itali.uq.edu.au 2015 tutors@uq program session one
TRANSCRIPT
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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)
handout
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handout
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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.
handout
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
handout
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?
handout
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
itali.uq.edu.au
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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handout
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Critique two tutorial plans
Case studies are a useful strategy for inclusive small group teaching.
handout
ACTIVITY 8: Tutorial plans
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Identify one idea you might use effectively in your first tutorial.
handout
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
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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!