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2015 Tutors@UQ Program

Session Two

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?

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2.1 How do we manage tutorials for learning?

2.2 How do we know if our students are learning?

2.3 How is my tutoring evaluated?

2.4 What else do I need to know before I start tutoring?

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Session Two

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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

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

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

2.1. How do we manage tutorials for learning?

Learning objectives

• Discuss ways to deal with difficult situations in tutorials

• Consider proactive strategies for managing tutorials• Learn that the University has a statement of

expectations for student behaviour as well as policies and procedures for dealing with student misconduct

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What is the challenge?

What strategies would you use to address it?

handout

ACTIVITY 1: Case Studies – Managing Tutorials

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The fundamentals of classroom management are based upon the effective communication of goals and expectations, as well as a willingness to articulate and enforce behavioural standards.

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2.2. How do we know our students are learning?

Learning objectives

• Discuss the role of assessment and feedback in learning• Apply a criteria marking sheet to determine a student grade• Recognise the role of criterion-referenced marking • Recognise the need for moderation of grades• Compare and contrast features of effective and ineffective

feedback• Identify possible complexities of student marking and discuss

solutions• Identify the UQ policy on remarking• Recognise UQ approach to academic integrity• Identify appropriate tutor responses to instances of student

plagiarism

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The Principles of Learning

Motivation

Practice

Feedback

Reflection

1.

2.3.

4.

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itali.uq.edu.au

Buzz Groups

ACTIVITY 2: How do you know your students are learning?

• In your buzz groups, brainstorm your responses

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There are three main ways of knowing whether students are learning:

• Observation

• Consultation

• Focused analysis

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Final grades are not the only way we know learning is happening. As a tutor you must be attuned to and actively solicit other indicators of student learning outcomes.

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itali.uq.edu.au

ACTIVITY 3: How will you help your students

improve their learning

In your buzz groups, brainstorm your responses

Buzz Groups

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

handout

itali.uq.edu.au

What are the implications

for tutors?

ACTIVITY 4: Why is feedback rated poorly?

Why is feedback rated poorly?

Buzz Groups

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Feedback on their learning is the most powerful single influence on student achievement (Gibbs & Simpson, 2005, p. 9)

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itali.uq.edu.au

Part 1.•Mark the paragraph you have been given.

• Assign a mark out of 10 for it, and then justify your mark, explaining why you gave it the mark you did.

ACTIVITY 5: Marking

handout

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handout

• Part 2.

• Re-read the paragraph and mark it again, this time using this criteria and standards sheet to guide you.

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• Part 3.

• Review your marking using the criteria and standards sheet through discussion with other markers.

• Then, decide on a final mark for the paragraph.

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If you have marked to criteria and standards and moderated your marking, you should feel confident about your marking.

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itali.uq.edu.au

• Would the criteria and standards sheet that you completed provide sufficient and effective feedback for the student?

ACTIVITY 6: Feedback for Learning

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What does the feedback tell the student?

•Could the student use the feedback to improve?

handout

ACTIVITY 7: Feedback for Learning

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DO

• Address the work, not the person• Begin positively• Use encouraging expressions (or refer to

desirable outcomes)• Use passive voice• Offer explicit suggestions for improvement

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• Unfocused comments• Dismissive, sarcastic comments• Comments that shift responsibility• Comments which send ambiguous messages

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Don’t use

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Provide effective feedback that helps learners to improve.

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itali.uq.edu.au

• What is the challenge?

•How would you manage this?

handout

ACTIVITY 8: Challenges with Marking

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Suspect plagiarism?Report it to course coordinator

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Course Coordinator Tutor Student

• Develops and articulates course learning objectives

• Designs course assessment plan and individual assessment tasks, and coordinates implementation

• Determines and takes responsibility for remarking, plagiarism, collusion and cheating

• Co-facilitates development of intended learning objectives (e.g. provision of feedback).

• Helps ensure summative assessment judgements

• Reports suspected misconduct to course coordinators

• Engages in appropriate learning behaviours and provides evidence of achievement of learning objectives as assessment responses

Assessment Roles & Responsibilities

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handout

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It is important to understand your role and responsibilities as a tutor in the processes of assessment.

itali.uq.edu.au

itali.uq.edu.au

2.3. How is my tutoring evaluated?

Learning objectives

• Consider the importance of getting feedback on your tutoring

• Identify the UQ evaluation of tutoring, the SETutor.

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itali.uq.edu.au

2.4. What else do I need to know before tutoring?

Learning objectives

• Gain an understanding of broader tutor induction and training• Gain an understanding of other supports and

resources in place for tutors• Reflect on your role as a tutor in making

learning possible

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Where to from here…

Before Semester During Semester Ongoing

Tutors @ UQSession One and Two

School Induction

AdministrationHR InformationOccupational Health & SafetySchool Specific Learning

Tutors @ UQSession Three

Course Support

Coordinator support,Tutors meetings andcorrespondence

Staff DevelopmentPrograms e.g. “Basics of Assessment and Marking for Tutors”

Reflective Practice

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handout

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Question for reflection

How has this session influenced your understanding of your role as a tutor making student learning possible?

itali.uq.edu.au

itali.uq.edu.au

Tutors@UQ Program

Thank you!