2016 Tutors@UQ Program
Session One
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Before Semester
During Semester
Session One
Session Two
Session Three
• What are the expectations for
tutor professionalism at UQ?
• How do we manage
tutorials for learning?
• What happened in my
tutorials?
• How do we learn?
• How do we know if our
students are learning?
• How can I continue to
improve my tutoring?
• How is my tutoring
evaluated?
• Where to from here?
• How do we tutor for learning
• How do we plan for learning?
• What else do I need to know
before I start tutoring?
handout
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Session One
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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?
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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Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
handout
Course teaching cycle (adapted from Humphries & Jolly, 2003)
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UQ Policy and Procedures
Library (PPL)
UQ Staff Code of Conduct
Respect for University governance
Respect for persons
Integrity
Diligence
Economy & efficiency
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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ACTIVITY 1:
Your tutorial experiences
Best tutorials?
Worst tutorials?
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ACTIVITY 2:
Concerns as a new tutor
What’s worrying you?
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Before Semester
During Semester
Session One
Session Two
Session Three
• What are the expectations for
tutor professionalism at UQ?
• How do we manage
tutorials for learning?
• What happened in my
tutorials?
• How do we learn?
• How do we know if our
students are learning?
• How can I continue to
improve my tutoring?
• How is my tutoring
evaluated?
• Where to from here?
• How do we tutor for learning
• How do we plan for learning?
• What else do I need to know
before I start tutoring?
handout
itali.uq.edu.au
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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ACTIVITY 3:
Your own experiences with learning
Think of something you are
good at…
How did you become good at it?
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ACTIVITY 4:
Your own experiences with learning
How do you know you are
good at that?
Think
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Pair Share
The Principles
of Learning
Motivation
1.
Practice
2.
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.
Feedback
3.
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.
Reflectio
n
4.
4. Reflection – We need time to reflect and make sense of what
we are learning.
Adapted from Phil Race (Race, P. (2010). Making Learning Happen (2nd ed.).
London: Sage Publications) and http://phil-race.co.uk
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handout
ACTIVITY 5:
Your influence on student learning
With the principles of learning in mind…
How would you like to influence
your students?
handout
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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’t
necessarily 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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ACTIVITY 6:
Who will your students be?
•What age?
•What gender?
•Where will they come from?
•What past educational experience
will they have?
Think
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Pair Share
handout
Diversity of students at UQ
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)
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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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ACTIVITY 7:
Case studies
•What is the problem?
•How did it come about?
•What strategies would you use to address it?
Think
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Pair Share
handout
Tutors need to create
classes that engage all
students in learning.
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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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Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
handout
Course teaching cycle (adapted from Humphries & Jolly, 2003)
itali.uq.edu.au
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
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1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
itali.uq.edu.au
1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
itali.uq.edu.au
1.
2.
3.
4.
The Principles
of Learning
Motivation
Practice
Feedback
Reflection
itali.uq.edu.au
1.
2.
3.
4.
Planning your learning activities
reflection
motivating
informing
practice
with
feedback
Adapted model for considering learning activities in tutorials (McAlpine, 2004)
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handout
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ACTIVITY 8:
Tutorial plans
Critique two tutorial plans
Case studies are a useful
strategy for inclusive small
group teaching.
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handout
ACTIVITY 9:
Your first tutorial
Identify one idea you might use effectively
in your first tutorial.
handout
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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
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
Course teaching cycle (adapted from Humphries & Jolly, 2003)
itali.uq.edu.au
Question for reflection
How has this session influenced
your perceptions of tutoring and
student learning?
itali.uq.edu.au
Graduate
Attributes
Demonstrate
attainment of
Feedback
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Prepare the
learner for
Achieved
through
Learning
Activities
Tasks
Course teaching cycle (adapted from Humphries & Jolly, 2003)
itali.uq.edu.au
Tutors@UQ Program
Thank you!
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