.

4.

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The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.2.

3.

4.

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The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.2.

3.

4.

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The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.2.

3.

4.

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Planning your learning activitiesmotivating

informing

practice with feedback

reflection

Adapted model for considering learning activities in tutorials (McAlpine, 2004)

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Critique two tutorial plans

Case studies are a useful strategy for inclusive small group teaching.

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ACTIVITY 8: Tutorial plans

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Identify one idea you might use effectively in your first tutorial.

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ACTIVITY 9: Your first tutorial

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

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 throughMeasured

against

Demonstrate attainment of Expands to

specific

itali.uq.edu.au

How has this session influenced your perceptions of tutoring and

student learning?

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Question for reflection

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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 throughMeasured

against

Demonstrate attainment of Expands to

specific

itali.uq.edu.au

itali.uq.edu.au

Tutors@UQ Program

Thank you!