Tutoring @ UniSA 19 July 2006 5:00-8.00pm GK2-10 John Hannon Gavin Sanderson Back to basics.

Tutoring @ UniSATutoring @ UniSA

19 July 20065:00-8.00pm

GK2-10

John HannonGavin Sanderson

Back to basicsBack to basics

Who is in this room?Who is in this room?

(Ice-breakers)(Ice-breakers)

Small Group Teaching (SGT)Small Group Teaching (SGT)

Ice-breakersIce-breakers



Chinese animal zodiacChinese animal zodiacRat; 1972, 1984Rat; 1972, 1984Ox; 1961, 1973, 1985Ox; 1961, 1973, 1985Tiger; 1962, 1974, 1986Tiger; 1962, 1974, 1986Rabbit; 1963, 1975, 1987Rabbit; 1963, 1975, 1987Dragon; 1964, 1976Dragon; 1964, 1976Snake; 1965, 1977Snake; 1965, 1977 Horse; 1966, 1978Horse; 1966, 1978Ram; 1967, 1979Ram; 1967, 1979Monkey; 1968, 1980Monkey; 1968, 1980Rooster; 1969, 1981Rooster; 1969, 1981Dog; 1970, 1982Dog; 1970, 1982Pig; 1971, 1983Pig; 1971, 1983

Ice-breakersIce-breakers- - interview & present a colleague’ profile, include an unofficial detail

-- interview & present a colleague’s family migration story

-- name archeology: interview and present colleague’s name story

-- find someone who.. match question answer pairs,

-- organise and line up people according to:their experience in their work,length of time in Aust

-- group people based on Chinese astrology or Japanese blood type

-- language miscommunication



• What is a tutorial? The student perspective

Activity: Separate into your ‘letter groups’ (each group has to have at least 1 each of A, B, C and D) and look at the student resource ‘Making the most of tutorials’. You have 10 mins to pull out the main themes of what is being said to students about tutorials.(followed by large group discussion)


• ‘What is’ a tutor? The tutor perspective

Activity: Rearrange yourselves into groups of ‘A, B, C, D’ (only one of each letter in each group) and look at the handout ‘What tutors are and do’. After reading the handout, discuss with your group if there is anything else tutors are and do.(followed by large group discussion)


UniSA’s approach to teaching & learning

Theories of teaching and learningTheories of teaching and learning

Theory/

Features

1.Conventional teaching

(Teaching as telling)

2. Student-centred learning (Teaching as making learning

possible)

Focus Teacher and content Relation between students and subject do matter

Strategy Transmit information Engage; challenge; imagine oneself as the student

Actions Chiefly presentation Systematically adapt to suit student understanding

Reflection Unreflective; taken for

granted

Teaching as a research-like, scholarly process

Source: Modified from Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: RoutledgeFalmer [sic], p. 115.

Activity 1Activity 1

“Brainstorm”

What do you understand by the term Student Centred Learning?

10 minutes


Activity: Organise into groups based broadly on your area of expertise.

Create a problem or hypothetical that relates content to the lives of your student.

Eg.

10 minutes


Activity: Organise into groups based broadly on your area of expertise.

Create a problem or hypothetical (What if …) that relates content to the lives of your student.

Eg.

Relate maths concepts to System 8 lottery

Relate Finance concepts to students’ payslip

Surface learning vs. deep learningSurface learning vs. deep learning

Surface learning Memorisation, recall, rote learningLearning for the exam, not retainedDifficult to flexibly apply simple facts in workplace

Deep learningIntimate, critical, applicable, embodied understandingLearning for lifeAble to adapt complex and critical understanding to professional situations

Student Centred LearningStudent Centred Learning

There are three critical elements of student-centred learning:

1.Build in more opportunities for learning for students

2. Students can draw on their own experience, especially international students, so that teaching is not Anglo-centric

3. Provide active support for students to manage their own learning


Conventional teaching• Students often passive (no role in planing learning; sitting in lectures)

• Most decisions made by teacher

• Emphasis on learning this subject only

• Emphasis on receiving information

• Teacher as expert dispenser of knowledge and controller of activities

• Extrinsic motivation (grades/praise)

• Individual learning and competition between students

• Learning confined to fixed teaching venues (lecture rooms, libraries, labs)

• Relatively inflexible arrangements

• Assessment seen as the responsibility of the teacher with examinations as an important focus• Short-term perspective: emphasis on completing assigned work and learning for the examination

Note: Modified from Cannon, R., & Newble, D. (2000). A handbook for teachers in universities and colleges: a guide to improving teaching methods (4th ed.). London: Kogan Page. pp. 17-18.


Student-centred learning• Students have responsible and active role (in planning their learning, interacting with teachers and other students, researching, assessing)

• Students required to make choices about what and how to learn

• Emphasis on integrating learning across the curriculum

• Emphasis on enquiry-type activities

• Teacher as guide, mentor and facilitator of learning

• Intrinsic motivation (interest, curiosity, responsibility)

• Focus on cooperative learning

• Learning can occur anywhere

• Greater flexibility in learning and teaching

• Greater flexibility in assessment with self and peer assessment becoming more common

• Long-term perspective: emphasis on lifelong learning

Note: Modified from Cannon, R., & Newble, D. (2000). A handbook for teachers in universities and colleges: a guide to improving teaching methods (4th ed.). London: Kogan Page. pp. 17-18.


Graduates of UniSA:

Operate effectively with and upon a body of knowledge

Are prepared for lifelong learning

Are effective problem solvers

Can work both autonomously and collaboratively

Are committed to ethical action and social responsibility

Communicate effectively

Demonstrate an international perspective.


• First things first…Creating a safe environment for you and your

studentsActivity: Separate into the following groups

2 x As + 2 x Bs2 x Cs + 2 x Ds

Each group has 15 mins to generate some ground rules that will benefit and support SGT

Ideally, it’s best to get your students to generate the ground rules


Ground rules … some suggestions:All students as far as possible should contribute their ideas and opinions to the discussion;De preparation and prereadingRespect other people’s point of view;Don’t interrupt anyone when they’re speaking;Mobiles off;Criticize other people’s arguments, not their personality;Listen to what other people are saying;There is no such thing as a ‘stupid’ question;Treat the tutorial as a shared space, not your private spaceKeep group discussions confidential outside the group;Try to remain focused on the specific tasks;Members should feel responsibility towards achieving group aims;Perform required preparation tasks outside the group;Group members accept the ground rules.

(Source: Exley, K. & Dennick, R. (2004). Small group teaching. London: RoutledgeFalmer [sic]. p. 21).

Small Group Teaching (SGT)Small Group Teaching (SGT)Tutorials … some comments to reflect on:

My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;

(Source: Bertola, P. & Murphy, E. (2003) Tutoring at university: a beginner’s practical guide. Curtin University of Technology, Western Australia: CEA Publications. p. 25, p. 26).


My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;We had this incredibly bad tutor who talked non-stop about his boring thesis and even more about his boring family;



My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;We had this incredibly bad tutor who talked non-stop about his boring thesis and even more about his boring family;We knew that if we mentioned the tutor’s obsession, maritime trade, that we could all go to sleep for the rest of the tutorial. It was a great ploy when we had not prepared;



My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;We had this incredibly bad tutor who talked non-stop about his boring thesis and even more about his boring family;We knew that if we mentioned the tutor’s obsession, maritime trade, that we could all go to sleep for the rest of the tutorial. It was a great ploy when we had not prepared;I just asked the first question that came into my head. No wonder I got silence or silly answers;



My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;We had this incredibly bad tutor who talked non-stop about his boring thesis and even more about his boring family;We knew that if we mentioned the tutor’s obsession, maritime trade, that we could all go to sleep for the rest of the tutorial. It was a great ploy when we had not prepared;I just asked the first question that came into my head. No wonder I got silence or silly answers;I was recently reminded while participating in a very interesting seminar just how threatening it is to be judged by your peers when questions are asked. That’s how many students feel in tutorials. I didn’t want to look like a fool.



My most successful tutorials have been ones where in an hour I might have spoken for about five minutes;We had this incredibly bad tutor who talked non-stop about his boring thesis and even more about his boring family;We knew that if we mentioned the tutor’s obsession, maritime trade, that we could all go to sleep for the rest of the tutorial. It was a great ploy when we had not prepared;I just asked the first question that came into my head. No wonder I got silence or silly answers;I was recently reminded while participating in a very interesting seminar just how threatening it is to be judged by your peers when questions are asked. That’s how many students feel in tutorials. I didn’t want to look like a fool.I can still vividly remember how devastated I felt as a student when I looked at the tutor and found him staring out of the window looking really bored as I spoke. I didn’t say much after that.


Small Group Teaching (SGT)Small Group Teaching (SGT)Discussion contributes to both content and process foci of a tutorial

Process focus Content focus

Personal and professional skills; Academic and intellectual skills;Communication skills Presenting Listening Responding Questioning

Personal development

Reflective practice

Group working

Collaboration and learning from others

Deep learning Problem solving Diagnosing Theorizing Evaluating evidence Analysing / synthesizing

Using discipline-specific language

Making an argument

Defending a viewpoint

Clarifying and understanding

Exploring the rules of the discipline

(Source: Exley, K. & Dennick, R. (2004). Small group teaching. London: RoutledgeFalmer [sic]. p. 3).


Conditions for successful SGT…Preparation is everything;

(1) Know how the tutorials articulate with the lectures(2) Is any assessment carried out in the tutorials?

(i) If so, what assessment criteria exist?(3) Know your curriculum(4) Know your group

(i) Who are your students?(ii) Where do they come from?(iii) What challenges might they have?

(5) Structure the learning(i) Where will you begin?(ii) What happens in the middle?(iii) How will you close the lesson?


Planning one lesson…Separate into groups by As, Bs, Cs and Ds.Choose a topic for an introductory tutorial.Using the Tutorial Planner, outline the steps in

the lesson, their duration and their intended outcomes.

Report your lesson to the larger group.Your have 15 mins to plan the session

What you will notice in your classWhat you will notice in your class

The diversity of your students

Small Group Teaching (SGT)Small Group Teaching (SGT)English language entry to UniSA…

All international students must demonstrate a minimum level of English proficiency before entering UniSA. The International English Language Testing System (IELTS) is perhaps the most common test. (IELTS) is perhaps the most common test. IELTS is a test of language ability in the following areas:IELTS is a test of language ability in the following areas:

• Listening (30 min test)Listening (30 min test)• Reading (60 min test)Reading (60 min test)• Writing (60 min test)Writing (60 min test)• Speaking (11-14 min test)Speaking (11-14 min test)

Results from each area above are averaged to provide a ‘band score’.Results from each area above are averaged to provide a ‘band score’.

All BUE undergraduate academic programs require an IELTS score of All BUE undergraduate academic programs require an IELTS score of 6.0 for entry. All BUE postgraduate academic programs require 6.5 for 6.0 for entry. All BUE postgraduate academic programs require 6.5 for entry, except the DBA which requires 7.0. All UG & PG students must entry, except the DBA which requires 7.0. All UG & PG students must have scored at least 6.0 in the writing component of the IELTS test.have scored at least 6.0 in the writing component of the IELTS test.

Feedback:

What is good feedback


Feedback:Extrinsic vs intrinsic feedbackFeedback can be immediate and verbal – there is lack of engagement with ‘end-loaded’ feedbackWhole class feedback – eg. minute paper Peer feedbackEarlier deadlines, faster turn-round times for marks and commentsFeedback as a loop – can be given on unfinished workFeed-forward - enabling students to engage constructively with tutor’s comments and to gain practice in revising

Dai Hounsell, Reinventing feedback


Small Group Teaching (SGT)Small Group Teaching (SGT)Examples of practical teaching strategies for teaching international students…

Source: Collated from text (pp. 59-61) in Bretag, T., Horrocks, S. & Smith, J. (2002). Developing classroom practices to support NESB students in information systems courses: some preliminary findings. In International Education Journal v.3 n.4 p.57-69, November 2002.

• Provide opportunities for international students to work with Australian students;• Inculcate students into Australian academic culture;• Establish names (including pronunciation) early in the semester;• Provide assistance with discipline-specific vocabulary, and when necessary, Australian idiom,

slang and cultural expressions;• Provide opportunities for students to use their English writing skills for non-assessment tasks;• Elicit responses, rather than just wait for them to be volunteered;• Provide explicit expectations about assessment;• Provide clear instructions for oral presentations;• Provide opportunities for success. For example, allow students time to discuss issues in pairs or

small groups before speaking to the whole group;• Use a staged assessment schedule to enable students to build skills;• Encourage students to take advantage of support services offered on campus;• Provide ‘model’ answers that are easily accessible to all students;• Provide opportunities for students to speak as an expert (for example, about their own culture or

personal experiences).

The 3 most important skills for Small Group Teaching are:

Questioning

Listening

Responding and explaining



Questioning strategies…

Check that everyone understands;Give people time to think about the question;Give people time to think about their answer;Respond positively to all answers ;Use easy questions first;Use students’ answers to explore other opportunities;Build the answers until you get a ‘better’ answer;Emphasise that there are no ‘stupid’ answers;Be OK with saying ‘I don’t know … but I can find out’;Use open ended questions.

Biggs (1997) discusses three approaches to inclusive teaching:

Level 1: Focus on differences: internationalisation becomes Westernisation, a deficit approach

Level 2: Relativistic focus: teaching to specific cultural systemLevel 3: Focus on similarities: good teaching via a constructivist approach, student-centred activities, a contextual approach

(Nathan’s (1993) levels of abstraction)

A Framework for Inclusive Teaching A Framework for Inclusive Teaching

Open ended questions:

What ……..?Where …….?When ………?How ………..?Who…………?Why…………?

Activity… How would you relate this type of questioning to your own discipline?



Be a good listener…

Listen with intent;Watch body language;Ask for clarification.

Small Group Teaching (SGT)Small Group Teaching (SGT)Resources

Tutoring at UniSA website, http://www.unisanet.unisa.edu.au/learningconnection/staff/practice/default.asp

Learning Connection Groupwork, http://www.unisanet.unisa.edu.au/learningconnection/staff/practice/groupwork.asp

Sessional staff Learning Connection page, http://www.unisanet.unisa.edu.au/learningconnection/staff/information/sessional.asp

Student-centred learning & Graduate qualties:

http://www.unisanet.unisa.edu.au/learningconnection/staff/framework/default.asp

Netiquettehttp://www.unisanet.unisa.edu.au/learningconnection/student/learningAdvisors/discussion.asp

Learning Connection, Giving Feedbackhttp://www.unisanet.unisa.edu.au/LearningConnection/staff/assessment/feedback.asp

UniSA Library Support for Staff: E-readers, linking to e-readingshttp://www.library.unisa.edu.au/services/teachingsupport/default.asp

Small Group Teaching (SGT)Small Group Teaching (SGT)Issues for the Panel:

Students group according to language background, don’t

mix

Confusion with task and assignment expectations Course content is too local and mono-cultural

Tutor asks, ‘Any questions? No answer

Students report difficulty keeping up

Tutoring @ UniSA 19 July 2006 5:00-8.00pm GK2-10 John Hannon Gavin Sanderson Back to basics.

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Transcript of Tutoring @ UniSA 19 July 2006 5:00-8.00pm GK2-10 John Hannon Gavin Sanderson Back to basics.