Published by: The Teaching and Learning Unit Faculty of Business and Economics Level 5, 198 Berkeley Street, Carlton 3053.

Transcription

1

2 This guide has been written for people who are new to teaching in the Faculty of Business and Economics at the University of Melbourne. It is one of a number of teaching and related guides provided by the Teaching and Learning Unit (TLU). The guide is intended to be a useful source of ideas and advice for good teaching practice, based on sound educational principles and research. For more information, advice and resources available to teaching staff, visit the TLU webpage or call the TLU directly on (03) Published by: The Teaching and Learning Unit Faculty of Business and Economics Level 5, 198 Berkeley Street, Carlton Copyright 2010 Teaching and Learning Unit and authors: This work is copyright. Apart from any use permitted under the Copyright Act, no part may be reproduced by any process or any other exclusive right exercised, without the permission of Teaching and Learning Unit and authors, Author: Anna Jones; Editing: Sanchia Draper Guides in the series include: Activities to use in Tutorials Assessment and Marking Assurance of Learning Developing Capstone Experiences Effective Lecturing Encouraging Student Participation in Tutorials Evaluating Your Tutoring Groupwork as a Form of Assessment How to Start the First Tutorial How to Structure and Teach a Tutorial Intensive Teaching Interdisciplinary Higher Education Teaching International Students Teaching Strategies Tutor Roles and Responsibilities Tutorial Questioning Technique

3 Research in cognitive psychology suggests that memory is affected by how deeply we process new knowledge (McKeachie, 1999). Listening, repeating or copying is insufficient to store it in such a way that it can be retrieved. What we need to do is think about a new idea in terms of its relationship to other concepts, to talk about it, explain, summarise, have a go ourselves or question. In other words, to learn effectively, students need to learn actively. Participation is valuable because it helps students to: Develop and test their own understanding Clarify material presented in lectures Discuss and analyse key texts, theories and/or concepts Apply general concepts to the solution of specific problems Think deeply about various aspects of a topic or problem Define new problems and seek solutions to them Develop communication skills the ability to practice as a subject specialist Develop the ability to work with others Develop a critical approach to inquiry, debate and discussion. It is up to you as the tutor to create an atmosphere in which students are able to participate. Many students expect to be passive. They may not join in for a number of reasons: they may be bored, have not done the work or be afraid of embarrassment. You must use a number of techniques to overcome this. One possible strategy is to form small groups or pairs for part of the tutorial. This can help reduce students fear of making mistakes in front of their peers. If students have had a chance to discuss a problem before they are required to answer a question, the risk is reduced. A friendlier, more trusting environment will therefore be created and students should feel more confident about the material they may be required to discuss. Doing all the talking yourself Using tutorials to give mini-lectures Racing through problems at break-neck speed, leaving students just passively copying from the board Asking a question and then giving the answer yourself Making students feel stupid.

4 Feel free to move the furniture around prior to the start of the tutorial. Straight rows of chairs and tables do not facilitate participation. However, having tables arranged in a circle or semi-circle will help to encourage students to participate. Tables arranged into small groups also encourage students to talk to each other, rather than always directing the conversation towards you. It s also important that you make sure you also spend some time sitting down, at the same level as your students. The first tutorial is probably the most important as it establishes relationships and ground rules that are the basis for subsequent classes. Introduce yourself carefully, write your name on the board, tell students how you like to be addressed and write down your contact details and consultation times. This is particularly important for students whose first language is not English. Let students know that you are pleased and excited to be teaching this subject (enthusiasm is one of the most important aspects of successful teaching). Discuss expectations so that they are clear from the outset. If you explain how the tutorial will be run and your reasons for this, you will not have to put as much effort into managing expectations later in the semester. Well constructed icebreakers help to lessen any tension that may be present in the first session, so the group can begin its work for the semester in a friendly, positive atmosphere. A quick search in Google will retrieve lots of ideas, however there are some commonly used icebreakers included in the guidehow to Start the First Tutorial. This is a very powerful technique and makes students feel valued. It is also very helpful when asking questions as you can refer to students by name. If you have difficulty remembering names, ask students to wear sticky labels or use paper tents on the tables (a folded A4 piece of paper with the student s name written on one side). You should collect the paper and redistribute before each class to help you to remember. Most groups function better when there is a clear understanding of the rules. If this shared understanding is not established in a small group setting such as in a tutorial at university, students can become very confused and this can affect their decisions to participate. Below are a few suggestions for ground rules/expectations they are not exhaustive and you may prefer to develop your own for a particular group and subject. It will probably be fruitful to spend a few minutes discussing each with the students. Ideas for example ground rules are also included in the guide How to Start the First Tutorial. Students attending small tutorials, labs and/or other small groups often arrive from different parts

5 of the University, from home or, increasingly, work, and it is helpful for them to be oriented to the session or topic. Consider starting small group sessions with an orientation exercise to focus students on their learning. For example: Ask students to reflect on the past couple of lectures and write down either a question that they would like answered or a comment about the content of these classes. These questions/comments could then be selected at random and discussed by the whole group Ask students for an overview of what was covered in the last lecture Ask each student to share one fact, idea, concept, question or anything at all related to the subject that they have learnt recently Put an issue/item on an overhead transparency or on a handout. In pairs or small groups, have students either discuss key points, find mistakes or identify what information is needed to solve the problem. The point is to make the exercise quick and useful Raise an issue that has recently been in the media that is relevant to the subject and ask students for their views Ask students if they have any concerns about last weeks material. Students often find it easier to speak to other students in small groups rather than in front of the whole class. They may also be more comfortable asking questions of peers in a small group setting. In a small group students are also more engaged with the material rather than passively copying from the board. The traditional model with the tutor or teacher at the front giving a mini-lecture is something we are all very familiar with, and for many students it is what they expect. However, if you want to encourage participation, you need to use other modes of teaching. Group work, pair work, quizzes, games, students presenting answers, and student use of the whiteboard and overhead projector, are all ways of avoiding the traditional model. The aim is to take the focus away from you and direct it onto the students.!" # Good questioning technique is central to facilitating participation. The guide Tutorial Questioning Technique is devoted entirely to this topic:!$ Be reflective about the ways in which you have attempted to facilitate participation and act on your reflections. A key characteristic of effective teachers is their ability and willingness to continually evaluate how effectively their teaching is enabling student learning and to make adjustments where necessary.! Be polite, friendly and committed to the class Demonstrate your interest in, and enthusiasm for, the material

6 Learn and use students names Elicit what students already know Your job is not so much to give correct answers as to teach students how to solve problems or apply theories. Be interested in the processes rather than outcomes Encourage students to be part of the process Find out where students problems and misconceptions lie and encourage them to ask questions Create an atmosphere where students feel safe and interested enough to want to participate Encourage risk-taking and learning from mistakes. Point out the value of mistakes rather than making students feel silly Move around the room as students are working. Talk to them, get to know them and allow them to ask questions. If you stay stationary up the front you are creating a divide between you and the students which is difficult to break Praise students for their contributions Listen to what students have to say, respond to it, and take their contributions seriously Be aware that tutors are the most common monopolisers of talking time in classrooms. Aim to reduce your own talking time Aim to have every student participate at least once in every tutorial (even if it is only minimal) Discuss your teaching with a colleague. "#! $ Group work (even if it is not set out on the teaching plan) get a small group to solve a problem or discuss an issue together Pair work ask students to discuss/compare/solve a problem in pairs Divide questions between groups and ask students to present the answers to the rest of the class Have students work on questions using overhead sheets so that their answers are easy to present Have students become familiar with writing on the board from the first tutorial. Ask students to write the answers to a tutorial problem the board you may even have two or three students at the same time explaining a problem. By doing this you move the focus away from you and onto the students. This is more interesting and educationally valuable for them, and less exhausting for you Use group games or quick quizzes Ask students to bring a written question to class or you a question which you will address. This will encourage two-way dialogue between you and the students and encourage participation without putting students on the spot Sit with students as they are working in groups the difference between sitting makes people more likely to want to speak to you as you are at the same physical level.

7 %& Explain to students why participation is important to their learning and how it will help. Do this at the beginning of semester and remind students throughout the semester Create an expectation of participation and explain why it is valuable Clearly explain the organisation of your tutorial. Students may have other expectations and managing these is part of becoming a successful tutor. ' ( McKeachie, W. (1999). Teaching tips: strategies, research and theory for college and university teachers. Boston, USA: Houghton Mifflin Co. A number of other sources were used in the development of the guide series. Significant elements have been developed with the assistance of the Department of History Tutors Guide and John Fernald s paper Taking Economics Tutorials from Harvard University. The TLU would also like to acknowledge the contribution of Carol Johnston to earlier versions of this series. )! Barnett, M. (2004). Encouraging students participation in discussions. Teaching Resource Center, The University of Virginia. Retrieved August 12, 2010, from arnett.htm. Baume, D. & Baume, C. (1996). Learning to teach - running tutorials and seminars. The Oxford Centre for Staff Development: Oxford University, England. Barrington, E. (1998). Hot Tips for Tutors. Centre for Professional Development: The University of Auckland, New Zealand. Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London, UK: Methuen. Entwistle, N. (1990). Handbook of educational ideas and practice. London, UK: Routledge. Gibbs, G., Habeshaw, S., & Habeshaw, T. (1985). 53 interesting things to do in your lectures. Bristol, UK: Technical and Educational Services. Habeshaw S., Habeshaw T., & Gibbs G. (1989). 53 interesting things to do in your seminars and tutorials. Bristol, UK: Technical & Educational Services. James, R. & Baldwin, G. (1997). Tutoring and demonstrating: a guide for the University of Melbourne. University of Melbourne, Victoria: Centre for the Study of Higher Education. Available online: [Accessed 13 August 2010]. Lublin, J. (1987). Conducting tutorials. HERDSA Green Guide No. 6. Higher Education

8 Research and Development Association of Australasia: Campbelltown, NSW. Newble, D. & Cannon, R. (1995). A handbook for teachers in universities and colleges: a guide to improving teaching methods. London, UK: Kogan Page. Race, P. & Brown, S. (1994). Tips for tutors. London, UK: Kogan Page. Ramsden, P. (2003). Learning to teach in higher education (2 nd ed.). London, UK: Routledge.