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in tutorials
Facilitating student learning
Tutorials vs Lectures
What are the differences
between lectures and tutorials?
Lectures Tutorials
Physical Large class, seats Smaller class, group
setting facing the front seating
Individual Assume uniform Allow variable pace
differences progress & peer support
Functions Provide informa- Interactive
and activities tion, demonstrate discussion and
skills practice
Learning in tutorials
To facilitate learning
Learning is what the students understand,
not what they have been told.
Focus of university learning is on putting
knowledge to work in problem-solving, not
regurgitating information.
Students must do something to be sure
they have learned.
Roles of tutors in supporting
learning
Scaffolding – temporary and removable help
for students to work independently
Contingency – responding according to the
competency level of each student
Use leading questions instead of answers.
Provide directions not steps.
Give students experience
in solving learning problems by
themselves.
Tutors as designers of learning
experiences
Tutorials should be environments conducive
to learning.
Understanding of content requires a context
for deriving meaning.
Tutorials are artificial environments and
contexts.
The tutor is the designer –
the goal is student learning.
Interactions in tutorials
Questions and answers – aiding understanding
Activities – context of application
Feedback on work – knowing about progress
Peer support – catering for individual differences
Collaboration – reducing workload
Discussion – putting communica-
tion skills into practice
Cooperation – learning to work
with people
Questioning techniques
Purpose of asking questions
Checking progress (often asking for information)
Management method
Focusing on important issues/concepts
Initiating discussion
How students interpret the
question.
Interaction awareness
Open ended questions
Follow-up questions
Tutorial activities to maximize
student participation/learning
Group discussion
Collaborative presentation
Role play
Simulation games
Debates
Design/Project work
Peer evaluation
Group discussion
Clear guidelines in terms of questions
Providing a path towards a goal
Possible variation in perspectives
Leading towards some conclusion
Structure to prevent lurking
Group summary
Tutor highlights learning.
Collaborative presentation
Break down and divide information search or
reading tasks
Jigsaw to generate understanding – everyone
contributes
Within group interaction
Variation in presentation styles
and emphasis
Rotate presenter or require
multiple presenters.
Give audience some tasks.
Role play
Careful planning needed
Each student/group takes on a role
Action or positions derived from such roles
Mimic real-life situations
Interaction according to the roles
Emphasize multiple perspectives
and mutual understanding
General evaluation at the end
Simulation games
More complicated to design
May involve roles
Problem to work on
Roles to act according to their own
needs/interests/understanding
Negotiation and compromise to
reach workable solutions
Evaluation of generic skills
Debate
Clear motion with both positions viable
Emphasize conflicting views or pros and cons
Format guidelines
Group work
Provide audience tasks
Evaluation of techniques
Debriefing of learning
Design / Project
Set up themes
Give everyone a role and some work
Collaborative effort vs individual work
Mutual support
Evaluation of contribution and
cooperation
Tutor monitoring and support
Peer evaluation
Complement other activities
Both process and product
Evaluating individual work
Briefing on interpersonal sensitivity
Focusing on criteria
Basis for self-management
and self-evaluation
A group activity for you
Select a topic on which your group can work
together.
Select a group leader and a presenter.
Design an activity for a tutorial that maximizes
interaction and active learning on the topic you have
selected.
Group leader should ensure that all members
contribute to the process.
Present the gist of the activity.
Explain briefly how the activity would facilitate
learning.
Some possible topics
The roles of the WTO in promoting
international trade.
The meaning of, and ways to achieve, gender
equality in society.
How information technology improves the
diagnosis of diseases.
How the OUHK became accredited.
Any other topic your group agrees on.