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A tu<strong>to</strong>r’s <strong>guide</strong><strong>to</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> <strong>at</strong> <strong>UQ</strong>AUTHORSThe Teaching <strong>and</strong> Educ<strong>at</strong>ional Development InstituteDr Debra B<strong>at</strong>h <strong>and</strong> Dr Calvin Smithwith Caroline Steel (eLearning Section)


AcknowledgementsThanks <strong>to</strong> the AUTC Sessional Teaching Project Team <strong>and</strong> particularlyDenise Chalmers, Rachel Hannam <strong>and</strong> Dr Barbara Masser (School <strong>of</strong> Psychology)for their helpful feedback on earlier drafts <strong>of</strong> this booklet.Copyright m<strong>at</strong>erials contained herein have been reproduced under the provisions <strong>of</strong> the Copyright Act1968, as amended, or with the permission <strong>of</strong> the copyright owner.This m<strong>at</strong>erial may not be reproduced in any manner wh<strong>at</strong>soever except for the purposes <strong>of</strong> individualstudy.© The <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>, 2004, 2010Revised <strong>and</strong> upd<strong>at</strong>ed by <strong>TEDI</strong> Educ<strong>at</strong>ional Technologies, 2010.


Table <strong>of</strong> ContentsSECTION 1 Getting Started 1Your role <strong>and</strong> responsibilities as a tu<strong>to</strong>r 1Meeting with the Course Coordina<strong>to</strong>r 2“Good tu<strong>to</strong>r” <strong>at</strong>tributes 3Fears <strong>and</strong> concerns 4Prepar<strong>at</strong>ion <strong>and</strong> planning 5Checklist for new tu<strong>to</strong>rs – Surviving your first class! 5Introduc<strong>to</strong>ry activities – Ice-breakers 6Learning students’ names 8Establishing expect<strong>at</strong>ions or ground-rules 9SECTION 2 Underst<strong>and</strong>ing Student Learning 11Wh<strong>at</strong> do students learn? 11How do students approach their <strong>learning</strong>? 11Theories <strong>and</strong> principles <strong>of</strong> <strong>learning</strong> 14Some notes about adult learners 15SECTION 3 Effective Small Group Teaching <strong>and</strong> Learning 19Introduction <strong>to</strong> small classes 19Role <strong>of</strong> small classes in student <strong>learning</strong> 19Essential elements <strong>of</strong> small classes 21Working with small groups 22A model <strong>of</strong> group form<strong>at</strong>ion <strong>and</strong> processes 23Getting students <strong>to</strong> form groups 24Techniques for group facilit<strong>at</strong>ion 25Ensuring equal particip<strong>at</strong>ion 25Using questions 26Methods for group-work during class 27Dealing with difficult situ<strong>at</strong>ions 29Problems with student particip<strong>at</strong>ion 30Managing student behaviour 31Helping students find support 32


SECTION 4 eLearning 35Introduction <strong>to</strong> eLearning 35Wh<strong>at</strong> can eLearning Offer? 35Managing eLearning effectively 36Preparing for the role <strong>of</strong> online tu<strong>to</strong>r 37How <strong>to</strong> manage student expect<strong>at</strong>ions online 38Your expect<strong>at</strong>ions <strong>of</strong> students 38Students’ expect<strong>at</strong>ions <strong>of</strong> you 38‘Netiquette’, ‘Emoticons’ <strong>and</strong> online lingo 38Netiquette 39Emoticons 40Lingo 40Online communic<strong>at</strong>ion mechanisms 41Discussion forums/ Bulletin boards 41How <strong>to</strong> facilit<strong>at</strong>e discussion online 42Ch<strong>at</strong> rooms 43Email 43Listservs 43Blogs 43Assessment <strong>and</strong> evalu<strong>at</strong>ion online 44Some survival tips <strong>and</strong> tricks 44Student training 45Useful eLearning resources 45SECTION 5 Marking <strong>and</strong> Giving Feedback 47<strong>UQ</strong> Principles for assessment 47Guidelines for marking 48Giving feedback 49Tips for giving feedback <strong>to</strong> students 50Plagiarism 50More inform<strong>at</strong>ion <strong>and</strong> resources on plagiarism 52


SECTION 6 Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 53Evalu<strong>at</strong>ion as reflective practice 53Evalu<strong>at</strong>ion methods 54Self-evalu<strong>at</strong>ion 54Peer evalu<strong>at</strong>ion 56Student experiences 57Student <strong>learning</strong> 58Some general principles… 59SECTION 7 Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services<strong>and</strong> Policies 61Resources <strong>and</strong> Services for Students <strong>and</strong> Teaching Staff 61<strong>University</strong> Libraries 61Branch libraries: 61IT services <strong>and</strong> support 62Student Support Services 62The Student Centre (St Lucia, Ipswich, G<strong>at</strong><strong>to</strong>n, Hers<strong>to</strong>n campuses) 63The Teaching <strong>and</strong> Educ<strong>at</strong>ional Development Institute 63Policy <strong>and</strong> Procedures 64Student Charter 64Assessment Policies 65Assessment principles <strong>and</strong> practices 65Special arrangements for examin<strong>at</strong>ions for students with a disability 65Assessment involving near rel<strong>at</strong>ives <strong>and</strong> close associ<strong>at</strong>es 66Examin<strong>at</strong>ions 66Student access <strong>to</strong> feedback on assessment 66<strong>UQ</strong> Code <strong>of</strong> Conduct 66Student appeals 67Student grievance resolution 67Appeals <strong>to</strong> Sen<strong>at</strong>e by students 67Equity <strong>and</strong> Diversity 68The Equity Office 68Equity Policies <strong>and</strong> Plans 68Students with a disability (Disability Action Plan) 69


REFERENCES 71WEB RESOURCES 72LIBRARY RESOURCES AT <strong>UQ</strong> 73EVALUATION RESOURCES 75Approaches <strong>to</strong> Study Inven<strong>to</strong>ry (from Richardson, 1990) 75Self-evalu<strong>at</strong>ion <strong>to</strong>ol 78


NOTE:Although some sessional <strong>teaching</strong> staff may not be involved in tu<strong>to</strong>ring per se butinstead are involved in lab <strong>teaching</strong>, presenting lectures <strong>and</strong> so on, the term ‘tu<strong>to</strong>r’has been used throughout this manual for ease <strong>of</strong> reading. At the <strong>University</strong> <strong>of</strong>Queensl<strong>and</strong>, tu<strong>to</strong>rs make up the large majority <strong>of</strong> sessional <strong>teaching</strong> staff.


Section 1: Getting Started 1SECTION 1Getting StartedYour role <strong>and</strong> responsibilities as a tu<strong>to</strong>rKnowing your role <strong>and</strong> duties before you start <strong>teaching</strong> is a very important step inpreparing yourself <strong>to</strong> teach. Make sure you clarify with the course coordina<strong>to</strong>r/lecturerwh<strong>at</strong> they expect <strong>of</strong> you, <strong>and</strong> if possible, find out whether you should be given a dutyst<strong>at</strong>ement or contract.Common duties for a sessional teacher or tu<strong>to</strong>r include:♦♦♦Leading tu<strong>to</strong>rial sessionsConducting labora<strong>to</strong>ry sessionsMarking assignments <strong>and</strong> exams, or other student activities (e.g., lab reports,quizzes, journals, in-class activities).Meeting your course coordina<strong>to</strong>r before thesemester begins, <strong>and</strong> then regularly throughoutthe course helps <strong>to</strong> establish <strong>and</strong> maintain goodcommunic<strong>at</strong>ion channels between yourself <strong>and</strong>your supervisor, enabling you <strong>to</strong> keep abreast <strong>of</strong>current tasks <strong>and</strong> issues in the course.Also, get <strong>to</strong> know other tu<strong>to</strong>rs, either thoseworking on the same course/s as you or othertu<strong>to</strong>rs in your department. Giving <strong>and</strong> gettingsupport from your peers can be the most beneficialway <strong>to</strong> survive <strong>and</strong> thrive as a new teacher! Apartfrom giving <strong>and</strong> getting social support, you canshare <strong>teaching</strong> tips, experiences, <strong>and</strong> broaden yourknowledge base.


2 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Meeting with the Course Coordina<strong>to</strong>rAt your initial meeting with the course coordina<strong>to</strong>r, make sure th<strong>at</strong> you ask about thefollowing things:♦♦♦♦♦♦♦Wh<strong>at</strong> skills <strong>and</strong> knowledge you will need <strong>to</strong> tu<strong>to</strong>r on this particular course? Isthere any training available? Does the School or Faculty have a design<strong>at</strong>ed Tu<strong>to</strong>rTraining Coordina<strong>to</strong>r?The tu<strong>to</strong>rial program – is there a plan/schedule for the entire semester? How aretu<strong>to</strong>rials conducted? Is there a structured program or <strong>learning</strong> <strong>guide</strong> for tu<strong>to</strong>rials?Are you required <strong>to</strong> develop tu<strong>to</strong>rial plans <strong>and</strong> m<strong>at</strong>erials? You may ask for pastexamples <strong>of</strong> tu<strong>to</strong>rial activities so th<strong>at</strong> you can familiarise yourself with your role.Can you have copies <strong>of</strong> all <strong>teaching</strong> m<strong>at</strong>erials, such as textbook/s, course outline,lecture notes (if produced for students), references/readings, lab manuals etc, soth<strong>at</strong> you can prepare in advance <strong>of</strong> class?Wh<strong>at</strong> is the assessment for the course, <strong>and</strong> are you are required <strong>to</strong> mark students’work? – If so, is there a marking scheme/criteria for the assessment task/s, <strong>and</strong>wh<strong>at</strong> is the expected turn-around time for marking?Are you expected <strong>to</strong> <strong>at</strong>tend lectures? Is this part <strong>of</strong> your paid work or expectedas part <strong>of</strong> your own prepar<strong>at</strong>ion?Wh<strong>at</strong> resources are you alloc<strong>at</strong>ed as a staff member – <strong>of</strong>fice, phone,pho<strong>to</strong>copying/printing alloc<strong>at</strong>ions, st<strong>at</strong>ionary, library card, parking permit, etc?Will you be required <strong>to</strong> undertake, or be subject <strong>to</strong>, an evalu<strong>at</strong>ion <strong>of</strong> yourperformance? If so, in wh<strong>at</strong> form, when, <strong>and</strong> how?It is also a good idea <strong>at</strong> this initial meeting <strong>to</strong> ask your course coordina<strong>to</strong>r if they wouldbe willing <strong>to</strong> set a number <strong>of</strong> meeting times with you throughout the semester. Havingthis regular contact with them serves several purposes, for example:♦♦♦You can keep the course coordina<strong>to</strong>r up-<strong>to</strong>-d<strong>at</strong>e with how students are going inthe course, as you are most <strong>of</strong>ten the first ‘port <strong>of</strong> call’ for students;You can keep the course coordina<strong>to</strong>r informed about your work, <strong>and</strong> you havean opportunity <strong>to</strong> discuss any difficulties you may be experiencing;You have an opportunity <strong>to</strong> clarify your underst<strong>and</strong>ing <strong>of</strong> particular aspects <strong>of</strong>the course such as the assessment, before any problems arise or become worse;If face-<strong>to</strong>-face meetings become difficult <strong>to</strong> schedule,keep contact via email or a brief written report on howyou are going. It’s OK <strong>to</strong> take the initi<strong>at</strong>ive <strong>to</strong> contact thecourse coordina<strong>to</strong>r, <strong>and</strong> they will usually appreci<strong>at</strong>e theeffort th<strong>at</strong> you make.


Section 1: Getting Started 3“Good tu<strong>to</strong>r” <strong>at</strong>tributesStudent feedback indic<strong>at</strong>es th<strong>at</strong> a good tu<strong>to</strong>r is someone who:♦♦♦♦♦Is enthusiastic;Is approachable, <strong>and</strong> accessible for consult<strong>at</strong>ion;Acknowledges students as individuals, values students<strong>and</strong> cre<strong>at</strong>es a welcoming environment;Is confident, organised <strong>and</strong> prepared;Is positive about students <strong>and</strong> student <strong>learning</strong>, <strong>and</strong> notcritical;♦♦♦♦♦♦♦♦♦♦♦♦Is knowledgeable <strong>of</strong> the relevant course <strong>to</strong>pics, course details, organis<strong>at</strong>ionalissues (e.g., policies, resources <strong>and</strong> services);Gives clear explan<strong>at</strong>ions (<strong>of</strong> <strong>learning</strong> m<strong>at</strong>erial <strong>and</strong> assessment criteria <strong>and</strong>expect<strong>at</strong>ions, <strong>and</strong> is willing <strong>to</strong> discuss them with individual students);Uses a variety <strong>of</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> methods;Uses purposeful activity (for the <strong>learning</strong> th<strong>at</strong> is important for the session;Utilises the knowledge <strong>and</strong> experiences <strong>of</strong> individuals in the group;Manages group dynamics well;Tre<strong>at</strong>s students equitably <strong>and</strong> fairly;Facilit<strong>at</strong>es student interaction (<strong>and</strong> has appropri<strong>at</strong>e resources/facilities prepared,such as the set up <strong>of</strong> the room);Asks questions <strong>and</strong> is able <strong>to</strong> gener<strong>at</strong>e but not domin<strong>at</strong>e discussion – leads thegroup through the m<strong>at</strong>erial, not ‘lecturing’ but gives students opportunities <strong>to</strong>answer questions <strong>and</strong> ask other questions, <strong>and</strong> checks whether students have anunderst<strong>and</strong>ing <strong>of</strong> the m<strong>at</strong>erial;Doesn’t assume prior knowledge, <strong>and</strong> encourages people <strong>to</strong> ask even “stupid”questions without fear <strong>of</strong> ridicule;Is supportive, takes some interest in each student’s progress, <strong>and</strong> givesconstructive feedback <strong>to</strong> individuals not just the whole class;Reflects on their own performance as a teacher <strong>and</strong> seeks <strong>to</strong> continuallyimprove.If this seems like an overwhelming list <strong>of</strong> <strong>at</strong>tributes for you <strong>to</strong> have as a tu<strong>to</strong>r, don’t beconcerned. Being a good teacher is something th<strong>at</strong> develops over time, <strong>and</strong> no one couldexpect a new tu<strong>to</strong>r <strong>to</strong> have all <strong>of</strong> these skills <strong>and</strong> abilities from the start. In the section on“Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching” you will be introduced <strong>to</strong> a variety <strong>of</strong>str<strong>at</strong>egies for getting inform<strong>at</strong>ion about how you are going as a tu<strong>to</strong>r, <strong>and</strong> wh<strong>at</strong> <strong>to</strong> dowith this inform<strong>at</strong>ion in terms <strong>of</strong> your own pr<strong>of</strong>essional development.


4 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>However, even though you cannot be expected <strong>to</strong> demonstr<strong>at</strong>e all <strong>of</strong> the above <strong>at</strong>tributesas a new tu<strong>to</strong>r, having an idea <strong>of</strong> the above skills <strong>and</strong> abilities can help you in preparing<strong>and</strong> planning for your first time as a tu<strong>to</strong>r.Fears <strong>and</strong> concernsNew tu<strong>to</strong>rs <strong>of</strong>ten have a variety <strong>of</strong> fears <strong>and</strong>concerns about their first tu<strong>to</strong>ring experience, <strong>and</strong>most <strong>of</strong> these fears <strong>and</strong> concerns are commonworries for all new tu<strong>to</strong>rs. For example“I’m really nervous, <strong>and</strong> worried th<strong>at</strong> the students will see how nervous I am”“I feel so overwhelmed, th<strong>at</strong> I don’t know where <strong>to</strong> start”“Wh<strong>at</strong> if I don’t know something? I’ll be so embarrassed”“I’m worried th<strong>at</strong> there will be some problem students who I won’t be able <strong>to</strong>h<strong>and</strong>le”“How will I last a whole hour? It will be embarrassing if I haven’t got much <strong>to</strong> say”“Wh<strong>at</strong> if the class doesn’t want <strong>to</strong> do the things I’ve planned…wh<strong>at</strong> if they don’twant <strong>to</strong> particip<strong>at</strong>e?”“I don’t really know wh<strong>at</strong> they are going <strong>to</strong> expect <strong>of</strong> me…<strong>and</strong> wh<strong>at</strong> if I don’t givethem wh<strong>at</strong> they want?”These comments are valid concerns for new tu<strong>to</strong>rs who have never dealt with aclassroom environment, or if you are tu<strong>to</strong>ring in a new environment. However, there aresome things th<strong>at</strong> you can do in the first tu<strong>to</strong>rial (<strong>and</strong> beyond) <strong>to</strong> start <strong>to</strong> address theseconcerns. Th<strong>at</strong>’s why careful prepar<strong>at</strong>ion <strong>and</strong> planning before the first tu<strong>to</strong>rial is soimportant.


Section 1: Getting Started 5Prepar<strong>at</strong>ion <strong>and</strong> planningRemember, first impressions <strong>of</strong>ten do count, so it is important th<strong>at</strong> you make the kind <strong>of</strong>impression th<strong>at</strong> you want on the group. This might seem a bit intimid<strong>at</strong>ing, butremember as the tu<strong>to</strong>r, you have the opportunity in the first tu<strong>to</strong>rial <strong>to</strong> ‘set the scene’<strong>and</strong> establish the kind <strong>of</strong> classroom environment th<strong>at</strong> suits YOU. If you can make astrong start, many <strong>of</strong> your fears <strong>and</strong> concerns will be easy <strong>to</strong> h<strong>and</strong>le if they arise. Thefollowing list contains key tasks for you <strong>to</strong> consider in preparing for your first tu<strong>to</strong>rialsession.Checklist for new tu<strong>to</strong>rs – Surviving your first class!♦♦♦♦♦♦♦♦♦♦Get organised (find out where the room is, make sure it has the things you needin it, organise m<strong>at</strong>erials such as overheads, whiteboard pens, etc).Prepare m<strong>at</strong>erial thoroughly (read the m<strong>at</strong>erial <strong>and</strong> think about it – wh<strong>at</strong>questions would you ask about it, etc).Dress <strong>and</strong> behave appropri<strong>at</strong>ely (dress <strong>to</strong> assert authority <strong>and</strong> credibility, <strong>and</strong>behave in a pr<strong>of</strong>essional manner <strong>at</strong> all times).Prepare an icebreaker activity (get <strong>to</strong> know the students, <strong>and</strong> allow them <strong>to</strong>get <strong>to</strong> know you – see below for ideas).Make a strong start (be aware th<strong>at</strong> nerves will be worst <strong>at</strong> the beginning – havesome str<strong>at</strong>egies <strong>to</strong> cope with these – overheads with inform<strong>at</strong>ion on them such asyour name <strong>and</strong> contact details, an outline <strong>of</strong> the tu<strong>to</strong>rial session <strong>and</strong> objectives,wh<strong>at</strong>’s going <strong>to</strong> happen, etc – take a deep bre<strong>at</strong>h, it won't be as bad as youthink!).Talk <strong>to</strong> the group about your expect<strong>at</strong>ions <strong>of</strong> them, <strong>and</strong> ask about wh<strong>at</strong>expect<strong>at</strong>ions they have <strong>of</strong> you. Consider getting the group <strong>to</strong> establish a set <strong>of</strong>ground-rules for their class (see below for ideas).Facilit<strong>at</strong>e the tu<strong>to</strong>rial session, don't domin<strong>at</strong>e (see section in Effective SmallGroup Teaching <strong>and</strong> Learning for ideas).Question skilfully (see section in Effective Small Group Teaching <strong>and</strong> Learningfor ideas).Be aware <strong>of</strong> diversity <strong>and</strong> inclusiveness issueshttp://www.flinders.edu.au/shadomx/apps/fms/fmsdownload.cfm?file_uuid=9C5F00EE-B035-9B38-65AE-625FFF1B22D0&siteName=flinders – (page22).Be prepared with some str<strong>at</strong>egies for dealing with challenging students(http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/<strong>guide</strong>bk/teachtip/behavior.htm)


6 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>And, don’t forget <strong>to</strong> reflect on your first tu<strong>to</strong>rialsession – How did it go? Did you achieve all yourobjectives <strong>and</strong> get through all the necessary m<strong>at</strong>erial?Wh<strong>at</strong> went well? Wh<strong>at</strong> did you enjoy <strong>and</strong> wh<strong>at</strong> did thestudents seem <strong>to</strong> enjoy? Wh<strong>at</strong> could be improved fornext time?Celebr<strong>at</strong>e...you'll never be a new tu<strong>to</strong>r again!Introduc<strong>to</strong>ry activities – Ice-breakersIntroduc<strong>to</strong>ry activities have been designed<strong>to</strong> help people <strong>to</strong> get <strong>to</strong> know one anotherwhen they come <strong>to</strong>gether as a group forthe first time. They are sometimes knownas 'ice-breakers' or 'warm-ups'. Just as you,the tu<strong>to</strong>r, will feel nervous about meetingthe students for the first time, <strong>of</strong>ten thestudents also have anxieties about whowill be in the group, how they will beseen, <strong>and</strong> may feel reluctant <strong>to</strong> take anyrisks in particip<strong>at</strong>ing until they feel morecomfortable.These introduc<strong>to</strong>ry activities are a good way <strong>of</strong> setting the '<strong>to</strong>ne' for the sessions;showing your students th<strong>at</strong> you wish <strong>to</strong> establish a relaxed <strong>at</strong>mosphere <strong>and</strong> engender aspirit <strong>of</strong> fun as people talk <strong>to</strong> one another, particip<strong>at</strong>e in activities, <strong>and</strong> learn from eachother. However it’s important <strong>to</strong> take in<strong>to</strong> account students' expect<strong>at</strong>ions <strong>and</strong> pastexperiences (<strong>and</strong> your own! You may have had neg<strong>at</strong>ive experiences with these kind <strong>of</strong>activities as a student yourself) <strong>and</strong> select the activities with which you think your groupwould be comfortable with. So, if in doubt, select an activity th<strong>at</strong> isn’t <strong>to</strong>o risk-taking,requiring a gre<strong>at</strong> deal <strong>of</strong> self-disclosure or participants <strong>to</strong> have the whole group’s<strong>at</strong>tention on them specifically.Introducing your neighbourWhen people are sitting in a circle, ask them <strong>to</strong> form in<strong>to</strong> pairs. Each person in the pairtells their partner something about themselves; where they work, their family, etc. Oncethis is done, each person then introduces their neighbour <strong>to</strong> the large group.


Section 1: Getting Started 7I like ...Have people sitting in a circle. One person begins by saying his or her name <strong>and</strong>favourite food. For example, "I'm Sasha <strong>and</strong> I like bananas". The next person repe<strong>at</strong>swh<strong>at</strong> has been said <strong>and</strong> then adds their name <strong>and</strong> food. The third person then has <strong>to</strong>remember the previous two people's name <strong>and</strong> their favourite food before adding theirname <strong>and</strong> favourite food. And so it goes on until the last person (a tu<strong>to</strong>r) has <strong>to</strong> recalleveryone's name <strong>and</strong> favourite food.Soul-m<strong>at</strong>esHave people think <strong>of</strong> three things, for example their favourite food; favourite name for agirl; favourite song. They then have <strong>to</strong> go round the rest <strong>of</strong> the group trying <strong>to</strong> findsomeone who likes the same three things as they do.C<strong>at</strong>ch my nameHave the group sitting in a circle <strong>and</strong> pass round a ball. As people take it they say theirname loudly for all <strong>to</strong> hear. When this is done, the rule changes; people then throw theball <strong>to</strong> another person. The person c<strong>at</strong>ching it has <strong>to</strong> say the name <strong>of</strong> the thrower. If theycannot remember they have <strong>to</strong> find out the person's name before they throw the ball <strong>to</strong>someone else. Once again, th<strong>at</strong> person has <strong>to</strong> say the name <strong>of</strong> the thrower. The gamecontinues until everyone's name is known.Your number's upWith the group sitting in a large circle, number them from one <strong>to</strong> five; then start again a<strong>to</strong>ne <strong>and</strong> carry on until everyone has a number except one or two people. They go in<strong>to</strong>the middle. The tu<strong>to</strong>r calls out one number <strong>and</strong> those people have <strong>to</strong> change se<strong>at</strong>s. Asthey do, the people in the middle try <strong>to</strong> find a se<strong>at</strong> <strong>and</strong> they then become th<strong>at</strong> number.The game continues until everyone is well warmed-up!Name bingoThis is a gre<strong>at</strong> game <strong>to</strong> get people up <strong>and</strong> moving around, talking <strong>to</strong> each other. Giveeveryone a sheet <strong>of</strong> paper <strong>and</strong> pen on which are drawn nine squares (three by three).People have <strong>to</strong> collect the au<strong>to</strong>graphs <strong>of</strong> nine people in the room (one per square) <strong>and</strong> asthey do, find out a little about them. When everyone has filled their squares; the tu<strong>to</strong>rthen calls out the names <strong>of</strong> people in the group. If people have th<strong>at</strong> name in one <strong>of</strong> theirsquares, they mark it <strong>of</strong>f. The winner is the first person who has the names <strong>of</strong> threepeople in a row or column. They have <strong>to</strong> introduce the three people <strong>to</strong> the rest <strong>of</strong> thegroup.Person BingoThis is a vari<strong>at</strong>ion <strong>of</strong> Name Bingo <strong>and</strong> works on the same principles <strong>of</strong> bingo withnumbers, so the instructions are easy, for example “Find a person in the group <strong>to</strong> m<strong>at</strong>cheach one <strong>of</strong> the squares below, <strong>and</strong> then yell bingo! Use only one name per square, <strong>and</strong>try <strong>and</strong> use each name only once”.


8 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>You can change the characteristics written in the squares <strong>to</strong> anything th<strong>at</strong> you think willsuit your group, or even the course they are studying. Below are some examples;Learning students’ namesOne <strong>of</strong> the gre<strong>at</strong>est challenges <strong>at</strong> the beginning <strong>of</strong> a new semester is coping with newstudents' names. No m<strong>at</strong>ter how large the class it is worth persevering so students have asense th<strong>at</strong> you care about them as individuals, <strong>and</strong> this can help cre<strong>at</strong>e the kind <strong>of</strong><strong>at</strong>mosphere th<strong>at</strong> facilit<strong>at</strong>es <strong>learning</strong>. Here are some suggestions <strong>to</strong> assist in coping withthe challenge <strong>of</strong> <strong>learning</strong> names (or <strong>at</strong> least some names):♦♦♦♦Name Badges – These can be given out as people arrive. Write the names inlarge print so th<strong>at</strong> they are easy-<strong>to</strong>-read. Sticky labels can be used as namebadges.Have students sit in the same se<strong>at</strong>s for the first few weeks until you are able <strong>to</strong>m<strong>at</strong>ch names with faces. Pass around a se<strong>at</strong>ing chart for students <strong>to</strong> fill in (warnthem th<strong>at</strong> joke names will not be appreci<strong>at</strong>ed!).Have students give their name before they speak. This can be continued untileveryone (both teacher <strong>and</strong> students) feels they know each other.Use students' names as <strong>of</strong>ten as possible.


Section 1: Getting Started 9♦♦Have students make place cards on the first day <strong>of</strong> class th<strong>at</strong> can sit on the deskin front <strong>of</strong> them.Take a class pho<strong>to</strong>graph <strong>of</strong> students <strong>and</strong> cut them up <strong>and</strong> put their pho<strong>to</strong>graphbeside their name on the class list.♦ Have students introduce themselves <strong>to</strong> the class by a descriptive adjective –eg. Gorgeous Greg, Brilliant Betty.Establishing expect<strong>at</strong>ions or ground-rulesOften problems arise with students because <strong>of</strong> unclearexpect<strong>at</strong>ions about your role as a tu<strong>to</strong>r <strong>and</strong> about theirrole as a student <strong>and</strong> a member <strong>of</strong> the class.Establishing expect<strong>at</strong>ions or ground-rules <strong>at</strong> thebeginning <strong>of</strong> semester can help clarify theseexpect<strong>at</strong>ions <strong>and</strong> help in maintaining a good workingrel<strong>at</strong>ionship between you <strong>and</strong> the group, individualstudents, <strong>and</strong> among the students themselves.If you feel uncomfortable using the term, ‘ground-rules’ with university students, assometimes this may seem or be perceived as juvenile, then use the term expect<strong>at</strong>ions.Getting the students <strong>to</strong> gener<strong>at</strong>e the ground rules themselves (with input from you as thetu<strong>to</strong>r, <strong>of</strong> course) can also help <strong>to</strong> establish rules th<strong>at</strong> will be more likely <strong>to</strong> be kept by thegroup, as students will feel like you trusted <strong>and</strong> valued their perspectives.A set <strong>of</strong> ground-rules can be a helpful <strong>to</strong>ol when having <strong>to</strong> deal with difficult situ<strong>at</strong>ions<strong>at</strong> a l<strong>at</strong>er d<strong>at</strong>e – for example, if some students are domin<strong>at</strong>ing discussion or behavinginappropri<strong>at</strong>ely, being able <strong>to</strong> refer back <strong>to</strong> the ground-rules th<strong>at</strong> the students themselvesnegoti<strong>at</strong>ed can be quite powerful in getting back control <strong>of</strong> the class. It’s also quiteuseful <strong>to</strong> review the ground-rules during the semester, <strong>to</strong> get feedback from students onhow they think things are going, if there are any rules th<strong>at</strong> aren’t working or any rulesth<strong>at</strong> should be added.Here are some possible ground-rules (for the tu<strong>to</strong>r <strong>and</strong> the students):♦ everyone will be on time♦ respect each other’s point <strong>of</strong> view♦ listen <strong>to</strong> each other, <strong>and</strong> don’t interrupt when another person is speaking♦ don’t criticise or ‘put down’ another person♦ come prepared for each class♦ turn <strong>of</strong>f mobile phones


10 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Some possible ways <strong>to</strong> gener<strong>at</strong>e a set <strong>of</strong> ground-rules with the class include thefollowing:(1) Use pyramiding <strong>to</strong> get students thinking about their expect<strong>at</strong>ions <strong>and</strong> wh<strong>at</strong> theywould like as ground-rules. First, ask students <strong>to</strong> think about (<strong>and</strong> write down) wh<strong>at</strong>kind <strong>of</strong> expect<strong>at</strong>ions they would like set for the group on their own, then after a couple<strong>of</strong> minutes, they turn <strong>to</strong> their partner <strong>and</strong> share their ideas, <strong>and</strong> then each pair joins withanother pair <strong>and</strong> this group <strong>of</strong> 4 shares ideas <strong>and</strong> negoti<strong>at</strong>es a common set <strong>of</strong> ideas.After a few minutes (say 5 – 10 minutes), ask one member <strong>of</strong> each group <strong>to</strong> report back<strong>to</strong> the whole class <strong>and</strong> you write each idea on the board. Once a set <strong>of</strong> expect<strong>at</strong>ions/ruleshas been gener<strong>at</strong>ed, discuss the list with the class, clarifying if needed <strong>and</strong> makingchanges (if appropri<strong>at</strong>e).(2) Start with a short list <strong>of</strong> rules <strong>and</strong>expect<strong>at</strong>ions th<strong>at</strong> you have cre<strong>at</strong>ed, projectthis on an overhead projec<strong>to</strong>r (OHP) orwrite on the board, <strong>and</strong> ask the class <strong>to</strong> formsmall groups (around 4 students) <strong>and</strong>discuss the list – do they agree, is anythingmissing, etc? Then ask each group <strong>to</strong> feedback <strong>to</strong> whole class their comments. Thisthen works in a similar way <strong>to</strong> the last par<strong>to</strong>f pyramiding.


Section 2: Underst<strong>and</strong>ing Student Learning 11SECTION 2Underst<strong>and</strong>ing Student LearningWh<strong>at</strong> do students learn?According <strong>to</strong> research (e.g., Arnold et al, 1991; Laird, 1985)generally students retain:♦♦♦♦♦20% <strong>of</strong> wh<strong>at</strong> they hear30% <strong>of</strong> wh<strong>at</strong> they see50% <strong>of</strong> wh<strong>at</strong> they see <strong>and</strong> hear70% <strong>of</strong> wh<strong>at</strong> they see, hear <strong>and</strong> say90% <strong>of</strong> wh<strong>at</strong> they see, hear, say <strong>and</strong> doAs Confucius says, "I hear <strong>and</strong> I forget. I see <strong>and</strong> I remember. I do <strong>and</strong> I underst<strong>and</strong>".Consequently, effective <strong>learning</strong> is most likely <strong>to</strong> occur if students have the opportunity<strong>to</strong> hear a lecture or discussion, see a demonstr<strong>at</strong>ion or visual display, discuss them<strong>at</strong>erial, <strong>and</strong> have an opportunity <strong>to</strong> do something with this m<strong>at</strong>erial. ‘Doing’something is wh<strong>at</strong> we call ‘active <strong>learning</strong>’, engaging with the <strong>learning</strong> m<strong>at</strong>erial throughactivities by themselves <strong>and</strong> with other students.Therefore, in universities where the common structure for a course <strong>of</strong> study compriseslectures <strong>and</strong> tu<strong>to</strong>rials or lab sessions, the role <strong>of</strong> the tu<strong>to</strong>r <strong>and</strong> the tu<strong>to</strong>rial becomes vitalfor the <strong>learning</strong> process. It is the small group environment <strong>of</strong> the tu<strong>to</strong>rial th<strong>at</strong> canprovide most opportunities for students <strong>to</strong> ‘say’ <strong>and</strong> ‘do’, wh<strong>at</strong> they have seen <strong>and</strong> heardin the lecture.However, not all students learn in the same way. The next section will discuss some keyideas rel<strong>at</strong>ing <strong>to</strong> the ways in which students approach their <strong>learning</strong>.How do students approach their <strong>learning</strong>?There are a variety <strong>of</strong> models th<strong>at</strong> explain the different ways in which students approachtheir <strong>learning</strong>, most reflecting different activities or str<strong>at</strong>egies th<strong>at</strong> students use <strong>and</strong> themotiv<strong>at</strong>ions behind using them. The following is an example <strong>of</strong> one frameworkdeveloped by Richardson (1990) based on work by Ramsden <strong>and</strong> Entwistle (1981),which includes a questionnaire called the Approaches <strong>to</strong> Study Inven<strong>to</strong>ry.


12 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>ApproachMeaning Orient<strong>at</strong>ionDeep approachComprehension <strong>learning</strong>Rel<strong>at</strong>ing ideasUse <strong>of</strong> evidence <strong>and</strong> logicReproducing Orient<strong>at</strong>ionSurface approachImprovidenceFear <strong>of</strong> failureSyllabus-boundnessExamplesActive questioning in <strong>learning</strong> – “I usually set out <strong>to</strong> underst<strong>and</strong>thoroughly the meaning <strong>of</strong> wh<strong>at</strong> I am asked <strong>to</strong> read”.Readiness <strong>to</strong> map out the subject <strong>and</strong> think divergently – “In trying<strong>to</strong> underst<strong>and</strong> an idea, I let my imagin<strong>at</strong>ion w<strong>and</strong>er freely <strong>to</strong> beginwith, even if I don’t seem <strong>to</strong> be much nearer a solution”.Rel<strong>at</strong>ing inform<strong>at</strong>ion <strong>to</strong> other parts <strong>of</strong> the course or beyond – “I try<strong>to</strong> rel<strong>at</strong>e ideas in one subject <strong>to</strong> those in others, or <strong>to</strong> real lifesitu<strong>at</strong>ions”.Rel<strong>at</strong>ing evidence <strong>to</strong> conclusion – “Puzzles or problems fascin<strong>at</strong>eme, particularly when you have <strong>to</strong> work through the m<strong>at</strong>erial <strong>to</strong>reach a logical conclusion”.Preoccup<strong>at</strong>ion with memorising – “The best way for me <strong>to</strong>underst<strong>and</strong> wh<strong>at</strong> technical terms mean is <strong>to</strong> remember the textbookdefinition”.Over-cautious reliance on details – “Tu<strong>to</strong>rs seem <strong>to</strong> want me <strong>to</strong> bemore adventurous in making use <strong>of</strong> my own ideas”.Pessimism <strong>and</strong> anxiety about academic outcomes – “The continualpressure <strong>of</strong> study <strong>and</strong> assignments, deadlines <strong>and</strong> competition <strong>of</strong>tenmakes me tense <strong>and</strong> depressed”.Relying on staff <strong>to</strong> define <strong>learning</strong> tasks – “I like <strong>to</strong> be <strong>to</strong>ldprecisely wh<strong>at</strong> <strong>to</strong> do in essays or other assignments”.Another very well known model <strong>of</strong> student approaches <strong>to</strong> <strong>learning</strong> is by John Biggs(1987) who developed the Study Process Questionnaire (SPQ) <strong>to</strong> measure an individualstudent’s typical <strong>learning</strong> style. Like Richardson’s model above, the SPQ contains thesurface <strong>and</strong> the Deep approaches, but also includes an achieving approach <strong>to</strong> <strong>learning</strong>.Each approach is a combin<strong>at</strong>ion <strong>of</strong> ‘motive’ (motiv<strong>at</strong>ion) <strong>and</strong> ‘str<strong>at</strong>egy’ (action). Here isa description <strong>of</strong> each approach;


Section 2: Underst<strong>and</strong>ing Student Learning 13Approach Motive Str<strong>at</strong>egySurface Extrinsically motiv<strong>at</strong>ed –(<strong>of</strong>ten <strong>to</strong> avoid failure) byassessment requirements<strong>and</strong> the need <strong>to</strong> ‘pass’,seeing study as a means<strong>to</strong> an end such as a job,balancing not working<strong>to</strong>o hard with passing.Deep Intrinsically motiv<strong>at</strong>ed –usually <strong>to</strong> s<strong>at</strong>isfy personalcuriosity <strong>and</strong> interest inthe <strong>to</strong>pic.Focuses <strong>of</strong>ten on only the bare essentials, the facts<strong>and</strong> details (r<strong>at</strong>her than making connections betweenthem <strong>and</strong> seeing the structure <strong>of</strong> wh<strong>at</strong> is beinglearned), in order <strong>to</strong> reproduce the inform<strong>at</strong>ionaccur<strong>at</strong>ely, <strong>and</strong> <strong>of</strong>ten use memorising str<strong>at</strong>egies.They aim <strong>to</strong> meet assessment requirements but <strong>of</strong>tenonly <strong>to</strong> minimum st<strong>and</strong>ards, <strong>and</strong> appear <strong>to</strong> befocused on passing the assessment instead <strong>of</strong><strong>learning</strong> <strong>and</strong> underst<strong>and</strong>ing.Aim <strong>to</strong> maximise their own underst<strong>and</strong>ing <strong>of</strong>concepts, <strong>and</strong> make sense <strong>of</strong> wh<strong>at</strong> they are <strong>learning</strong>.They read widely, discuss ideas with others, reflec<strong>to</strong>n different perspectives, rel<strong>at</strong>ing ideas <strong>to</strong>gether <strong>and</strong>making connections with previous experiences.Achieving orStr<strong>at</strong>egicMotiv<strong>at</strong>ed <strong>to</strong> achieveacademically, <strong>of</strong>tenlinked <strong>to</strong> ego <strong>and</strong> selfesteem,<strong>and</strong> wish <strong>to</strong>obtain high grades orotherrewards/recognition.Optimise their organis<strong>at</strong>ion <strong>of</strong> time <strong>and</strong> effort <strong>and</strong>choose the most efficient <strong>and</strong> effective str<strong>at</strong>egy forparticular tasks (while memorising is <strong>of</strong>tenconsidered a surface str<strong>at</strong>egy, it depends on theintention, <strong>and</strong> is <strong>of</strong>ten a part <strong>of</strong> the achievingapproach if the most efficient <strong>and</strong> effective way <strong>of</strong><strong>learning</strong> the particular m<strong>at</strong>erial).They identify the assessment criteria <strong>and</strong> estim<strong>at</strong>e the<strong>learning</strong> effort required <strong>to</strong> achieve a particular grade.Often follow up all suggested readings/exercises,scheduling time <strong>and</strong> organising workspace.Studies <strong>of</strong> student <strong>learning</strong> show th<strong>at</strong> <strong>of</strong>ten the approach adopted by students is stronglyinfluenced by fac<strong>to</strong>rs in the environment, the <strong>teaching</strong> method, or the n<strong>at</strong>ure <strong>of</strong> thesubject, such as the type <strong>of</strong> assessment used, the workload required, feedback received,the enthusiasm <strong>of</strong> the teacher, or a large amount <strong>of</strong> content <strong>to</strong> be covered in the subject(e.g. first year biology or chemistry).Research also shows th<strong>at</strong> the <strong>learning</strong> approach adopted by students is <strong>of</strong>ten closelyrel<strong>at</strong>ed <strong>to</strong> the quality <strong>of</strong> their <strong>learning</strong> <strong>and</strong> their academic achievement – students whohave a surface approach <strong>to</strong> <strong>learning</strong>, being extrinsically motiv<strong>at</strong>ed <strong>and</strong> focussed on facts<strong>and</strong> details r<strong>at</strong>her than underst<strong>and</strong>ing <strong>and</strong> rel<strong>at</strong>ing concepts, <strong>and</strong> developing an interestfor in wh<strong>at</strong> is being learned, will normally achieve a lower quality <strong>learning</strong> outcome.Teachers can influence these fac<strong>to</strong>rs <strong>to</strong> varying degrees. For example, we c<strong>and</strong>iscourage disinterest <strong>and</strong> extrinsic motiv<strong>at</strong>ion, <strong>and</strong> encourage intrinsic interest bysharing our own passion <strong>and</strong> enthusiasm for the subject, emphasising its relevance <strong>to</strong>their overall program <strong>of</strong> study <strong>and</strong> their career goals, particularly in designinginteresting activities <strong>and</strong> assessment tasks th<strong>at</strong> help students <strong>to</strong> make connectionsbetween the subject <strong>and</strong> the 'real world' <strong>of</strong> work or the pr<strong>of</strong>ession.


14 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>It is the making <strong>of</strong> connections between ideas th<strong>at</strong> distinguishes between surface <strong>and</strong>deep approaches <strong>to</strong> <strong>learning</strong>, <strong>and</strong> hence, the quality <strong>of</strong> students’ <strong>learning</strong>. We can alsosee now why students retain more knowledge if they see, hear, say <strong>and</strong> do; th<strong>at</strong> themore students ‘say’ <strong>and</strong> ‘do’, the more they are like <strong>to</strong> make sense <strong>of</strong> the inform<strong>at</strong>ionfor themselves, develop an underst<strong>and</strong>ing <strong>of</strong> the m<strong>at</strong>erial <strong>and</strong> rel<strong>at</strong>e inform<strong>at</strong>ion learned<strong>to</strong> other parts <strong>of</strong> the subject or beyond. These ideas are brought <strong>to</strong>gether in the followingsection on theories <strong>and</strong> principles <strong>of</strong> <strong>learning</strong>.See <strong>and</strong> hear Say DoTheories <strong>and</strong> principles <strong>of</strong> <strong>learning</strong>Recent developments in student <strong>learning</strong> have been primarily based on a constructivistphilosophy, whereby effective learners are considered <strong>to</strong> be the determinants <strong>of</strong> wh<strong>at</strong> islearnt. From this ‘learner-centred’ view, the teacher's role is th<strong>at</strong> <strong>of</strong> a facilita<strong>to</strong>r <strong>of</strong> the<strong>learning</strong>, <strong>and</strong> the prior ability <strong>and</strong> knowledge <strong>of</strong> the learner determines the learner'sapproach <strong>to</strong> a <strong>learning</strong> task. Learners take an active role in the <strong>learning</strong> process,particularly for those who choose <strong>to</strong> be engaged in meaningful <strong>learning</strong> where theirintentions become more significant than those <strong>of</strong> the teacher (Moon, 1999).According <strong>to</strong> the constructivist view <strong>of</strong> <strong>learning</strong>, the effective learner constructs theirown knowledge <strong>and</strong> the knowledge is conceived <strong>to</strong> be organized like a network (i.e.,cognitive structure) r<strong>at</strong>her than a bucket <strong>of</strong> inform<strong>at</strong>ion contained in memory. Studentsutilise wh<strong>at</strong> they already know (their prior knowledge) in helping the <strong>learning</strong> <strong>of</strong> newm<strong>at</strong>erial <strong>and</strong> integr<strong>at</strong>ing or assimil<strong>at</strong>ing it with their existing knowledge – they build onwh<strong>at</strong> they already know <strong>and</strong> are more likely <strong>to</strong> engage in meaningful <strong>learning</strong>.Meaningful <strong>learning</strong> (or deep <strong>learning</strong>) occurs when the learner intends <strong>to</strong> underst<strong>and</strong>the <strong>learning</strong> m<strong>at</strong>erial <strong>and</strong> make sense <strong>of</strong> it in terms <strong>of</strong> wh<strong>at</strong> they already know <strong>and</strong>experience, <strong>and</strong> <strong>to</strong> utilise this knowledge in new situ<strong>at</strong>ions. This is in contrast <strong>to</strong> rote<strong>learning</strong> or <strong>learning</strong> by memorizing (or surface <strong>learning</strong>) which occurs when the learnerdoes not, or cannot, rel<strong>at</strong>e the m<strong>at</strong>erial <strong>of</strong> <strong>learning</strong> <strong>to</strong> prior knowledge <strong>and</strong> instead learnsisol<strong>at</strong>ed bits <strong>of</strong> knowledge such as facts <strong>and</strong> details.


Section 2: Underst<strong>and</strong>ing Student Learning 15Given these notions about how students learn, here are some key principles <strong>of</strong> <strong>learning</strong>th<strong>at</strong> are important found<strong>at</strong>ions for effective <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> (Angelo, 1998; Biggs,1999).1) Learners need guidance <strong>and</strong> support, <strong>and</strong> benefit from being given some basicstructure from which <strong>to</strong> grow their knowledge from – having ‘sign posts’ pointingout key inform<strong>at</strong>ion is crucial if it is <strong>to</strong> be learned.2) Learning is best facilit<strong>at</strong>ed when students’ prior knowledge is ‘cued’, so th<strong>at</strong>they can begin <strong>to</strong> assimil<strong>at</strong>e new inform<strong>at</strong>ion in an organised way th<strong>at</strong> rel<strong>at</strong>es <strong>to</strong>their existing knowledge.3) Learning occurs through communic<strong>at</strong>ion <strong>and</strong> social interaction, <strong>and</strong> studentsshould be encouraged <strong>to</strong> share, question, reflect on <strong>and</strong> challenge ideas so th<strong>at</strong>their knowledge is modified <strong>and</strong> advanced.4) Learning is not a ‘specta<strong>to</strong>r sport’ <strong>and</strong> students need <strong>to</strong> act on inform<strong>at</strong>ion forit <strong>to</strong> become meaningful <strong>and</strong> integr<strong>at</strong>ed with their existing knowledge.5) Deep underst<strong>and</strong>ing occurs when students are able <strong>to</strong> apply their knowledge<strong>to</strong> new situ<strong>at</strong>ions, <strong>and</strong> this kind <strong>of</strong> <strong>learning</strong> occurs through practising with thisinform<strong>at</strong>ion many times in different contexts.6) Students learn better when they are aware <strong>of</strong> their own <strong>learning</strong> processes,the str<strong>at</strong>egies they use, <strong>and</strong> if they continually moni<strong>to</strong>r their underst<strong>and</strong>ing.Some notes about adult learnersResearch shows th<strong>at</strong> adults, as m<strong>at</strong>ure-age students, have some common characteristics.One <strong>of</strong> the major differences between m<strong>at</strong>ure-age students <strong>and</strong> university students whohave moved on straight from high-school, is th<strong>at</strong> adults have much more work <strong>and</strong> lifeexperience. Their experiences can be an excellent resource <strong>and</strong> contribution for theclass, <strong>and</strong> the teacher should try <strong>to</strong> capitalise on this <strong>and</strong> integr<strong>at</strong>e these rich work <strong>and</strong>life experiences in<strong>to</strong> the <strong>learning</strong> environment.Adults also <strong>of</strong>ten have a real sense <strong>of</strong> purpose for their <strong>learning</strong> th<strong>at</strong> is sometimes quitedifferent from younger students. They are <strong>of</strong>ten wanting <strong>to</strong> change their career, or havecome <strong>to</strong> university after many years <strong>at</strong> work, <strong>and</strong> may not be <strong>learning</strong> 'just for <strong>learning</strong>'ssake', <strong>and</strong> have a very clear idea <strong>of</strong> wh<strong>at</strong> they want <strong>to</strong> do when they finish studying.This is in contrast <strong>to</strong> high-school leavers who <strong>of</strong>ten don’t really know wh<strong>at</strong> career oroccup<strong>at</strong>ion they want <strong>to</strong> pursue. Adult students are <strong>of</strong>ten extremely motiv<strong>at</strong>ed, <strong>and</strong> theyare spending their own time, money <strong>and</strong> resources <strong>to</strong> study. They may have given upwork <strong>to</strong> study, but still have family <strong>to</strong> support, so are dedic<strong>at</strong>ed <strong>to</strong> passing each subject.Adult students tend <strong>to</strong> be very focused in the classroom <strong>and</strong> like <strong>to</strong> cover m<strong>at</strong>erialquickly, but completely.


16 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>All students, but particularly m<strong>at</strong>ure-are students, need <strong>to</strong> feel valued <strong>and</strong> respected bynot just the teacher but also their fellow students. Set an example for in the class <strong>and</strong>tre<strong>at</strong> them as individuals with a m<strong>at</strong>ure outlook, successful in their work, <strong>and</strong> with avariety <strong>of</strong> experiences. If the adult students have not been in a formal <strong>learning</strong> situ<strong>at</strong>ionfor a while, their self-esteem may be fragile. They may approach <strong>learning</strong> with somefear as their past <strong>learning</strong> experiences may have been neg<strong>at</strong>ive.Here are some key principles for adult learners – they prefer <strong>learning</strong> environmentsth<strong>at</strong>:1. are active, practice/problem-based, r<strong>at</strong>her than passive (e.g., listening orw<strong>at</strong>ching).2. support <strong>and</strong> promote positive self-esteem..3. enable them <strong>to</strong> integr<strong>at</strong>e new ideas with wh<strong>at</strong> they already know.4. show respect for them as individual learners.5. value their experiences <strong>and</strong> perspectives <strong>and</strong> contributions.6. allow them choice <strong>and</strong> self-direction, <strong>and</strong> is meaningful for them <strong>and</strong> theirneeds.7. reinforce their <strong>learning</strong>, <strong>and</strong> enables them <strong>to</strong> apply their <strong>learning</strong> immedi<strong>at</strong>ely.(from: http://www.trainingpost.org/index.html, <strong>and</strong>http://oesi.nci.nih.gov/series/cted/trainers<strong>guide</strong>)The following diagram represents a model <strong>of</strong> the Adult Learning Cycle (based on wh<strong>at</strong>is the called the Action Learning Cycle), but it represents a good model for all <strong>learning</strong><strong>and</strong> can be used <strong>to</strong> plan individual tu<strong>to</strong>rial sessions, <strong>and</strong> well as the overall semesterprogram. It reflects the constructivist view, <strong>and</strong> incorpor<strong>at</strong>es four stages <strong>of</strong> <strong>learning</strong>.Guiding learners through this cycle will help promote a <strong>learning</strong> environment th<strong>at</strong>supports the adoption <strong>of</strong> meaningful, or deep <strong>learning</strong> approaches.


Section 2: Underst<strong>and</strong>ing Student Learning 17from: http://oesi.nci.nih.gov/services.cted/trainers<strong>guide</strong>/Trainers_1_m.pdfaccessed 2004


18 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 19SECTION 3Effective Small Group Teaching<strong>and</strong> LearningIntroduction <strong>to</strong> small classesSmall group <strong>teaching</strong> refers <strong>to</strong> tu<strong>to</strong>rials,seminars, practical classes, demonstr<strong>at</strong>ions<strong>and</strong> clinical settings where students aretaught in groups <strong>of</strong> between ten <strong>and</strong> thirty– just the kind <strong>of</strong> <strong>teaching</strong> environmentth<strong>at</strong> you will most likely be responsible foras a tu<strong>to</strong>r.These classes are very important in the overall quality <strong>of</strong> the experience th<strong>at</strong>undergradu<strong>at</strong>e students have <strong>at</strong> university, <strong>and</strong> are especially important in establishing<strong>and</strong> maintaining contact between students <strong>and</strong> their teachers <strong>and</strong> peers, helping students<strong>to</strong> learn effectively <strong>and</strong> in having a sense <strong>of</strong> belonging <strong>to</strong> the university.Role <strong>of</strong> small classes in student <strong>learning</strong>Small classes provide opportunities for demonstr<strong>at</strong>ions, expansion <strong>and</strong> elabor<strong>at</strong>ion onstudent underst<strong>and</strong>ing, a more effective forum for the giving <strong>and</strong> getting <strong>of</strong> feedback forboth students <strong>and</strong> teachers, <strong>and</strong> allow students <strong>to</strong> explore the relevance <strong>of</strong> knowledgewithin the context <strong>of</strong> a course, lecture or <strong>to</strong>pic. Moreover, in the small classenvironment, students can develop in three key ways:Personally – small classes are important for students’ well-being, as well as <strong>learning</strong>,<strong>and</strong> fulfil a very important role in:♦Building confidence (e.g. in giving seminars, working in pairs/trios/projectgroups, developing the ability <strong>to</strong> discuss <strong>and</strong> argue, <strong>to</strong> present <strong>and</strong> justify anopinion etc)


20 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>♦Making studying <strong>at</strong> university more enjoyable <strong>and</strong> more rewarding (althoughnot for some such as introverts, who may never prefer smaller classes) –providing an environment in which students can establish friendships <strong>and</strong> peergroups th<strong>at</strong> can then be extended outside the classroom.Socially – effective <strong>learning</strong> is collabor<strong>at</strong>ive <strong>and</strong> social, r<strong>at</strong>her than competitive <strong>and</strong>isol<strong>at</strong>ed <strong>and</strong> as such <strong>learning</strong> is essentially an interactive, interpersonal, <strong>and</strong> emotionalactivity. Therefore tu<strong>to</strong>rials can:♦♦Provide an opportunity for <strong>teaching</strong> staff <strong>to</strong> get <strong>to</strong> know students – frequentstudent-teacher contact in <strong>and</strong> out <strong>of</strong> classes is perhaps the most important fac<strong>to</strong>rin student motiv<strong>at</strong>ion <strong>and</strong> involvement. The concern th<strong>at</strong> teachers show forstudents helps them <strong>to</strong> keep working <strong>and</strong> get through rough times. Knowing afew teachers well enhances students’ intellectual <strong>and</strong> emotional commitment <strong>to</strong><strong>learning</strong>.Learning is enhanced when it is more like a team effort than a solo race – likethe old saying, “two heads are better than one”. Working with otherssignificantly extends the potential for <strong>learning</strong>. Articul<strong>at</strong>ing <strong>and</strong> sharing ideas<strong>and</strong> responding <strong>to</strong> others’ reactions improves students thinking <strong>and</strong> deepens theirunderst<strong>and</strong>ing – not only <strong>of</strong> the course content, but <strong>of</strong> the process <strong>of</strong> <strong>learning</strong>itself! A supportive <strong>learning</strong> environment where learners feel empowered <strong>to</strong>negoti<strong>at</strong>e tasks, take risks <strong>and</strong> be part <strong>of</strong> a shared context are necessary <strong>to</strong>develop cooper<strong>at</strong>ion among students.Educ<strong>at</strong>ionally – working in small groups not only improves the quality <strong>of</strong> <strong>learning</strong>,enhancing students’ personal underst<strong>and</strong>ing <strong>and</strong> <strong>learning</strong>, but also increases the scope <strong>of</strong><strong>learning</strong> from the course content <strong>to</strong> higher order reasoning <strong>and</strong> thinking skills, <strong>and</strong> othersuch skills <strong>and</strong> abilities th<strong>at</strong> are <strong>of</strong>ten called “generic skills”. These include;♦♦♦♦♦♦♦Problem Solving skillsReasoning skillsDevelopment <strong>of</strong> relevant or appropri<strong>at</strong>e<strong>at</strong>titudes (e.g. pr<strong>of</strong>essionalism)Speaking skillsListening skillsLeadershipCooper<strong>at</strong>ion


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 21Essential elements <strong>of</strong> small classesAccording <strong>to</strong> Newble <strong>and</strong> Cannon (2000) there are three elements necessary forsuccessful small group <strong>teaching</strong>:Active particip<strong>at</strong>ion♦ Particip<strong>at</strong>ion by all the students – requires keeping numbers as low as 5-8, butyou can break up “small groups” <strong>of</strong> 20-30 in <strong>to</strong> smaller groups for <strong>at</strong> least some<strong>of</strong> the time.♦♦Getting everyone involved in a way th<strong>at</strong> is productive <strong>and</strong> inclusive – this is one<strong>of</strong> the major skill areas for you <strong>to</strong> develop as a small class teacher.Cre<strong>at</strong>ing the right <strong>at</strong>mosphere from the beginning is important, <strong>and</strong> it isimportant <strong>to</strong> recognise <strong>and</strong> respect students’ personal comfort zones – the use <strong>of</strong>ice breaker activities, getting <strong>to</strong> know names, etc can help in the early stages <strong>to</strong>make the context non-thre<strong>at</strong>ening – so students feel comfortable discussing theirideas with the group.Face-<strong>to</strong>-face contact♦ It is important <strong>to</strong> ensure th<strong>at</strong> your physical environment (i.e., classroom) allowsfor face-<strong>to</strong>-face contact between you <strong>and</strong> the students <strong>and</strong> among the studentsthemselves – having students sit in rows will not help <strong>to</strong> gener<strong>at</strong>e effectivecommunic<strong>at</strong>ion <strong>and</strong> discussion in the tu<strong>to</strong>rial. Non-verbals (gestures, facialexpressions, etc) are <strong>of</strong>ten just as important as the spoken voice in the delivery<strong>and</strong> comprehension <strong>of</strong> people’s ideas.♦This is also an important aspect in the development <strong>of</strong> good interpersonal skills,verbal communic<strong>at</strong>ion <strong>and</strong> listening skills (see above).Purposeful activity♦ Learners must recognise th<strong>at</strong> inform<strong>at</strong>ion is important if it is <strong>to</strong> be learned –knowing why you have <strong>to</strong> know something, enables students <strong>to</strong> ‘fit’ this in<strong>to</strong>their developing knowledge, connecting new inform<strong>at</strong>ion with their existingknowledge. It is much easier <strong>to</strong> learn subsets <strong>of</strong> knowledge when you have anidea <strong>of</strong> the big picture, can see its relevance, see how it is connected <strong>to</strong> practice<strong>and</strong> how it builds on wh<strong>at</strong> you already know.♦♦Therefore, each session should have a purpose (th<strong>at</strong> is clearly explained <strong>to</strong>students) <strong>and</strong> develop in an orderly way – this requires you <strong>to</strong> plan tasks th<strong>at</strong> aregoing <strong>to</strong> bring about the <strong>learning</strong> you want students <strong>to</strong> achieve.Remember all the while th<strong>at</strong> there are many skills students may be <strong>learning</strong>(such as the social <strong>and</strong> personal skills) while they are working through tasks th<strong>at</strong>seem on the face <strong>of</strong> it <strong>to</strong> be concerned with content. So, staying mindful <strong>of</strong> wh<strong>at</strong>your students can, <strong>and</strong> are, <strong>learning</strong> because they are doing small class activitiesis very important because it allows you <strong>to</strong> self-consciously build in<strong>to</strong> yourplanning both the specialist disciplinary content <strong>and</strong> the small group skills youwant them <strong>to</strong> learn.


22 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>To these three key elements, we could also add:Intellectual engagement♦ Students need <strong>to</strong> make some sense <strong>of</strong> wh<strong>at</strong> they are <strong>learning</strong> in terms <strong>of</strong> wh<strong>at</strong>they already know (or think they know). It is important for teachers <strong>to</strong> encouragestudents <strong>to</strong> rel<strong>at</strong>e the <strong>learning</strong> m<strong>at</strong>erial <strong>to</strong> their existing knowledge, but <strong>to</strong> also gobeyond simply linking ideas <strong>to</strong> prior knowledge – encourage students <strong>to</strong> engagein investig<strong>at</strong>ive inquiry stemming from the linking <strong>of</strong> prior experiences <strong>and</strong>identific<strong>at</strong>ion <strong>of</strong> rel<strong>at</strong>ionships between new <strong>and</strong> already known concepts.♦They need <strong>to</strong> be intellectually challenged in a manner th<strong>at</strong> is relevant for the<strong>learning</strong> you want them <strong>to</strong> achieve – consider wh<strong>at</strong> kind <strong>of</strong> <strong>learning</strong> objectiveshave been set for the course; do students have <strong>to</strong> acquire knowledge <strong>of</strong> particularconcepts? do students need <strong>to</strong> be able <strong>to</strong> demonstr<strong>at</strong>e their ability <strong>to</strong> criticallyanalyse key theories or research findings rel<strong>at</strong>ed <strong>to</strong> the <strong>to</strong>pic? do student need <strong>to</strong>show how they can use reasoning <strong>and</strong> analytical skills in order <strong>to</strong> drawconclusions from sources <strong>of</strong> inform<strong>at</strong>ion?Working with small groupsEffective small group <strong>teaching</strong> requires not only a good underst<strong>and</strong>ing <strong>of</strong> the subjectm<strong>at</strong>ter, but knowledge <strong>of</strong> how groups develop <strong>and</strong> function over time. As the initial‘leader’ <strong>of</strong> your class group, it will be important for you <strong>to</strong> keep track <strong>of</strong> how the groupis going, being mindful <strong>of</strong> potential difficulties, <strong>and</strong> being ready <strong>to</strong> respond if thesearise. This is particularly important if the students are also required <strong>to</strong> form smallgroups within the class in order <strong>to</strong> undertake <strong>learning</strong> activities. The following sectionwill <strong>guide</strong> you through the essential principles <strong>of</strong> working with small groups.


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 23A model <strong>of</strong> group form<strong>at</strong>ion <strong>and</strong> processes(from: Tuckerman, 1965, <strong>and</strong> Ather<strong>to</strong>n, 2003)Forming – the group is just coming<strong>to</strong>gether, <strong>and</strong> members <strong>of</strong>ten showshyness, uncertainty <strong>and</strong> diffidence,although extravert members may assumesome kind <strong>of</strong> leadership.S<strong>to</strong>rming – establishing pecking orderamong members, <strong>and</strong> sometimes ‘testing’out the leader (in a class, th<strong>at</strong>’s <strong>of</strong>ten theteacher), disagreements can occur <strong>and</strong>roles are eventually alloc<strong>at</strong>ed (initialleadership may change)- can be anuncomfortable process, but an importantstage not <strong>to</strong> be avoided by the facilita<strong>to</strong>r.Norming – following on is an emergence<strong>of</strong> group identity <strong>and</strong> cohesion, Wh<strong>at</strong>kind <strong>of</strong> behaviour <strong>and</strong> contribution isacceptable <strong>and</strong> wh<strong>at</strong> isn't? This is rarelydone explicitly, <strong>of</strong> course, <strong>and</strong> it canreadily slip back in<strong>to</strong> S<strong>to</strong>rming.Performing – when the productive work<strong>and</strong> <strong>learning</strong> occurs.(Mourning) – when the semester is over <strong>and</strong> the group disb<strong>and</strong>s.The diagram here shows the group process not as a linear sequence, but as more <strong>of</strong> acycle, after the initial forming. However, the group can progress <strong>to</strong> <strong>and</strong> from any thethree l<strong>at</strong>er stages during its lifetime.For <strong>teaching</strong> in small classes, it is perhaps most important <strong>to</strong> recognise the ‘S<strong>to</strong>rming’phase. This process may not always be obvious <strong>to</strong> you as the tu<strong>to</strong>r, or <strong>to</strong> the students inthe group. It is inevitable <strong>and</strong> it cannot be structured out <strong>of</strong> existence, however, withinthe classroom situ<strong>at</strong>ion, it may need <strong>to</strong> be contained <strong>to</strong> some degree, particularly if theprocess begins <strong>to</strong> test the most obvious role in the group – th<strong>at</strong> <strong>of</strong> the teacher(Ather<strong>to</strong>n, 2003).


24 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>It is important for you as the tu<strong>to</strong>r, <strong>to</strong> respond <strong>to</strong> any processes <strong>of</strong> s<strong>to</strong>rming, particularlyif your role is tested (e.g., students not adhering <strong>to</strong> ground rules, out-<strong>of</strong>-role questioning,etc). The rest <strong>of</strong> the class will most likely be looking <strong>at</strong> you <strong>to</strong> act in some way, <strong>to</strong>respond <strong>to</strong> students involved, <strong>and</strong> may become confused about their place <strong>and</strong> role (<strong>and</strong>yours) in the class group, <strong>and</strong> will not know where <strong>to</strong> look for leadership. You may notwant <strong>to</strong> "lead" or emphasise your authority, but you may well have a problem <strong>of</strong> wastedtime <strong>and</strong> loss <strong>of</strong> a <strong>learning</strong> culture if you do not.Getting students <strong>to</strong> form groupsThere are a variety <strong>of</strong> methods you can use <strong>to</strong> get students <strong>to</strong> form small groups. Forexample, prior <strong>to</strong> class you can alloc<strong>at</strong>e numbers <strong>to</strong> groups <strong>and</strong> then get each student <strong>to</strong>select a numbered card from a bucket in class, <strong>and</strong> join <strong>to</strong>gether as groups according <strong>to</strong>your selected groupings (e.g., if you have 16 students in the class, you might alloc<strong>at</strong>enumbers 1 <strong>to</strong> 4, 5 <strong>to</strong> 8, 9 <strong>to</strong> 12, <strong>and</strong> 13 <strong>to</strong> 16 in<strong>to</strong> groups). This method <strong>of</strong> course, iscompletely arbitrary, <strong>and</strong> depending on the mix <strong>of</strong> students in your class, you mightprefer <strong>to</strong> use a method by which students form groups on their own using some kind <strong>of</strong>self-selection criteria such as;♦♦♦♦♦Desire <strong>to</strong> succeed or get high marks (e.g., all those who want a ‘7’ <strong>to</strong> form onegroup, all those who just want a ‘pass’ <strong>to</strong> form another, etc)Desire <strong>to</strong> minimise workloadIntending <strong>to</strong> go on <strong>to</strong> further study in discipline (e.g., similar career goals <strong>and</strong>interests)“Outsiders” just filling credit pointsDesire <strong>to</strong> complete course or subject regardless <strong>of</strong> marks (e.g., driven bypersonal interest in the course)Of course by using such methods, students may miss out on <strong>learning</strong> from each other insome ways. For example, by not mixing interest areas those students who don’t thinkthe course it particularly interesting may not pick up on other students’ enthusiasm <strong>and</strong>interest th<strong>at</strong> can sometimes be contagious! Or by not mixing achievement levels, some<strong>of</strong> the lower achieving students may not learn from their higher achieving peers.However, the obvious advantage <strong>to</strong> using self-selection is th<strong>at</strong> you might minimisegroup conflict problems.


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 25Techniques for group facilit<strong>at</strong>ionEnsuring equal particip<strong>at</strong>ionHaving a good group ‘clim<strong>at</strong>e’ is one <strong>of</strong> the main things <strong>to</strong> establish <strong>and</strong> maintain inorder <strong>to</strong> ensure active <strong>and</strong> equal particip<strong>at</strong>ion by all students in the group. Avoiding thedominance <strong>of</strong> a single member is an important role for you as the tu<strong>to</strong>r, as is supporting<strong>and</strong> encouraging the quiet student/s <strong>to</strong> contribute <strong>to</strong> particip<strong>at</strong>e. Here are some steps <strong>to</strong>take <strong>to</strong> ensure equal particip<strong>at</strong>ion <strong>of</strong> all students;♦♦♦♦♦♦The physical layout <strong>of</strong> the room should be arranged <strong>to</strong> encourage equalparticip<strong>at</strong>ion, e.g. sitting members in a circle so th<strong>at</strong> they face each other.Provide a set <strong>of</strong> 'rules' for discussion/group work– these may be some th<strong>at</strong> weregener<strong>at</strong>ed as ground-rules for the group in the first tu<strong>to</strong>rial (e.g. contributionscan only be made in turn, time limits may be set, comments in favour <strong>of</strong> an ideaare allowed only by comments against it, etc).You may find yourself filling silences by reverting <strong>to</strong> mini lectures. It is easier <strong>to</strong>draw all <strong>of</strong> the students in<strong>to</strong> a discussion if you know their names. Use a list ifyou can't rely on your memory. It is important however not <strong>to</strong> embarrass or forcecontributions from class members which may scare them <strong>of</strong>f <strong>of</strong> ever openingtheir mouths in class again! Perhaps inadvertently draw in the quieter ones byasking non-specific questions, e.g. "Wh<strong>at</strong> do you others think about Rachel'smodel for an altern<strong>at</strong>ive?"Consider telling students th<strong>at</strong> next week’s tu<strong>to</strong>rial session will involve adiscussion about “X”, <strong>to</strong> give anxious or shy students plenty <strong>of</strong> time <strong>to</strong> thinkabout the <strong>to</strong>pic <strong>and</strong> therefore feel more confident about sharing their ideasduring group discussion.Similarly, get students <strong>to</strong> brains<strong>to</strong>rm their ideas about the discussion <strong>to</strong>pic for afew minutes before starting the discussion, <strong>and</strong> perhaps get students <strong>to</strong> sharetheir brains<strong>to</strong>rming with the person next <strong>to</strong> them first.If students are required <strong>to</strong> form small groups, in selecting members for eachgroup, take in<strong>to</strong> account the likelihood th<strong>at</strong> any one member will "domin<strong>at</strong>e"perhaps from their personality characteristics or 'expert' knowledge.


26 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Using questionsFacilit<strong>at</strong>ing student particip<strong>at</strong>ion in the group also relies on the use <strong>of</strong> ‘Questioning’,<strong>and</strong> this is a key skill for small group <strong>teaching</strong>. Sometimes you will need <strong>to</strong> use avariety <strong>of</strong> techniques <strong>to</strong> get discussion going, <strong>and</strong> <strong>to</strong> maintain it for any length <strong>of</strong> time.It’s <strong>of</strong>ten a good idea <strong>to</strong> prepare some str<strong>at</strong>egies for asking questions, particularly if youhave a feeling th<strong>at</strong> the <strong>to</strong>pic for discussion is difficult or boring, something <strong>to</strong> whichstudents may not spontaneously respond.It is also important <strong>to</strong> remember not <strong>to</strong> use ‘closed-ended’ questions – these arequestions th<strong>at</strong> can be answered with only one or two words, or with ‘yes’ or ‘no’. Thisdoes not encourage discussion, <strong>and</strong> doesn’t require students <strong>to</strong> show the reasoningbehind their responses. “Open-ended” questions are best, <strong>and</strong> usually start with termssuch as “How…” or “Why…”.Because facilit<strong>at</strong>ion <strong>of</strong> discussion <strong>and</strong> questioning is so important <strong>to</strong> effective smallgroup <strong>teaching</strong>, you’ll find advice about questioning techniques in just about every<strong>guide</strong> <strong>to</strong> <strong>teaching</strong> (see for example, the Library Resources section in the back <strong>of</strong> thisbook), but here are some common questioning techniques th<strong>at</strong> are easy <strong>to</strong> remember <strong>and</strong>implement as a new tu<strong>to</strong>r:♦♦Pausing – allow students time <strong>to</strong> thinkabout a question before responding.Re-phrasing – perhaps the studentsaren't responding because they have noidea wh<strong>at</strong> you mean, but allow sufficienttime <strong>to</strong> get a response (try counting <strong>to</strong> 10or 15 before speaking again) <strong>and</strong> use eyecontact <strong>to</strong> encourage any student“thinking about” having a go <strong>at</strong>responding.♦♦♦♦Direct – the question in different ways (for example, ask a question <strong>to</strong> the wholegroup & wait for response, or ask an individual <strong>to</strong> respond, or ask an individualthe question first up, etc).Redirecting – questions <strong>to</strong> other students (e.g., “Mary has argued th<strong>at</strong>.., wh<strong>at</strong> doyou think Tim?”) is a useful technique <strong>to</strong> involve other learners <strong>and</strong> draw ou<strong>to</strong>ther views.Focussing – using pre-planned questions <strong>to</strong> initi<strong>at</strong>e discussion or <strong>to</strong> direct majorshifts in discussion <strong>to</strong> other <strong>to</strong>pics or issues th<strong>at</strong> need <strong>to</strong> be considered. Forexample, “Let’s start by considering the first set <strong>of</strong> research findings here…”, or“Can anyone see anything in common between these two theories…?”.Refocussing – is essential when students have w<strong>and</strong>ered <strong>of</strong>f track, <strong>and</strong> you caneither repe<strong>at</strong> the original or focus question (e.g., “so, how does th<strong>at</strong> rel<strong>at</strong>e <strong>to</strong>...”


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 27♦or “now, <strong>to</strong> go back <strong>to</strong> our original <strong>to</strong>pic…”), or try rewording it slightly – this isparticularly useful if you want <strong>to</strong> encourage students <strong>to</strong> see something fromanother perspective (e.g., “how do you think th<strong>at</strong> would work when….”, or“how does th<strong>at</strong> compare with wh<strong>at</strong> [reference] theorises?”).Probing – use probes <strong>to</strong> follow-up on students’ contributions, for clarific<strong>at</strong>ion orfor examples (e.g., “Wh<strong>at</strong> do think will happen then?” “Tell me more aboutthe…”), as this can help <strong>to</strong> stimul<strong>at</strong>e thinking <strong>and</strong> reasoning skills.Some other key things <strong>to</strong> remember when facilit<strong>at</strong>ing group discussion include:♦♦♦♦♦Reacting – always react in a positive way despite the response. In the case <strong>of</strong> aninadequ<strong>at</strong>e answer it may be necessary <strong>to</strong> clarify the question or redirect it <strong>to</strong>another student.Make sure the questions involve all the students if possible, <strong>and</strong> discussion isdistributed around the class. Allow many students’ contributions <strong>to</strong> contribute <strong>to</strong>a coherent whole answer <strong>to</strong> the initially posed problem, r<strong>at</strong>her than making alarge contribution yourself.Encourage student questions, <strong>and</strong> perhaps allow time for reflection. Respondpositively <strong>to</strong> any questions th<strong>at</strong> emerge, showing th<strong>at</strong> you value all responses(e.g., either verbally or non-verbally with smiles, nods, eye-contact, etc).It is very important <strong>to</strong> pitch questions <strong>at</strong> an appropri<strong>at</strong>e level for students’underst<strong>and</strong>ing, but vary the level <strong>to</strong> accommod<strong>at</strong>e different individuals’ levels <strong>of</strong>underst<strong>and</strong>ing – <strong>and</strong> <strong>to</strong> respond <strong>to</strong> every contribution appropri<strong>at</strong>ely:Reward the good (including th<strong>at</strong> within a response th<strong>at</strong> otherwise needs work),<strong>and</strong> correct the bad (avoiding ridicule) – try using these questioning techniques<strong>to</strong> draw out the problems or strengthen up the argument.Methods for group-work during classEven though a class <strong>of</strong> 15 <strong>to</strong> 25 students is considered a ‘small group’, as a tu<strong>to</strong>r, youwill <strong>of</strong>ten find th<strong>at</strong> this is just <strong>to</strong>o big <strong>to</strong> enable effective particip<strong>at</strong>ion by all students inthe class, positive interaction among students <strong>and</strong> interaction between you <strong>and</strong> thestudents – <strong>and</strong> therefore, effective <strong>learning</strong> also suffers. Breaking students up in <strong>to</strong>smaller groups can be very successful in facilit<strong>at</strong>ing students’ active engagement in the<strong>learning</strong> m<strong>at</strong>erial, <strong>and</strong> in providing opportunities for practice in problem solving <strong>and</strong>critical thinking. It also takes the focus <strong>of</strong>f you, the tu<strong>to</strong>r, as being the ‘knowledgeholder’, acknowledging th<strong>at</strong> the students themselves have valuable ideas <strong>and</strong> knowledge<strong>to</strong> <strong>of</strong>fer. Here are some common techniques for group-work in class;


28 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Pyramiding or “Think, Pair, Share” – <strong>to</strong> start, askstudents <strong>to</strong> think about (<strong>and</strong> write down) their ideasor response <strong>to</strong> a question, <strong>to</strong>pic, or problem on theirown, then after a couple <strong>of</strong> minutes, turn <strong>to</strong> theirpartner <strong>and</strong> share their response. Then after acouple <strong>of</strong> minutes, each pair joins with another pair<strong>and</strong> this group <strong>of</strong> 4 shares their responses, thinksabout the issue further, <strong>and</strong> negoti<strong>at</strong>es a common se<strong>to</strong>f ideas. After a few minutes (say 5 – 10 minutes),ask one member <strong>of</strong> each group <strong>to</strong> report back <strong>to</strong> thewhole class (group gener<strong>at</strong>ed points can besummarised by you or the students on an OHT orwhiteboard).Buzz Groups – this is a gre<strong>at</strong> technique for getting students <strong>to</strong> discuss a particularissue, problem or <strong>to</strong>pic for a very short period <strong>of</strong> time (say 5 minutes). Students formpairs <strong>of</strong> small groups <strong>of</strong> 3 or 4, <strong>and</strong> one student acts as reporter <strong>and</strong>/or scribe.Depending on the size <strong>of</strong> the class, all or some groups are called upon <strong>to</strong> report ontheir discussion. Group gener<strong>at</strong>ed points can be summarised by students or teacher onan OHT or whiteboard or the teacher can provide his or her own solution or summary<strong>of</strong> important points.Jigsaw Method – for this str<strong>at</strong>egy, each student works onone part <strong>of</strong> a <strong>learning</strong> task <strong>and</strong> then works collabor<strong>at</strong>ivelywith a group <strong>of</strong> other students <strong>to</strong> combine the variousparts <strong>and</strong> complete the activity. The <strong>learning</strong>task/problem is broken in<strong>to</strong> parts <strong>and</strong> students are asked<strong>to</strong> work on a response <strong>to</strong> th<strong>at</strong> part-task individually. Thenstudents working on the same part work in a group<strong>to</strong>gether <strong>to</strong> come up with a response <strong>and</strong> check theirunderst<strong>and</strong>ings against those <strong>of</strong> other students. Studentsthen form in<strong>to</strong> different groups in which each <strong>of</strong> thedifferent parts <strong>of</strong> the task is represented, <strong>and</strong> eachstudent explains <strong>to</strong> the others their response <strong>to</strong> theirpart <strong>of</strong> the problem.Deb<strong>at</strong>e – The division <strong>of</strong> a class or individuals in<strong>to</strong> groups <strong>to</strong> represent particularpoints <strong>of</strong> view (most commonly 'for <strong>and</strong> against') on a controversial <strong>to</strong>pic. Each groupworks <strong>to</strong> develop an argument <strong>to</strong> support its alloc<strong>at</strong>ed point <strong>of</strong> view. Students could beinvited <strong>to</strong> argue a view they don't endorse, engage in the deb<strong>at</strong>e in character orthrough role-plays.


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 29Fishbowl – this is a gre<strong>at</strong> method for introducing a bit <strong>of</strong> fun<strong>and</strong> energy <strong>to</strong> a focussed class discussion. Some students star<strong>to</strong>ff the discussion by sitting in a small circle <strong>of</strong> chairs, with therest <strong>of</strong> the class in a surrounding circle <strong>of</strong> chairs, listening <strong>to</strong>the discussion. Students in the outer circle can join in thediscussion by swapping se<strong>at</strong>s with someone in the small innercircle.There are many other small group str<strong>at</strong>egies you can use – see the References<strong>and</strong> Web Resources section in this book.Dealing with difficult situ<strong>at</strong>ionsDon’t panic!! Many tu<strong>to</strong>rs may neverencounter a really difficulty, tricky oruncomfortable situ<strong>at</strong>ion in class. Thosewho do may <strong>at</strong> first feel like just runningaway from it, but like all the skills youneed as a tu<strong>to</strong>r, you will develop skills inmanaging difficult situ<strong>at</strong>ions withexperience. However, while this may bethe result <strong>of</strong> good luck, it’s probably wortherring on the side <strong>of</strong> caution <strong>and</strong> putting inplace good management str<strong>at</strong>egies in order<strong>to</strong> minimise or avoid such situ<strong>at</strong>ions.Here are three important tips for good classroom management:1. Ground rules help the group work better – especially if the ‘rules’ aregener<strong>at</strong>ed by the students themselves (see Section 1 for details).2. Structure is just as important in small groups as it is in lectures – studentswill work better if the purpose <strong>of</strong> the class <strong>and</strong>/or activity is clear <strong>to</strong> them (e.g.,a st<strong>at</strong>ement <strong>of</strong> aims <strong>and</strong> objectives for the session works well). Just remember<strong>to</strong> be explicit about wh<strong>at</strong> you expect from your students, <strong>and</strong> avoid giving thema task <strong>to</strong> complete without a r<strong>at</strong>ionale – this may help reduce some problems inclass like students being distracted, <strong>of</strong>f track, disinterested, or noncommunic<strong>at</strong>ive.3. Pay <strong>at</strong>tention <strong>to</strong> the ‘<strong>to</strong>ne’ <strong>of</strong> the group – interaction in a small group isgre<strong>at</strong>ly influenced by the <strong>to</strong>ne or <strong>at</strong>mosphere, <strong>and</strong> whether students feel able <strong>to</strong>take a risk in front <strong>of</strong> you <strong>and</strong> their peers. You can actively work <strong>to</strong>wardschanging the <strong>to</strong>ne <strong>of</strong> the group through your own actions <strong>and</strong> non-verbals.


30 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Problems with student particip<strong>at</strong>ionOf the problems th<strong>at</strong> you are most likely <strong>to</strong> encounter when working with small classes,many <strong>of</strong> these will be rel<strong>at</strong>ed <strong>to</strong> student particip<strong>at</strong>ion <strong>and</strong> interaction as learners,particularly in terms <strong>of</strong> group discussion. Below are some possible problem situ<strong>at</strong>ions<strong>and</strong> useful techniques for trouble-shooting small group discussions.ProblemThe group is silen<strong>to</strong>r unresponsiveIndividual studentsare silentStudents notlistening <strong>to</strong> eachother, not buildingdiscussion butpoint scoringSense <strong>of</strong> a groupor clique amongsome students,a priv<strong>at</strong>e jokeOne or twostudents domin<strong>at</strong>eDiscussion goes<strong>of</strong>f track,or becomesirrelevantPossible techniquesUse buzz groups, pyramiding sequencesAsk wh<strong>at</strong>’s going on – why are they silent?Make a clear st<strong>at</strong>ement about wh<strong>at</strong> you want from the group.Use less ‘whole-group’ methods such as think-pair-share <strong>to</strong> get discussiongoingTry <strong>to</strong> draw the student out by picking up on something relevant <strong>to</strong> them<strong>and</strong> the <strong>to</strong>pic for discussion e.g., “You’ve had experience as a nurse, Jane,haven’t you – so how do you think psychological illness is perceived bynurses in general?Use a listening exercise e.g., where one student has <strong>to</strong> paraphrase wh<strong>at</strong>another student says.Refer back <strong>to</strong> the ground rules (or introduce a new one)Say wh<strong>at</strong> you see or feel, e.g., “There’s seems <strong>to</strong> be a lot <strong>of</strong> antagonismhere in the group…”Don’t use sarcasm, but confront the students, e.g., “Is there a reason whyyou aren’t particip<strong>at</strong>ing with the rest <strong>of</strong> the class?”Invite them <strong>to</strong> share their discussion with the groupSelf-disclosure, e.g., “I find it hard <strong>to</strong> lead the group, <strong>and</strong> listen <strong>to</strong> wh<strong>at</strong>people are saying…”Use h<strong>and</strong> signals <strong>and</strong> verbally ask them <strong>to</strong> let others speakAssign roles for the group discussion, e.g., timekeeper, scribe, summariser,reporterSet a clear <strong>to</strong>pic <strong>at</strong> the startDraw the groups <strong>at</strong>tention <strong>to</strong> the situ<strong>at</strong>ion, e.g., “I’m wondering how this isrel<strong>at</strong>ed <strong>to</strong> our <strong>to</strong>pic <strong>of</strong> discussion?”Ask a clear question or make a clear st<strong>at</strong>ement <strong>to</strong> direct discussion back <strong>to</strong>the <strong>to</strong>pic(adapted from: Gibbs & Habeshaw, 1989; Smith, 1997).


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 31Managing student behaviourJust as you, as a member <strong>of</strong> staff, are bound <strong>to</strong> behave according <strong>to</strong> the <strong>UQ</strong> Code <strong>of</strong>Conduct (see Section 6 in this <strong>guide</strong>), students are also required <strong>to</strong> behave according <strong>to</strong><strong>University</strong> policies, including the Student Charter (see Section 6 in this <strong>guide</strong>), whichoutlines the expect<strong>at</strong>ions <strong>and</strong> responsibilities rel<strong>at</strong>ing <strong>to</strong> students. For example, theStudent Charter st<strong>at</strong>es th<strong>at</strong>, students as individuals can be expected <strong>to</strong>:♦♦♦♦Tre<strong>at</strong> other members <strong>of</strong> the <strong>University</strong> community with respect <strong>and</strong> courtesy.Tre<strong>at</strong> other members <strong>of</strong> the <strong>University</strong> community equitably.Respect the opinions <strong>of</strong> others <strong>and</strong> deal with disagreement by r<strong>at</strong>ional deb<strong>at</strong>e.Avoid conduct which might reasonably be perceived as discrimin<strong>at</strong>ion,harassment or bullying.And, as members <strong>of</strong> the <strong>University</strong> community, students can be expected <strong>to</strong>:♦♦Respect <strong>University</strong> property <strong>and</strong> the facilities, such as library, computing <strong>and</strong>labora<strong>to</strong>ry resources, which the <strong>University</strong> provides <strong>to</strong> support <strong>teaching</strong> <strong>and</strong><strong>learning</strong>, so th<strong>at</strong> these are available <strong>to</strong> fellow students.Avoid conduct which disrupts the <strong>teaching</strong>, <strong>learning</strong> or research activities <strong>of</strong>other students <strong>and</strong> staff, or which interferes with others performing their duties.It’s unlikely th<strong>at</strong> you will ever have <strong>to</strong> draw students <strong>at</strong>tention <strong>to</strong> these policies in order <strong>to</strong>deal with problem behaviour, however it is important for you <strong>to</strong> know th<strong>at</strong> they exist. More<strong>of</strong>ten than not, the kind <strong>of</strong> behaviour issues you will come across as a tu<strong>to</strong>r will be rel<strong>at</strong>ed <strong>to</strong>the following kinds <strong>of</strong> students (adapted from: http://www.ust.hk/celt/ta/ta<strong>guide</strong>/skills/manage.htm).The expert studentOften, you will have one (or two) ‘experts’ in your class, students who seem <strong>to</strong> have acomment or opinion about just about everything! While you will probably find thesestudents frustr<strong>at</strong>ing <strong>and</strong> disruptive <strong>to</strong> the flow <strong>of</strong> the session, it’s important not <strong>to</strong> "putthem down" or openly show your frustr<strong>at</strong>ion. This may discourage other students from<strong>of</strong>fering their comments <strong>and</strong> opinions, but also may impact on the ‘expert’ student quiteneg<strong>at</strong>ively. Sometimes, people who appear <strong>to</strong> be ‘experts’ are over-compens<strong>at</strong>ing for anactual lack <strong>of</strong> self-esteem <strong>and</strong> may perhaps feel ‘bene<strong>at</strong>h’ the rest <strong>of</strong> the class (e.g., am<strong>at</strong>ure-age student, a student from a different discipline or experience background, etc).In class discussion times, allow them <strong>to</strong> respond, but use techniques such as‘redirecting’ (see section on questioning above) <strong>to</strong> encourage other students <strong>to</strong> have ago. Often peer pressure will also work <strong>to</strong> eventually limit their activities. If you can’tseem <strong>to</strong> work around the person using subtle directing <strong>and</strong> redirecting (e.g., “ThanksSue – th<strong>at</strong> was very interesting…how about someone else…?”), then you may want <strong>to</strong>talk with them along before or after class – be gentle, alert them <strong>to</strong> their ‘overzealousness’in discussion <strong>and</strong> how it would be the other students, if they didn’tdomin<strong>at</strong>e so much…etc.


32 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>The neg<strong>at</strong>ive studentYou may also experience different kinds <strong>of</strong> neg<strong>at</strong>ivity, either overt (such as challengingthe class discussion or activity in a neg<strong>at</strong>ive manner) or covert (such as remaining silent<strong>and</strong> not particip<strong>at</strong>ing). Try methods such as those above (under ‘the expert’) for dealingwith the overt neg<strong>at</strong>ive student, <strong>and</strong> try bringing the covert neg<strong>at</strong>ive student in<strong>to</strong> thegroup activity by methods such as asking them directly <strong>to</strong> give their opinion, etc. Ifthese kinds <strong>of</strong> techniques don’t work, then try talking with the students individually.You might actually find th<strong>at</strong> there is a particular reason for the neg<strong>at</strong>ivity, <strong>and</strong> th<strong>at</strong> byaddressing this with the student you are able <strong>to</strong> facilit<strong>at</strong>e a change in <strong>at</strong>titude quiteeasily.The truly ‘disruptive’ studentWhile the above two kinds <strong>of</strong> students are usually quite disruptive <strong>to</strong> the healthy flow <strong>of</strong>the tu<strong>to</strong>rial session, you may also have <strong>to</strong> deal with a truly disruptive student <strong>at</strong> sometime. This student’s behaviour is much worse <strong>and</strong> can involve direct disagreements withother individual students (possibly physical), verbal outbursts, cursing or otherdisruptive actions. Obviously, this kind <strong>of</strong> behaviour is not something th<strong>at</strong> you can ‘justsee how it goes’ with subtle management techniques.Instead, try using silence <strong>to</strong> direct the student’s <strong>at</strong>tention <strong>to</strong> you <strong>and</strong> <strong>to</strong> the situ<strong>at</strong>ion(usually, the rest <strong>of</strong> the class becomes silent also, thus making a bigger impact), politelyask for his/her co-oper<strong>at</strong>ion, <strong>and</strong> use the ground-rules set up by the you <strong>and</strong> the class asa way <strong>to</strong> direct your request. Otherwise, meet with individual students priv<strong>at</strong>ely – askthe student (or students) <strong>to</strong> stay after class <strong>and</strong> talk <strong>to</strong> them about how disruptive theirbehaviour is <strong>to</strong> you <strong>and</strong> <strong>to</strong> other students. Draw their <strong>at</strong>tention <strong>to</strong> the Student Charter,<strong>and</strong> review wh<strong>at</strong> their responsibilities are as students as this <strong>University</strong>.Helping students find supportBecause <strong>of</strong> the n<strong>at</strong>ure <strong>of</strong> your role as tu<strong>to</strong>r, <strong>and</strong> your rel<strong>at</strong>ionship <strong>to</strong> a small group <strong>of</strong>students, students <strong>of</strong>ten see you as an important person in their lives as a student, <strong>and</strong>may approach you with problems or issues other than those directly rel<strong>at</strong>ed <strong>to</strong> the courseyou are tu<strong>to</strong>ring in. While it’s important <strong>to</strong> deal with students emp<strong>at</strong>hically, don't feelth<strong>at</strong> you must help (or solve) all <strong>of</strong> their problems for them. If a student approaches youwith a need, problem or concern outside the scope <strong>of</strong> your role as a tu<strong>to</strong>r, it’s importantfor you, <strong>and</strong> for the student, th<strong>at</strong> you direct them <strong>to</strong> the appropri<strong>at</strong>e student supportnetwork or section. Students will always have concerns or needs external <strong>to</strong> their courseor program <strong>of</strong> study th<strong>at</strong> are best dealt with by other people, such as those in studentsupport services.


Section 3: Effective Small Group Teaching <strong>and</strong> Learning 33Most universities have policies <strong>and</strong> sections <strong>of</strong> the institution th<strong>at</strong> deal with thefollowing student support issues. However <strong>of</strong>ten not all teachers <strong>and</strong> students are aware<strong>of</strong> the range or extent <strong>of</strong> services, or indeed th<strong>at</strong> some exist. For example, <strong>at</strong> <strong>UQ</strong> thereare services th<strong>at</strong> provide the following:♦♦♦♦♦♦♦♦♦♦♦♦♦academic skills programscareers advicecounsellingdisability servicesindigenous student supportintern<strong>at</strong>ional student supportstudent equityIT traininglibrary skillsaccommod<strong>at</strong>ionfinanceenrolmentstudent unionAs a tu<strong>to</strong>r, you might like <strong>to</strong> summarise some inform<strong>at</strong>ion about the kind <strong>of</strong> supportservices th<strong>at</strong> are <strong>of</strong>fered <strong>at</strong> your institution, <strong>and</strong> provide this <strong>to</strong> students <strong>at</strong> the firsttu<strong>to</strong>rial session. Section 6 (Inform<strong>at</strong>ion about the <strong>University</strong>: Resources, Services, <strong>and</strong>Policies) in this booklet provides an overview <strong>of</strong> many <strong>of</strong> the services for students <strong>at</strong><strong>UQ</strong>, including contact details <strong>and</strong> links <strong>to</strong> more comprehensive inform<strong>at</strong>ion.


34 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


Section 4: eLearning 35SECTION 4eLearningIntroduction <strong>to</strong> eLearningOn the <strong>UQ</strong> eLearn site (www.elearn.uq.edu.au) eLearning is described as electronic<strong>learning</strong> used in addition <strong>to</strong> face-<strong>to</strong>-face lectures <strong>and</strong> other traditional <strong>teaching</strong> methods,th<strong>at</strong> provides additional content <strong>and</strong> communic<strong>at</strong>ion channels delivered via the WorldWide Web.Computers <strong>and</strong> the internet are ubiqui<strong>to</strong>us in our lives <strong>to</strong>day <strong>and</strong> as such we need <strong>to</strong> beable <strong>to</strong> use them effectively <strong>to</strong> achieve our goals. This means having an appropri<strong>at</strong>elevel <strong>of</strong> computer <strong>and</strong> inform<strong>at</strong>ion literacy <strong>to</strong> complement <strong>and</strong> inform our skills <strong>and</strong>knowledge. eLearning is becoming commonplace in higher educ<strong>at</strong>ion as we find newways <strong>to</strong> increase student interaction, enhance communic<strong>at</strong>ion <strong>and</strong> <strong>learning</strong> opportunities<strong>and</strong> form effective online communities <strong>of</strong> learners. Student cohorts are also changing.As more students engage in full <strong>and</strong> part-time work it is essential th<strong>at</strong> universities canrespond by providing educ<strong>at</strong>ion more flexibly – independent <strong>of</strong> place <strong>and</strong> time.Wh<strong>at</strong> can eLearning Offer?The ways in which the World Wide Web can support eLearning are potentiallylimitless. Some examples include:♦♦♦♦♦♦An enormous wealth <strong>of</strong> dynamic <strong>and</strong> up-<strong>to</strong>-d<strong>at</strong>e electronic resources, links <strong>to</strong>online journals <strong>and</strong> other inform<strong>at</strong>ion th<strong>at</strong> is easily searchable.Images, audio, streaming video <strong>and</strong> interactive <strong>learning</strong> resources th<strong>at</strong> can assiststudents with difficult concepts or visual knowledge.A communic<strong>at</strong>ion mechanism – peer-<strong>to</strong>-peer (individually or in groups), amongteacher/tu<strong>to</strong>r <strong>and</strong> students, between outside experts <strong>and</strong> students in real time(synchronously) or independent <strong>of</strong> time (asynchronous).Opportunities <strong>to</strong> collabor<strong>at</strong>e with peers <strong>and</strong> pr<strong>of</strong>essionals independent <strong>of</strong> place<strong>and</strong> time.Opportunities <strong>to</strong> develop the kinds <strong>of</strong> skills now required in most workplaces;eg. loc<strong>at</strong>ing <strong>and</strong> evalu<strong>at</strong>ing current inform<strong>at</strong>ion required <strong>to</strong> inform planning <strong>and</strong>research for real-world tasks, authentic m<strong>at</strong>erials <strong>and</strong> engagement withpr<strong>of</strong>essional associ<strong>at</strong>ions, organis<strong>at</strong>ions <strong>and</strong> communities <strong>of</strong> practice.Ways <strong>of</strong> au<strong>to</strong>m<strong>at</strong>ically providing students with fast <strong>and</strong> effective feedback <strong>to</strong>help them identify gaps <strong>and</strong> their <strong>learning</strong> needs.


36 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>♦♦Enrichment <strong>of</strong> the on-campus <strong>learning</strong> experience through self-directed <strong>learning</strong>resources, advanced computer <strong>and</strong> communic<strong>at</strong>ion skills, working in teams,email <strong>and</strong> discussion groups.Access <strong>to</strong> high quality educ<strong>at</strong>ion for students who are unable <strong>to</strong> <strong>at</strong>tend classes<strong>and</strong> tu<strong>to</strong>rials on-campus.A useful way <strong>of</strong> thinking about the internet for educ<strong>at</strong>ion is as a ‘<strong>to</strong>ol’. A <strong>to</strong>ol th<strong>at</strong> canbe used <strong>to</strong> support the <strong>learning</strong> objectives th<strong>at</strong> have been set for your course <strong>and</strong> assiststudents gain the skills <strong>and</strong> knowledge they require <strong>to</strong> successfully complete theassessment tasks.As with any <strong>to</strong>ol, there are times when using the internet may not be the mostappropri<strong>at</strong>e means <strong>of</strong> supporting learners. Online <strong>learning</strong> may not be appropri<strong>at</strong>e forcircumstances such as practicing labora<strong>to</strong>ry or mo<strong>to</strong>r skills, labora<strong>to</strong>ry experiments <strong>and</strong>manual h<strong>and</strong>ling techniques. There are also a number <strong>of</strong> myths around the internet th<strong>at</strong>are important <strong>to</strong> be aware <strong>of</strong>. For example the internet is:o Not necessarily cheaper than face-<strong>to</strong>-face <strong>teaching</strong>.o Not less work intensive than face-<strong>to</strong>-face <strong>teaching</strong> (it can be more).o Not practical or effective for all situ<strong>at</strong>ions.o Not effective educ<strong>at</strong>ionally as an inform<strong>at</strong>ion delivery mechanism only.As a tu<strong>to</strong>r you may be required <strong>to</strong> undertake duties th<strong>at</strong> are associ<strong>at</strong>ed with online<strong>teaching</strong> <strong>and</strong> <strong>learning</strong>. It is important th<strong>at</strong> you prepare yourself for this role.Managing eLearning effectivelyKnowing a little about how <strong>to</strong> manage eLearning will assist you <strong>to</strong> become an effectiveonline tu<strong>to</strong>r. You will need <strong>to</strong> check th<strong>at</strong> you:√√√√√√√√Are prepared for the roleKnow how <strong>to</strong> manage student expect<strong>at</strong>ions onlineAre familiar with ‘Netiquette’, ‘Emoticons’ & online lingoAre aware <strong>of</strong> the different kinds <strong>of</strong> online communic<strong>at</strong>ion mechanismsKnow how <strong>to</strong> facilit<strong>at</strong>e discussions onlineKnow something about assessment & evalu<strong>at</strong>ion onlineKnow a few survival tips <strong>and</strong> tricksAre familiar with where students can get training on how <strong>to</strong> use onlineresources


Section 4: eLearning 37The following sub-sections will assist you with these points so th<strong>at</strong> you can manageeLearning more effectively.Preparing for the role <strong>of</strong> online tu<strong>to</strong>rIt is likely th<strong>at</strong> your involvement in eLearning will take the form <strong>of</strong> particip<strong>at</strong>ing in acourse website using the communic<strong>at</strong>ion <strong>to</strong>ols. Prior <strong>to</strong> taking on this responsibility it isadvisable th<strong>at</strong> you <strong>at</strong>tend <strong>to</strong> the following checklist:Checklist for tu<strong>to</strong>rs preparing for a role on the course websiteDiscuss the purpose <strong>and</strong> fe<strong>at</strong>ures <strong>of</strong> the site <strong>and</strong> your role <strong>and</strong>responsibilities with the course coordina<strong>to</strong>r.Loc<strong>at</strong>e any appropri<strong>at</strong>e help desk numbers th<strong>at</strong> you may require (eg.for student log in problems).Organise computer <strong>and</strong> internet access for the periods you <strong>and</strong> yourstudents will require.Organise any passwords th<strong>at</strong> may be required.Read HUPP policy 6.10.1 Internet Code <strong>of</strong> Practice & HUPP policy3.40.4 Priv<strong>at</strong>e Access <strong>to</strong> Computers by Students <strong>and</strong> bring this <strong>to</strong> the<strong>at</strong>tention <strong>of</strong> students.Peruse the course site <strong>and</strong> its fe<strong>at</strong>ures (including online help) <strong>and</strong>clarify anything th<strong>at</strong> you are unsure about with your coursecoordina<strong>to</strong>r.Undertake any training (technical <strong>and</strong> educ<strong>at</strong>ional) th<strong>at</strong> may assist youwith your role.


38 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>How <strong>to</strong> manage student expect<strong>at</strong>ions onlineThe ‘Establishing Ground Rules’ segment in Section 1 <strong>of</strong> this booklet is just as relevantfor eLearning. There are also a few specific points about eLearning th<strong>at</strong> are worthnoting.Your expect<strong>at</strong>ions <strong>of</strong> studentsHaving a virtual presence compared <strong>to</strong> a physical one means th<strong>at</strong> you may not alwaysbe there when students have questions <strong>and</strong> needs. This means th<strong>at</strong> you will need <strong>to</strong>clearly articul<strong>at</strong>e expect<strong>at</strong>ions <strong>of</strong> students in terms <strong>of</strong>:♦♦♦Their behaviour.The st<strong>and</strong>ard <strong>and</strong> form<strong>at</strong> <strong>of</strong> work they need <strong>to</strong> complete.How you want them <strong>to</strong> use their ‘virtual space’.The part <strong>of</strong> this manual in Section 1 on ‘Establishing Expect<strong>at</strong>ions or Ground Rules’ isespecially pertinent.Students’ expect<strong>at</strong>ions <strong>of</strong> youConversely, it is essential th<strong>at</strong> students know wh<strong>at</strong> they can expect from you. Thismeans being clear about:♦♦♦How <strong>and</strong> when you will particip<strong>at</strong>e in the website,Response times for feedback on their questions <strong>and</strong> assessment.Your preferred means <strong>of</strong> communic<strong>at</strong>ion.If you don’t convey these things upfront then students will expect you <strong>to</strong> be available24x7! St<strong>at</strong>ing your conditions can avoid disappointment <strong>and</strong> discontentment.‘Netiquette’, ‘Emoticons’ <strong>and</strong> online lingoWorking online implies a certain kind <strong>of</strong> faceless anonymity which can lead <strong>to</strong> sometricky situ<strong>at</strong>ions. Netiquette, emoticons <strong>and</strong> online lingo are used <strong>to</strong> help peoplecommunic<strong>at</strong>e more effectively in this environment.


Section 4: eLearning 39NetiquetteHere are some key points th<strong>at</strong> you may wish <strong>to</strong> convey <strong>to</strong> your students <strong>to</strong> help you setthe ground rules for text-based communic<strong>at</strong>ion:♦♦♦♦♦♦♦♦♦♦Don’t type messages in all caps – IT LOOKS LIKE YOU’RE SHOUTING!Avoid pasting any fancy sign<strong>at</strong>ures, anim<strong>at</strong>ions or graphics in<strong>to</strong> your messagesunless they are really necessary for your <strong>to</strong>pic.Keep messages succinct <strong>and</strong> <strong>to</strong> the point. Some people are paying for internetaccess by the hour <strong>and</strong> so it is costing them time <strong>and</strong> money <strong>to</strong> read yourposting.Clearly identify your <strong>to</strong>pic in the subject line so th<strong>at</strong> people can decide whether<strong>to</strong> read your posting.Remember <strong>to</strong> re-read your message before posting, people can easily mistakeyour <strong>to</strong>ne. Be particularly careful about use <strong>of</strong> humour <strong>and</strong> sarcasm – it can<strong>of</strong>ten be taken the wrong way in this medium – this can cause ‘flaming’.When posting a message always be polite <strong>and</strong> respectful <strong>of</strong> other participants<strong>and</strong> their point <strong>of</strong> view.When responding <strong>to</strong> another person’s posting leave only the relevant parts <strong>of</strong>their original message in the text so th<strong>at</strong> others can make sense <strong>of</strong> your message.Do not use the virtual space for your own commercial benefit. Unsolicited massmailingadvertisements amounts <strong>to</strong> junk mail on the Internet <strong>and</strong> is generallydespised. It is called ‘spamming’.Remember th<strong>at</strong> anything you post <strong>to</strong> the internet is a public comment th<strong>at</strong> ispublished. This means th<strong>at</strong> wh<strong>at</strong> you post <strong>to</strong> bulletin boards, newsgroups <strong>and</strong>even in priv<strong>at</strong>e email can be used in grievance procedures <strong>and</strong> even litig<strong>at</strong>ion.All quotes <strong>and</strong> sources need <strong>to</strong> be properly <strong>at</strong>tributed <strong>to</strong> the author(s).Copyrighted m<strong>at</strong>erials should be tre<strong>at</strong>ed according <strong>to</strong> copyright laws.


40 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>EmoticonsEmoticons are used <strong>to</strong> add expression <strong>and</strong> emotions <strong>to</strong> text-based communic<strong>at</strong>ion. Hereare some examples::-) Happy :-e Disappointed:-( Sad :-< Mad:-o Surprised :-D Laughing:-@ Screaming ;-) Winking:-IIndifferentThere are plenty more emoticons on the net, do a net search if you areinterested.LingoSpecial lingo for the net abounds, here are some common examples. Means "by the way".FAQs –Means “see you (l<strong>at</strong>er)”.In My Humble Opinion.Frequently Asked Questions.Enclosed in brackets indic<strong>at</strong>es grinning. Which st<strong>and</strong>s for Rolling on the Floor Laughing.FlamingLurkersSomeone posts a message <strong>and</strong> others react <strong>to</strong> it angrily. This causes a‘flame war’ with the participants reacting <strong>and</strong> responding.In online discussions <strong>and</strong> ch<strong>at</strong>rooms, people who do not particip<strong>at</strong>e bu<strong>to</strong>nly ‘listen’ are called lurkers.Spamming Indiscrimin<strong>at</strong>e postings <strong>of</strong> unrel<strong>at</strong>ed <strong>to</strong>pics or advertisements <strong>to</strong>newsgroups or bulletin boards.


Section 4: eLearning 41Some lingo th<strong>at</strong> students use may be inappropri<strong>at</strong>e. If you seeabbrevi<strong>at</strong>ions or language th<strong>at</strong> you are unsure about, type it in<strong>to</strong> aninternet search engine <strong>and</strong> check its meaning. Alert the student <strong>to</strong>inappropri<strong>at</strong>e language if necessary. Remember th<strong>at</strong> policies on bullying,discrimin<strong>at</strong>ion <strong>and</strong> harassment apply just as much in a virtual class as aface-<strong>to</strong>-face one.Online communic<strong>at</strong>ion mechanismsDiscussion forums/ Bulletin boardsDiscussion forums or bulletin boards are a communic<strong>at</strong>ion mechanism th<strong>at</strong> is nonsynchronous.Th<strong>at</strong> means th<strong>at</strong> participants make a contribution <strong>to</strong> a discussionindependent <strong>of</strong> time <strong>and</strong> place. Other users can access their posting when they next goonline. Often discussion areas are comprised <strong>of</strong> different forums for different <strong>to</strong>pics.Using <strong>to</strong>pics can <strong>of</strong>ten make the discussion area a little easier for students <strong>to</strong> navig<strong>at</strong>e.Discussion forums can be used <strong>to</strong> achieve many different goals. For example:♦♦♦♦♦♦♦♦♦♦For inform<strong>at</strong>ion sharing amongst students <strong>and</strong> between yourself <strong>and</strong> students.As a mechanism for students getting <strong>to</strong> know each other <strong>and</strong> you.For processing ideas th<strong>at</strong> come up in lectures or readings.As tu<strong>to</strong>rials focused on tu<strong>to</strong>rial questions <strong>and</strong> activities.To increase team skills by working collabor<strong>at</strong>ively on projects.As a student space for helping each other <strong>and</strong> discussing areas th<strong>at</strong> may bedifficult or confusing.To provide feedback <strong>to</strong> students as a group.As a space where students can interact with industry specialists <strong>and</strong> expertsindependent <strong>of</strong> time <strong>and</strong> place.For deb<strong>at</strong>es or lively discussions on me<strong>at</strong>y issues.For assessment items where discussion, communic<strong>at</strong>ion <strong>and</strong> interaction withother students are key criteria.


42 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>How <strong>to</strong> facilit<strong>at</strong>e discussion onlineA person who facilit<strong>at</strong>es an online discussion is known as an ‘E-modera<strong>to</strong>r’. Your roleas an E-modera<strong>to</strong>r will largely depend on the purpose for the discussion, but here aresome overall <strong>guide</strong>lines:♦♦♦♦♦♦♦♦♦♦Initi<strong>at</strong>e a discussion with a warm welcome message. This may also be a goodtime <strong>to</strong> articul<strong>at</strong>e the goals <strong>of</strong> the discussion <strong>and</strong> set out your expect<strong>at</strong>ions <strong>and</strong>any ground rules for particip<strong>at</strong>ion.If students have not met face <strong>to</strong> face it can be useful <strong>to</strong> do some kind <strong>of</strong> anonline ice-breaker. Have a look <strong>at</strong> the icebreakers in Section 1 <strong>of</strong> this manualfor ideas.Make sure students are aware <strong>of</strong> your particip<strong>at</strong>ion level in the discussion.Let them know how frequently you will (realistically) check the discussion <strong>and</strong>please stick <strong>to</strong> this <strong>to</strong> avoid complaints! If you are going <strong>to</strong> be away for anyperiod <strong>of</strong> time be sure <strong>to</strong> convey this <strong>to</strong> students in terms <strong>of</strong> your particip<strong>at</strong>ionlevel.Engage the students in the discussion by using str<strong>at</strong>egies such as presentingconflicting opinions, basing the discussion on controversial papers or opinions,using authentic <strong>learning</strong> contexts, using questioning <strong>and</strong> counterfactuals.Refocus the discussion if it gets <strong>of</strong>f <strong>to</strong>pic.Don’t lecture online. Try <strong>to</strong> cre<strong>at</strong>e postings th<strong>at</strong> entice students <strong>to</strong> particip<strong>at</strong>e.When explan<strong>at</strong>ions are required, use examples, direct them <strong>to</strong> other resources<strong>and</strong> ask other students <strong>to</strong> help.Don’t become the g<strong>at</strong>ekeeper – aim for productive discussions th<strong>at</strong> will requireless input from you over time <strong>and</strong> more interaction amongst students.Don’t over contribute – let the students answer questions from others.Be prepared <strong>to</strong> sit back a little <strong>and</strong> let others respond.Accept lurkers unless particip<strong>at</strong>ion is a requirement, but try <strong>to</strong> gently entice themin<strong>to</strong> the discussion.Do not <strong>to</strong>ler<strong>at</strong>e bad behaviour or language such as inappropri<strong>at</strong>e postings <strong>of</strong> asexual, cultural or gender n<strong>at</strong>ure.


Section 4: eLearning 43Ch<strong>at</strong> roomsCh<strong>at</strong> rooms are a synchronous communic<strong>at</strong>ion mechanism. This means th<strong>at</strong> <strong>to</strong>particip<strong>at</strong>e everyone needs <strong>to</strong> be online <strong>at</strong> the same time. If there are large numbers <strong>of</strong>students involved ch<strong>at</strong> rooms can be difficult for students who cannot type very quickly<strong>and</strong>/or are from a non-English speaking background. They can be used for many <strong>of</strong> thesame types <strong>of</strong> activities as discussion forums. If students are working on a collabor<strong>at</strong>iveproject <strong>and</strong> don’t usually see each other face-<strong>to</strong>-face, they can be a good <strong>to</strong>ol forstudents <strong>to</strong> utilise <strong>to</strong> get some decisions made quickly or do a group brains<strong>to</strong>rm.EmailEmail is also a mode <strong>of</strong> non-synchronous communic<strong>at</strong>ion. Although you may sendemails <strong>to</strong> the whole group, you are likely <strong>to</strong> receive individual emails from students.If they are all asking the same questions you may be better <strong>to</strong> get them <strong>to</strong> direct suchenquiries <strong>to</strong> a discussion forum (bulletin board) where you can then answer <strong>to</strong> the wholegroup.There are a number <strong>of</strong> innov<strong>at</strong>ive educ<strong>at</strong>ional uses for email –for example ‘emailgames’ (see link in the resource area below).ListservsA LISTSERV is a program th<strong>at</strong> dissemin<strong>at</strong>es inform<strong>at</strong>ion via email <strong>to</strong> special interest<strong>and</strong> pr<strong>of</strong>essional groups. People usually send an email <strong>to</strong> subscribe <strong>to</strong> the group <strong>and</strong>also have the option <strong>to</strong> unsubscribe. Listservs can be an excellent way <strong>of</strong> loc<strong>at</strong>inginform<strong>at</strong>ion from communities <strong>of</strong> practice on a global basis. The way the listserv is setup is important – you don’t want <strong>to</strong> be flooded by emails every day – so look <strong>at</strong> theoptions for managing your mail.BlogsA blog or ‘weblog’ is basically an online journal th<strong>at</strong> a single or multiple participantscontribute <strong>to</strong> based around some kind <strong>of</strong> special interest or purpose. Blogs have beenfound <strong>to</strong> be useful for sharing inform<strong>at</strong>ion <strong>and</strong> opinions <strong>and</strong> can be incorpor<strong>at</strong>ed in<strong>to</strong> arange educ<strong>at</strong>ional activities.


44 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>How have Web logs been used in the classroom? Classroom uses <strong>of</strong> Web logs are many.They can be used as online student portfolios or filing cabinets where assignments <strong>and</strong> projectsare s<strong>to</strong>red. They can be class portals where teachers keep homework assignments, links,h<strong>and</strong>outs, syllabi, etc. Teachers have also used Web logs as collabor<strong>at</strong>ive writing spaces wherestudents read <strong>and</strong> give feedback <strong>to</strong> one another. Web logs have served as reader's <strong>guide</strong>s forliter<strong>at</strong>ure study, as newspapers, <strong>and</strong> as project sites where students cre<strong>at</strong>e <strong>and</strong> contribute allcontent.From Web logs in Educ<strong>at</strong>ion FAQhttp://www.weblogg-ed.com/s<strong>to</strong>ries/s<strong>to</strong>ryReader$414, accessed 2004.The activity <strong>of</strong> upd<strong>at</strong>ing a blog is "blogging" <strong>and</strong> someone who keeps a blog is a"blogger." Blogs usually use a s<strong>of</strong>tware th<strong>at</strong> requires very little expertise <strong>to</strong> upd<strong>at</strong>e <strong>and</strong>maintain the blog. It allows daily upd<strong>at</strong>ing <strong>and</strong> helps organise the blog so th<strong>at</strong> it is easier<strong>to</strong> navig<strong>at</strong>e. Many blogs exist on a website, but users can <strong>of</strong>ten subscribe <strong>to</strong> a blog soth<strong>at</strong> they no longer have <strong>to</strong> visit the blog itself but can receive regular upd<strong>at</strong>es. Morelinks <strong>to</strong> inform<strong>at</strong>ion on blogs are available in the resources section below.Assessment <strong>and</strong> evalu<strong>at</strong>ion onlineYou may be required <strong>to</strong> oversee some assessment tasks online. Make sure you are wellaware <strong>of</strong> the skills you will need <strong>to</strong> do this as this can be a stressful time for students ifthings go wrong! Discuss your role with your course coordina<strong>to</strong>r.Various evalu<strong>at</strong>ion options are available <strong>to</strong> you as a tu<strong>to</strong>r <strong>to</strong> moni<strong>to</strong>r performance – seesection 6 <strong>of</strong> this manual for more inform<strong>at</strong>ion. There are also ways <strong>of</strong> getting specificfeedback on aspects <strong>of</strong> a course website or other e<strong>learning</strong> <strong>to</strong>ol through an anonymousonline survey. You should discuss options with your course coordina<strong>to</strong>r.Some survival tips <strong>and</strong> tricks♦♦♦♦Don’t promise wh<strong>at</strong> you can’t deliver (eg. <strong>to</strong> check <strong>and</strong> respond <strong>to</strong> onlinediscussion postings daily, when actually you can only do this twice a week onwork days only).If students are displaying inappropri<strong>at</strong>e behaviour (eg. flaming) actimmedi<strong>at</strong>ely, but do it priv<strong>at</strong>ely, not in front <strong>of</strong> the group unless it persistentlyoccurs.Students will only use <strong>and</strong> interact with resources <strong>and</strong> each other on the site ifthey see it is <strong>of</strong> relevance <strong>to</strong> them – make explicit linkages as <strong>to</strong> why they arerelevant.Discussion forums <strong>of</strong>ten work well where they are structured around a particulartask th<strong>at</strong> is relevant <strong>to</strong> assessment. Give them timeframes also – say 2-3 weeksso the discussion doesn’t labour on.


Section 4: eLearning 45♦If you have a ch<strong>at</strong> room, recommend th<strong>at</strong> students organise their own ch<strong>at</strong>s <strong>to</strong>help each other. You might also suggest th<strong>at</strong> they ‘invite’ you <strong>to</strong> a ch<strong>at</strong> sessionwhen there is a group <strong>of</strong> you. Th<strong>at</strong> way they appreci<strong>at</strong>e <strong>and</strong> value theopportunity. If you say you will be online every week <strong>at</strong> a certain time, you mayfind yourself sitting <strong>and</strong> waiting for someone <strong>to</strong> show up!Student trainingMake sure th<strong>at</strong> students have the appropri<strong>at</strong>e skills <strong>and</strong> <strong>to</strong> engage in e<strong>learning</strong>. Youshould check with ASKIT for training (check contacts in Section 7). Make sure th<strong>at</strong>students are also aware <strong>of</strong> your website <strong>and</strong> wh<strong>at</strong> it has <strong>to</strong> <strong>of</strong>fer them. Communic<strong>at</strong>e thespecific relevance <strong>of</strong> your various <strong>to</strong>ol <strong>to</strong> them in terms <strong>of</strong> how it will support their<strong>learning</strong>.Useful eLearning resourcesBLOGGINGUsing Weblogs <strong>and</strong> RSS in educ<strong>at</strong>ion http://www.weblogg-ed.com/E<strong>learning</strong> post (Weblog) http://e<strong>learning</strong>post.com/EMAIL GAMEShttp://www.ascilite.org.au/conferences/c<strong>of</strong>fs00/papers/marie_jasinski.pdfNETIQUETTE AND ONLINE LINGOAcronyms <strong>and</strong> Emoticons: http://www.muller-godschalk.com/acronyms.htmlE-MODERATINGSalmon, Gilly. (2000). E-moder<strong>at</strong>ing : the key <strong>to</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> online. London:Kogan Page. LB1044.87 .S26 2000Salmon, Gilly. (2002). E-tivities : the key <strong>to</strong> active online <strong>learning</strong>. London: KoganPage. LB1028.5 .S23 2000Resources for Modera<strong>to</strong>rs <strong>and</strong> Facilita<strong>to</strong>rs <strong>of</strong> Online Discussion:http://www.emodera<strong>to</strong>rs.com/modera<strong>to</strong>rs.shtml


46 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


Section 5: Marking <strong>and</strong> Giving Feedback 47SECTION 5Marking <strong>and</strong> Giving FeedbackMost tu<strong>to</strong>rs will be required <strong>to</strong> undertake some kind <strong>of</strong> marking <strong>of</strong> students work,whether it be <strong>of</strong> formal assessment tasks, or in-class/take-home activities or exercises.Whichever the case, it is important <strong>to</strong> prepare yourself appropri<strong>at</strong>ely for the task <strong>and</strong>take it seriously.Students are <strong>of</strong>ten very anxious about assessment <strong>and</strong>their performance, particularly when it concerns majorpieces <strong>of</strong> assessment or important courses required fortheir program <strong>of</strong> study (for example, sometimes a coursehas <strong>to</strong> be completed <strong>and</strong> passed in order <strong>to</strong> progress on<strong>to</strong>the next course or year level). Your ‘performance’ as amarker is therefore just as crucial as their performanceas a student. From the student’s perspective, every markcounts!Before we talk about marking students work, here is an overview <strong>of</strong> some <strong>of</strong> the keyprinciples <strong>and</strong> policies regarding assessment <strong>at</strong> the <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>.<strong>UQ</strong> Principles for assessmentThe specific assessment approach adopted <strong>at</strong> the <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong> <strong>and</strong>endorsed by the Teaching <strong>and</strong> Learning Committee <strong>of</strong> the Academic Board is called‘criterion referenced assessment’, whereby marks for all pieces <strong>of</strong> assessment aredecided by reference <strong>to</strong> previously specified yardsticks ("criteria") <strong>and</strong>, where a grade isassigned, it will be assigned on the basis <strong>of</strong> the st<strong>and</strong>ard the student has achieved oneach <strong>of</strong> the criteria for the course. This method is in contrast <strong>to</strong> norm-referencedassessment (as involved when ‘grading <strong>to</strong> the curve’) which looks <strong>at</strong> how well thestudent has done in comparison with the ‘norms’ established by the other students in thegroup.Assessment requirements <strong>at</strong> <strong>UQ</strong> must be transparent <strong>and</strong> be provided, in writing, <strong>to</strong>students in the first week <strong>of</strong> class each semester as part <strong>of</strong> the course pr<strong>of</strong>ile except inthose cases where student input in<strong>to</strong> assessment requirements is st<strong>and</strong>ard procedure.With respect <strong>to</strong> assessment, the course pr<strong>of</strong>ile must include:♦♦clear, accur<strong>at</strong>e <strong>and</strong> detailed assessment requirements, <strong>and</strong> objectives <strong>and</strong> goals <strong>of</strong>the course;how assessment methods link <strong>to</strong> objectives <strong>and</strong> goals;


48 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>♦♦♦♦♦number <strong>and</strong> form <strong>of</strong> each item <strong>of</strong> assessment <strong>to</strong> be completed;rel<strong>at</strong>ive importance (weighting) <strong>of</strong> each item <strong>of</strong> assessment;due d<strong>at</strong>es for assessment;clearly written criteria <strong>and</strong> st<strong>and</strong>ards against which achievement will be judgedfor each piece <strong>of</strong> assessment;details <strong>of</strong> the method used <strong>to</strong> calcul<strong>at</strong>e a final grade from the aggreg<strong>at</strong>ion <strong>of</strong>individual assessment items (<strong>and</strong> their weighting).More details about assessment policies <strong>at</strong> <strong>UQ</strong> can be found in the H<strong>and</strong>book <strong>of</strong> Policies<strong>and</strong> Procedures (HUPP) – online <strong>at</strong> http://www.uq.edu.au/hupp/contents/view.asp –under the Teaching <strong>and</strong> Learning c<strong>at</strong>egory.Guidelines for marking♦♦♦♦♦♦Be sure you use criteria <strong>and</strong> st<strong>and</strong>ards th<strong>at</strong> are congruent with those establishedby the lecturer in charge <strong>of</strong> the course – they should have clearly explained this<strong>to</strong> you, so if they haven’t make sure you arrange <strong>to</strong> meet with them <strong>to</strong> discussthis. It is important th<strong>at</strong> you check your underst<strong>and</strong>ing <strong>of</strong> the criteria <strong>and</strong>st<strong>and</strong>ards for marking, especially with regard <strong>to</strong> giving 'part-marks'.Explain the assessment criteria <strong>and</strong> st<strong>and</strong>ards <strong>to</strong> your students.Check your school's policy on plagiarism <strong>and</strong> explain it <strong>to</strong> students.Be vigilant about che<strong>at</strong>ing <strong>and</strong> copying.When marking, make comparable judgements across students <strong>and</strong> groups – eg.cross-marking with other tu<strong>to</strong>rs (each tu<strong>to</strong>r marks a few assignments, making anote <strong>of</strong> the marks given, <strong>and</strong> then exchanging these assignments with anothertu<strong>to</strong>r who then marks them without knowledge <strong>of</strong> the tu<strong>to</strong>r’s marks – the tu<strong>to</strong>rscan then discuss their assessment <strong>of</strong> the students performance <strong>and</strong> they marksthe have alloc<strong>at</strong>ed, checking th<strong>at</strong> they have a shared underst<strong>and</strong>ing <strong>of</strong> the criteria<strong>and</strong> st<strong>and</strong>ards for the assessment task for th<strong>at</strong> course).It’s <strong>of</strong>ten useful <strong>to</strong> check back overyour marking <strong>of</strong> students work,particularly if the length <strong>of</strong> timebetween marking the first few <strong>and</strong> thelast few was quite long. Sometimesyour ideas change as you go through,<strong>and</strong> it’s important <strong>to</strong> ensure th<strong>at</strong> yourjudgements were consistent throughoutthe marking process.


Section 5: Marking <strong>and</strong> Giving Feedback 49♦♦♦Provide meaningful, timely feedback – but choose an appropri<strong>at</strong>e amount ordetail <strong>of</strong> feedback according <strong>to</strong> the importance <strong>and</strong> length <strong>of</strong> the assessment task(e.g., a short 1-2 page report should not require as many comments as a 1500word essay).Consider giving generic feedback <strong>to</strong> the whole class (such as a summary <strong>of</strong>overall performance on assessment <strong>and</strong> common strengths/weaknesses) – butensure th<strong>at</strong> generic feedback is meaningful. For example, if the worst resultswere for a particular question <strong>of</strong> a test, or aspect <strong>of</strong> an assignment, explain why<strong>and</strong> how students’ work for this particular task could be improved.Provide examples <strong>of</strong> good <strong>and</strong> poor assignments, <strong>and</strong> have students use themarking criteria <strong>to</strong> identify the difference between their own work <strong>and</strong> theseexamples.Giving feedbackGiving feedback <strong>to</strong> students, apart from being part <strong>of</strong> <strong>University</strong> policy, is a veryimportant part <strong>of</strong> the <strong>learning</strong> process. According <strong>to</strong> policy, “feedback should be <strong>of</strong>feredon every item <strong>of</strong> assessment <strong>to</strong> identify wh<strong>at</strong> the student has achieved s<strong>at</strong>isfac<strong>to</strong>rily <strong>and</strong>ways in which the student can improve their <strong>learning</strong>”.Feedback is also a valuable <strong>and</strong> personal way <strong>of</strong> improving individual student’s <strong>learning</strong>outcomes <strong>and</strong> developing rapport between you, the tu<strong>to</strong>r, <strong>and</strong> the students in your class.It can also lead <strong>to</strong> difficult interpersonal situ<strong>at</strong>ions between you <strong>and</strong> a student if theybecome upset with the feedback you give. Try <strong>and</strong> think about how your feedback willbe received by the individual.Feedback can be provided <strong>to</strong> students in a number <strong>of</strong> ways <strong>and</strong>, as mentioned in theabove section, may vary in its level <strong>of</strong> detail depending on the rel<strong>at</strong>ive importance <strong>of</strong> theassessment item <strong>and</strong> the resources available (such as the tu<strong>to</strong>rs available time – th<strong>at</strong> iswhy it is important <strong>to</strong> determine first up how much time you have <strong>and</strong> should alloc<strong>at</strong>e <strong>to</strong>marking a particular assessment task in the scheme <strong>of</strong> the overall semester/subject).Feedback may include discussion as agroup, written comments on work, modelanswers, lists <strong>of</strong> common mistakes, peer<strong>and</strong> self-evalu<strong>at</strong>ion, <strong>and</strong> form feedbacksheets containing common positives <strong>and</strong>criticisms <strong>and</strong> some individual comment.Also, you may consider including ongoingtasks th<strong>at</strong> utilise tu<strong>to</strong>r <strong>and</strong>/or peerfeedback such as set exercises, short inclassquizzes, weekly papers – this formscontinuous assessment <strong>and</strong> feedback <strong>to</strong>track progress.


50 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Tips for giving feedback <strong>to</strong> students♦♦♦♦♦♦Provide high-quality, timely feedback – part <strong>of</strong> the responsibility for markingalso requires markers <strong>to</strong> be clear in their responses <strong>to</strong> students, <strong>and</strong> as objective<strong>and</strong> specific as possible (remember th<strong>at</strong> the primary purpose <strong>of</strong> giving feedbackis <strong>to</strong> inform students about exactly how they are going – wh<strong>at</strong> they are doingwell, <strong>and</strong> in which areas they can, or need <strong>to</strong>, improve).Be sincere <strong>and</strong> positive with students about their results.Use “cover sheets” for marking work <strong>and</strong> giving feedback <strong>to</strong> students so thereis consistency in the way you structure <strong>and</strong> provide feedback <strong>to</strong> individualstudents. Include the assessment criteria in the cover sheets, <strong>to</strong>gether with a“grade indica<strong>to</strong>r” <strong>and</strong> room for open comment in each case.Be constructive in your comments – identify strengths <strong>and</strong> areas forimprovement in rel<strong>at</strong>ion <strong>to</strong> the <strong>learning</strong> objectives, <strong>and</strong> give indic<strong>at</strong>ions <strong>of</strong> howthe work can be improved.Avoid generic symbols (ticks/crosses) without explana<strong>to</strong>ry comment.Remember <strong>to</strong> balance your comments with both positive remarks <strong>and</strong> critical(yet constructive) comments. It’s always good <strong>to</strong> begin <strong>and</strong> end with a positivecomment.For more inform<strong>at</strong>ion about assessment issues, here are some useful web links:♦ http://www.tedi.uq.edu.au/<strong>teaching</strong>/assessment/index.html(<strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>)♦ http://www.brookes.ac.uk/services/ocsd/firstwords/fw2con.html(Oxford Brooks <strong>University</strong>)PlagiarismThe <strong>University</strong> has adopted the following definition <strong>of</strong> plagiarism:"Plagiarism is the action or practice <strong>of</strong> taking <strong>and</strong> using as one’s own the thoughts orwritings <strong>of</strong> another, without acknowledgment. The following practices constitute acts <strong>of</strong>plagiarism <strong>and</strong> are a major infringement <strong>of</strong> the <strong>University</strong>’s academic values:♦♦Where paragraphs, sentences, a single sentence or significant parts <strong>of</strong> a sentenceare copied directly, <strong>and</strong> are not enclosed in quot<strong>at</strong>ion marks <strong>and</strong> appropri<strong>at</strong>elyfootnoted;Where direct quot<strong>at</strong>ions are not used, but are paraphrased or summarised, <strong>and</strong>the source <strong>of</strong> the m<strong>at</strong>erial is not acknowledged either by footnoting or othersimple reference within the text <strong>of</strong> the paper; <strong>and</strong>


Section 5: Marking <strong>and</strong> Giving Feedback 51♦Where an idea which appears elsewhere in printed, electronic or audio-visualm<strong>at</strong>erial is used or developed without reference being made <strong>to</strong> the author or thesource <strong>of</strong> th<strong>at</strong> m<strong>at</strong>erial."(Policy Number: 3.40.12 in the H<strong>and</strong>book <strong>of</strong> Policies <strong>and</strong> Procedures – go <strong>to</strong> thefollowing link – http://www.uq.edu.au/hupp/contents/view.asp?s1=3&s2=40&s3=12 )Plagiarism can take many forms (James, McInnis & Devlin, 2002), <strong>and</strong> is also describeddifferently depending on the conventions <strong>of</strong> the particular discipline or culture you areworking within. However, some common forms are:♦♦♦♦♦Che<strong>at</strong>ing on an exam by copying from other students or other unauthorisedm<strong>at</strong>erial.Submitting someone else’s work as ones own for a piece <strong>of</strong> assessment.Using any inform<strong>at</strong>ion, written text, graphics or other m<strong>at</strong>erial from the internet<strong>and</strong> not acknowledging it as someone else’s work (<strong>and</strong> therefore, presenting it asones own work).Quoting or paraphrasing m<strong>at</strong>erial from a source (e.g., a book or journal article)without acknowledging where you sourced the inform<strong>at</strong>ion (<strong>and</strong> therefore,presenting it as ones own work).Group work also presents a context for possible plagiarism. For example, if astudent copies from other members while working in a group, or if a studentcontributes less, or nothing <strong>to</strong> a group assignment <strong>and</strong> then claims an equal share<strong>of</strong> the marksHowever, plagiarism may not be necessarily intentional. Even if you do detect someplagiarism, don’t immedi<strong>at</strong>ely assume th<strong>at</strong> the student intentionally did it. Some reasonswhy unintentional plagiarism may occur include:♦♦♦The student may not underst<strong>and</strong> wh<strong>at</strong> plagiarism actually means, either <strong>at</strong>university or for the particular discipline area.The student may not have a correct underst<strong>and</strong>ing <strong>of</strong> cit<strong>at</strong>ion <strong>and</strong> referencingconventions, or may have limited skills in summarising <strong>and</strong> paraphrasing <strong>of</strong>inform<strong>at</strong>ion.The student may also have problems with stress <strong>and</strong> workload managementAs a tu<strong>to</strong>r or sessional teacher, it is best <strong>to</strong> discuss any case <strong>of</strong> suspected plagiarismth<strong>at</strong> you encounter with the Course Coordina<strong>to</strong>r or your direct supervisor. Theywill be able <strong>to</strong> advise you <strong>of</strong> how <strong>to</strong> best deal with the situ<strong>at</strong>ion, or may decide <strong>to</strong>deal with it themselves.However, an important part <strong>of</strong> your role as a teacher, is <strong>to</strong> make sure th<strong>at</strong> yourstudents are aware <strong>of</strong> plagiarism as a <strong>University</strong> policy <strong>and</strong> discuss with them wh<strong>at</strong>plagiarism is, <strong>and</strong> check th<strong>at</strong> your students are aware <strong>of</strong> the correct referencingconventions for your discipline.


52 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>More inform<strong>at</strong>ion <strong>and</strong> resources on plagiarism♦♦♦Assessing <strong>learning</strong> in Australian Universities – A new Australian site(by James, McInnis & Devlin, Centre for the Study <strong>of</strong> Higher Educ<strong>at</strong>ion, <strong>University</strong><strong>of</strong> Melbourne)http://www.cshe.unimelb.edu.au/assessing<strong>learning</strong>/03/plagMain.htmlThe <strong>UQ</strong> Library has a gre<strong>at</strong> site rel<strong>at</strong>ing <strong>to</strong> <strong>UQ</strong> policy <strong>and</strong> practiceshttp://www.library.uq.edu.au/training/plagiarism.html<strong>UQ</strong> Student Support Services <strong>of</strong>fers a student workshop on effective ways <strong>to</strong> avoidplagiarism – http://www.uq.edu.au/studentservices/Referencing+correctly+<strong>and</strong>+avoiding+plagiarism


Section 6: Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 53SECTION 6Evalu<strong>at</strong>ing <strong>and</strong> Improving YourTeachingEvalu<strong>at</strong>ion as reflective practiceA good pr<strong>of</strong>essional reflects on wh<strong>at</strong> they do (<strong>and</strong> why they do it!), <strong>to</strong> gain anunderst<strong>and</strong>ing <strong>of</strong> their strengths <strong>and</strong> their weaknesses, or areas in which they canimprove. In higher educ<strong>at</strong>ion, we call this process engaging in reflective practice, anongoing cycle <strong>of</strong> planning, acting, observing <strong>and</strong> reflecting (adapted from Carr &Kemmis, 1986).This process is described in the diagram below. As a new tu<strong>to</strong>r, you will start in theplanning <strong>and</strong> designing phase (e.g., your first tu<strong>to</strong>rial!), move <strong>to</strong> the acting phase (whichin this case is <strong>teaching</strong>), <strong>and</strong> then <strong>at</strong> some stage you might want <strong>to</strong> get some inform<strong>at</strong>ion<strong>to</strong> inform you about how you are going as a tu<strong>to</strong>r – this is the observing or evalu<strong>at</strong>ionphase. Once you have some inform<strong>at</strong>ion about your practice you might then reflect oranalyse this inform<strong>at</strong>ion in order <strong>to</strong> find out in wh<strong>at</strong> areas <strong>of</strong> <strong>teaching</strong> you are doingwell, <strong>and</strong> wh<strong>at</strong> areas you can improve on.


54 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>The inform<strong>at</strong>ion th<strong>at</strong> you recollect with regards <strong>to</strong> your practice can be used for bothsumm<strong>at</strong>ive (i.e., used for promotional/career purposes, you can put this in your resumeas evidence <strong>of</strong> your skills <strong>and</strong> abilities) <strong>and</strong> form<strong>at</strong>ive purposes (i.e., used <strong>to</strong> develop<strong>and</strong> improve your practice).There are a variety <strong>of</strong> methods for evalu<strong>at</strong>ing your <strong>teaching</strong> practice, <strong>and</strong> different types<strong>of</strong> inform<strong>at</strong>ion or d<strong>at</strong>a you can collect. For example, the d<strong>at</strong>a can be qualit<strong>at</strong>ive (e.g.,student comments) or quantit<strong>at</strong>ive (e.g., r<strong>at</strong>ings on survey items), <strong>and</strong> it can be formal orinformal. The next section describes different methods <strong>of</strong> evalu<strong>at</strong>ing your <strong>teaching</strong>practice.Evalu<strong>at</strong>ion methodsThere are four key areas by which you can collect <strong>and</strong> evalu<strong>at</strong>e d<strong>at</strong>a about your <strong>teaching</strong>practice – yourself, your peers (e.g., other tu<strong>to</strong>rs), your students’ experiences, <strong>and</strong> yourstudents’ <strong>learning</strong>.Self-evalu<strong>at</strong>ion♦Self reflection, analysis & evalu<strong>at</strong>iono Using the “good tu<strong>to</strong>r” <strong>at</strong>tributes th<strong>at</strong> were discussed in Section 1 <strong>of</strong> this<strong>guide</strong>, we have developed a self-evalu<strong>at</strong>ion <strong>to</strong>ol th<strong>at</strong> can be used <strong>to</strong> helpyour prioritise areas <strong>of</strong> <strong>teaching</strong> in which <strong>to</strong> focus on for evalu<strong>at</strong>ion<strong>and</strong>/or improvement. You are asked <strong>to</strong> r<strong>at</strong>e each <strong>at</strong>tribute according <strong>to</strong>how important it is <strong>to</strong> you as a teacher (or <strong>to</strong> the context in with youteach), <strong>and</strong> also according <strong>to</strong> how you perceive your performance oneach particular <strong>at</strong>tribute. In reflecting on the outcomes, you can thenfocus on those <strong>at</strong>tributes for which you r<strong>at</strong>ed your own performancepoorly (or <strong>at</strong> least, not as good as other <strong>at</strong>tributes) th<strong>at</strong> you alsoconsidered <strong>to</strong> be important. You may not worry so much about those<strong>at</strong>tributes th<strong>at</strong> were r<strong>at</strong>ed lowest by you on performance if they were alsor<strong>at</strong>ed as low on importance <strong>to</strong> you. Go <strong>to</strong> the back <strong>of</strong> this <strong>guide</strong> <strong>to</strong> findthe complete version <strong>of</strong> this self-evalu<strong>at</strong>ion <strong>to</strong>ol. As an example, thefollowing figure shows the first few <strong>at</strong>tributes <strong>and</strong> the r<strong>at</strong>ing scales forimportance <strong>and</strong> performance.


Section 6: Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 55♦o The Teaching Perspectives Inven<strong>to</strong>ry (TPI) can help you collect yourthoughts <strong>and</strong> summarize your ideas about <strong>teaching</strong>. The TPI is quick <strong>to</strong>complete – it usually takes no more than 10-15 minutes <strong>to</strong> answer all thequestions <strong>and</strong> <strong>to</strong> au<strong>to</strong>m<strong>at</strong>ically score your results. You may also choose <strong>to</strong>print out your pr<strong>of</strong>ile sheet <strong>to</strong> help you visualize <strong>and</strong> interpret your scores.See – http://<strong>teaching</strong>perspectives.com/html/tpi_frames.htm – <strong>to</strong> accessthe Teaching Perspectives Inven<strong>to</strong>ry.Teaching journal – it can be very useful, particularly as a new teacher, <strong>to</strong> keep ajournal about your <strong>teaching</strong> experiences. This can be in the form <strong>of</strong> a kind <strong>of</strong> ‘diary’,where you write about certain events or personal thoughts, reflecting on theseexperiences <strong>and</strong> hopefully then <strong>learning</strong> from these experiences. When making ajournal entry, it is helpful <strong>to</strong> keep in mind the 3-stages <strong>of</strong> recalling the experiencing,reflecting <strong>and</strong> then <strong>learning</strong>, as detailed in the diagram below (see Boud, Keogh, <strong>and</strong>Walker, 1985).


56 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>So, for example, after your first tu<strong>to</strong>rial session for the semester you mightreplay the session (or parts <strong>of</strong> it) from memory, observing <strong>and</strong> recalling yourbehaviours (<strong>and</strong> perhaps the behaviours <strong>of</strong> students), feelings, exactly wh<strong>at</strong> <strong>to</strong>okplace <strong>and</strong> wh<strong>at</strong> your reactions were, <strong>at</strong>tending <strong>to</strong> detail, but avoiding judgment(you can observe <strong>and</strong> note th<strong>at</strong> there was judgment in the original, but avoidmaking judgments during the recall).Peer evalu<strong>at</strong>ion♦♦♦Classroom performance – ask another tu<strong>to</strong>r (usually someone who is anexperienced teacher) <strong>to</strong> sit in on your class <strong>and</strong> give you feedback. Be specific aboutthe aspects <strong>of</strong> your practice th<strong>at</strong> you want <strong>to</strong> be observed <strong>and</strong> commented on – thismakes it easier for the observer <strong>to</strong> give useful feedback <strong>to</strong> you. Altern<strong>at</strong>ively,organize <strong>to</strong> have your class video-taped, <strong>and</strong> you can ask a colleague <strong>to</strong> observe thevideo <strong>of</strong> your performance <strong>and</strong> discuss their observ<strong>at</strong>ions with you l<strong>at</strong>er.Teaching <strong>and</strong> <strong>learning</strong> m<strong>at</strong>erials – similarly, if you have developed some m<strong>at</strong>erialsfor use by your students, you can ask a colleague <strong>to</strong> comment on these m<strong>at</strong>erials inrel<strong>at</strong>ion <strong>to</strong> certain aspects as requested by you (for example, whether they are theyinteresting, well constructed, clear, etc).The following resources provide more inform<strong>at</strong>ion about getting feedback frompeers;o http://www.tedi.uq.edu.au/downloads/evalu<strong>at</strong>ions/Guidebook_PeerReview.pdf(<strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>)o http://www.brookes.ac.uk/services/ocsd/firstwords/fw43.html(Oxford Brookes <strong>University</strong>, United Kingdom)


Section 6: Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 57Student experiencesStudents are a very important <strong>and</strong> reliable source <strong>of</strong> inform<strong>at</strong>ion about how your<strong>teaching</strong> supports their <strong>learning</strong>, <strong>and</strong> they are <strong>of</strong>ten the best source <strong>of</strong> inform<strong>at</strong>ion aboutclassroom processes, assessment tasks <strong>and</strong> the interpersonal aspects <strong>of</strong> <strong>teaching</strong>. Thefollowing methods describe ways in which you can obtain inform<strong>at</strong>ion from studentsabout your <strong>teaching</strong>, both formally <strong>and</strong> informally.• Student Evalu<strong>at</strong>ion <strong>of</strong> Tu<strong>to</strong>r (SETu<strong>to</strong>r) survey – Most universities encouragetheir <strong>teaching</strong> staff <strong>to</strong> use student evalu<strong>at</strong>ion <strong>of</strong> <strong>teaching</strong> methods, <strong>and</strong> <strong>of</strong>tenthere is a st<strong>and</strong>ard <strong>to</strong>ol th<strong>at</strong> teachers can access. At The <strong>University</strong> <strong>of</strong>Queensl<strong>and</strong>, this <strong>to</strong>ol is called SETu<strong>to</strong>r [pronounced, see-tu<strong>to</strong>r](http://www.tedi.uq.edu.au/evalu<strong>at</strong>ions/Surveys/index.html). Tu<strong>to</strong>rials withfewer than six students may use the Open Response Questionnaire. There arealso other evalu<strong>at</strong>ion str<strong>at</strong>egies th<strong>at</strong> have been designed for use in particularcontexts (http://www.tedi.uq.edu.au/evalu<strong>at</strong>ions/str<strong>at</strong>egies/index.html).SETu<strong>to</strong>r Scales <strong>and</strong> Items – The Student Evalu<strong>at</strong>ion <strong>of</strong> Tu<strong>to</strong>r survey has twoparts:1. Seven items on a five-point Likert scale, r<strong>at</strong>ed “Strongly Agree” <strong>to</strong> “StronglyDisagree,” g<strong>at</strong>hering student feedback on the quality <strong>of</strong> <strong>teaching</strong>; <strong>and</strong> asingle item with a five-point Likert scale for an overall r<strong>at</strong>ing <strong>of</strong> the teacher.2. Two open-ended questions eliciting feedback on positive <strong>and</strong> improvementaspects <strong>of</strong> the <strong>teaching</strong>.The first time you use this type <strong>of</strong> evalu<strong>at</strong>ion, it will allow you <strong>to</strong> get a generalpicture <strong>of</strong> how you are going as a new teacher. However, in the followingsemesters, the evalu<strong>at</strong>ion will allow you <strong>to</strong> develop a sense <strong>of</strong> where yourstrengths <strong>and</strong> weaknesses lie rel<strong>at</strong>ing <strong>to</strong> specific skills, abilities or <strong>teaching</strong> tasks.The following table presents the current st<strong>and</strong>ard evalu<strong>at</strong>ion form designedspecifically for tu<strong>to</strong>rs <strong>at</strong> <strong>UQ</strong>.[Tu<strong>to</strong>r Name]Q1 ...was well prepared.Q2 ...communic<strong>at</strong>ed clearly.Q3 ...was approachable.Q4 ...inspired me <strong>to</strong> learn.Q5 ...encouraged student input.Q6 ...tre<strong>at</strong>ed students with respect.Q7 ...gave helpful advice <strong>and</strong> feedback.Q8 Overall, how would you r<strong>at</strong>e this tu<strong>to</strong>r.Open-ended QuestionsQ1 Wh<strong>at</strong> aspects <strong>of</strong> this tu<strong>to</strong>rs approach <strong>to</strong> <strong>teaching</strong> best helped you <strong>learning</strong>?Q2 Wh<strong>at</strong> would you have liked this tu<strong>to</strong>r <strong>to</strong> have done differently?


58 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>For further inform<strong>at</strong>ion on <strong>to</strong>ols <strong>and</strong> str<strong>at</strong>egies <strong>to</strong> assist you in improving your skills as <strong>at</strong>u<strong>to</strong>r, visit: http://www.tedi.uq.edu.au/evalu<strong>at</strong>ions/index.html.♦Informal class feedbacko The Minute Paper (Angelo & Cross, 1993) – s<strong>to</strong>p the class for 2 or 3minutes early <strong>and</strong> ask students <strong>to</strong> respond very briefly – in one minute! –<strong>to</strong> two questions: “Wh<strong>at</strong> did you find most useful about the session<strong>to</strong>day?” <strong>and</strong> “In wh<strong>at</strong> way could the session be improved?”.This is a very quick <strong>and</strong> easy method, instant <strong>and</strong> manageable d<strong>at</strong>a <strong>to</strong>which you can respond. It’s good <strong>to</strong> remember <strong>to</strong> give feedback aboutthe general outcomes <strong>of</strong> the questions <strong>to</strong> the class <strong>and</strong> note any changesth<strong>at</strong> you are going <strong>to</strong> make as a result <strong>of</strong> the feedback.o Altern<strong>at</strong>ively, consider using a “suggestion box” for getting feedbackeither on how a particular session went, or about how the classes (<strong>and</strong>your <strong>teaching</strong>) are going in general. This might be a good option ifstudents seem uncomfortable or shy about ch<strong>at</strong>ting <strong>to</strong> you as in the abovemethod, <strong>and</strong> it provides the students with an anonymous way <strong>of</strong> givingyou feedback.Student <strong>learning</strong>♦♦Student’s self-reported knowledge – sometimes it can be very helpful <strong>to</strong> getfeedback from students about their <strong>learning</strong> as a way <strong>of</strong> getting feedback about your<strong>teaching</strong>. For example, if you have spent a session on a particular concept <strong>and</strong> youwant <strong>to</strong> know whether your approach was effective in helping students <strong>to</strong>underst<strong>and</strong> th<strong>at</strong> concept, try using a method called “The Muddiest Point” (Angelo &Cross, 1993).At the end <strong>of</strong> class, ask students <strong>to</strong> respond <strong>to</strong> this question on a piece <strong>of</strong> paper –“Wh<strong>at</strong> was the ‘muddiest’ point in this class. In other words, wh<strong>at</strong> was least clear <strong>to</strong>you?”. From students’ responses you can then gauge how effective the session wasin facilit<strong>at</strong>ing student <strong>learning</strong>, <strong>and</strong> perhaps identify where any major problemsoccurred (e.g., if the majority <strong>of</strong> students comment on the same aspect as being themuddiest point). You then have the opportunity <strong>to</strong> address this the next time youmeet with your students.Student work – similarly, you can get an idea <strong>of</strong> your students <strong>learning</strong> from theirperformance on assessment, in-class or out-<strong>of</strong>-class activities. This inform<strong>at</strong>ion canalso help you <strong>to</strong> pinpoint where you may need <strong>to</strong> think about your approach <strong>to</strong><strong>teaching</strong> <strong>and</strong> how effective it is in facilit<strong>at</strong>ing student <strong>learning</strong>. For example, if yourstudents complete an in-class quiz <strong>and</strong> most get the questions about facts correct,but many fail the questions th<strong>at</strong> require applic<strong>at</strong>ion <strong>of</strong> knowledge <strong>to</strong> solve aproblem, then you may need <strong>to</strong> think about how you approached this aspect <strong>of</strong> the<strong>learning</strong> m<strong>at</strong>erial with students.


Section 6: Evalu<strong>at</strong>ing <strong>and</strong> Improving Your Teaching 59♦Approaches <strong>to</strong> <strong>learning</strong>o The VARK questionnaire – can help <strong>to</strong> people appreci<strong>at</strong>e the variety <strong>of</strong> differentways in which people learn, <strong>and</strong> <strong>to</strong> identify their own preferred preferences(e.g., Visual, Aural, Read/write, Kinesthetic or Multimodal). It can supportstudents who have been having difficulties with their studies through helpingthem <strong>to</strong> identify the most effective <strong>learning</strong> methods for their preferred way <strong>of</strong><strong>learning</strong>, <strong>and</strong> is useful for teachers who would like <strong>to</strong> develop additional<strong>learning</strong> str<strong>at</strong>egies for their classrooms. It can be used with a group or class orwith one-<strong>to</strong>-one counselling, but it does require some explan<strong>at</strong>ion <strong>to</strong> avoidstudents or teachers leaping <strong>to</strong> inappropri<strong>at</strong>e conclusions.Access this questionnaire <strong>at</strong>: http://www.vark-learn.com/english/index.aspo Similarly, you can use The Approaches <strong>to</strong> Study Inven<strong>to</strong>ry (ASI) withstudents <strong>to</strong> examine their typical approach <strong>to</strong> <strong>learning</strong> in rel<strong>at</strong>ion <strong>to</strong> thekind <strong>of</strong> <strong>learning</strong> th<strong>at</strong> takes place r<strong>at</strong>her than the kind <strong>of</strong> mode throughwhich <strong>learning</strong> takes place as in the VARK questionnaire (see Section 2– How do students approach their <strong>learning</strong> for an overview <strong>of</strong> the theoryth<strong>at</strong> underpins this questionnaire). A sample <strong>of</strong> the ASI in included in theback <strong>of</strong> this <strong>guide</strong>.Some general principles…♦♦♦♦♦Don’t overuse students as sources <strong>of</strong> evalu<strong>at</strong>ion d<strong>at</strong>aAs a new teacher, consider getting feedback early on in the semester, so th<strong>at</strong> youhave an opportunity <strong>to</strong> address any aspects before it’s <strong>to</strong>o l<strong>at</strong>e!Always be prepared <strong>to</strong> respond <strong>to</strong> feedback <strong>and</strong> inform students you will <strong>and</strong> willnot be making on the basis <strong>of</strong> it, <strong>and</strong> why.Don’t ask specific questions about the course or your <strong>teaching</strong> th<strong>at</strong> you don’t intend<strong>to</strong> change or th<strong>at</strong> you can’t change.Guarantee anonymity – students need <strong>to</strong> be confident th<strong>at</strong> any written feedback theygive is anonymous.


60 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


Section 7: Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services <strong>and</strong> Policies 61SECTION 7Inform<strong>at</strong>ion about The <strong>University</strong>:Resources, Services <strong>and</strong> PoliciesResources <strong>and</strong> Services for Students<strong>and</strong> Teaching Staff<strong>University</strong> LibrariesThere are several branch libraries <strong>at</strong> the <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>, covering a broadrange <strong>of</strong> disciplines <strong>and</strong> campuses. There are also library liaison <strong>of</strong>ficers, who areresponsible for a particular discipline area <strong>and</strong> can provide advice for academics <strong>and</strong>students. Names <strong>of</strong> liaison <strong>of</strong>ficers <strong>and</strong> contact details are listed <strong>at</strong>:http://www.library.uq.edu.au/about/liaison.html.Branch libraries:Architecture/Music (St Lucia) – Phone: 3346 3689, Email: armuslib@library.uq.edu.auBiological Sciences (St Lucia) – Phone: 3346 4384, Email: biol@library.uq.edu.auDentistry (Turbot St) – Phone: 3365 8094, Email: deni@library.uq.edu.auDorothy Hill Physical Sciences & Engineering Library (St Lucia) – Phone: 3346 4367,Email: pse@library.uq.edu.auEconomics/Business (St Lucia) – Phone: 3346 3553, Email: ecob@library.uq.edu.auFryer (St Lucia) – Phone: 3365 6236, Email: fryer@library.uq.edu.auG<strong>at</strong><strong>to</strong>n (G<strong>at</strong><strong>to</strong>n) – Phone: 5460 1137, Email: g<strong>at</strong>info@library.uq.edu.auHers<strong>to</strong>n Health Sciences – Phone: 3365 5353, Email: hhsl@library.uq.edu.auIpswich Campus (Ipswich) – Phone: 3381 1281, Email: ipswich@library.uq.edu.auLaw (St Lucia) – Phone: 3346 4302, Email: law@library.uq.edu.auM<strong>at</strong>er McAuley Library (M<strong>at</strong>er Hospital, South Brisbane) – Phone: 3163 1689,Email: m<strong>at</strong>i@library.uq.edu.auPrincess Alex<strong>and</strong>ra Hospital (Woolloongabba) – Phone: 3240 2571,Email: pahi@library.uq.edu.auSocial Sciences <strong>and</strong> Humanities (St Lucia) – Phone: 3346 4312,Email: ssah-mgr@library.uq.edu.au


62 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>IT services <strong>and</strong> supportInform<strong>at</strong>ion Technology Liaison Officers (ITLOs)IT technical support is provided on a local level by a <strong>UQ</strong>-wide network <strong>of</strong> Inform<strong>at</strong>ionTechnology Liaison Officers.ITS Help DeskIf a section ITLO is unable <strong>to</strong> assist, <strong>UQ</strong> Inform<strong>at</strong>ion Technology Services (ITS) HelpDesk staff can help with computer/network problems. ITS Help Desk staff can alsoassist with usernames <strong>and</strong> passwords.Telephone: 336 56000Email: help@its.uq.edu.auPassword help email: itspasswords@mailbox.uq.edu.auTrain ITTrain IT within ITS conducts workshops <strong>and</strong> courses in computing <strong>and</strong> inform<strong>at</strong>ionprocessing,including the use <strong>of</strong> popular computer packages <strong>and</strong> other facilitiessupported by ITS.<strong>University</strong> <strong>of</strong> Queensl<strong>and</strong> Applic<strong>at</strong>ion Publishing Service (<strong>UQ</strong>APS)<strong>UQ</strong>APS is an ITS initi<strong>at</strong>ive providing The <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong> with a range <strong>of</strong>s<strong>of</strong>tware applic<strong>at</strong>ions delivered via the <strong>University</strong>’s Local Area Network (LAN) <strong>and</strong>Wide Area Network (WAN) facilities. The <strong>UQ</strong>APS system allows staff <strong>to</strong> accessapplic<strong>at</strong>ions via a "thin client" particularly suited <strong>to</strong> remote access such as from home orwhen travelling. It consists <strong>of</strong> two types <strong>of</strong> applic<strong>at</strong>ions: desk<strong>to</strong>p applic<strong>at</strong>ions such asWord <strong>and</strong> Excel, <strong>and</strong> corpor<strong>at</strong>e applic<strong>at</strong>ions such as DA Link <strong>and</strong> Aurion.For student IT services <strong>and</strong> support – go <strong>to</strong>http://www.its.uq.edu.au/index.html?page=24108Student Support Serviceshttp://www.sss.uq.edu.au/This unit exists <strong>to</strong> enhance student well-being, <strong>learning</strong> outcomes, career <strong>and</strong> life goals.Student Support Services sees its role as a partnership in service delivery with the res<strong>to</strong>f the <strong>University</strong> community. Support is provided <strong>to</strong> students on a range <strong>of</strong> issues,including:♦♦♦♦♦♦Academic prepar<strong>at</strong>ion for new Intern<strong>at</strong>ional studentsCareer planningFinding, applying for <strong>and</strong> keeping a jobStudy <strong>and</strong> exam skillsFinancial assistanceServices for students with a disability/medical condition


Section 7: Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services <strong>and</strong> Policies 63♦♦♦♦Personal issues <strong>and</strong> enhancing life skillsBudgeting tipsTertiary <strong>learning</strong> skillsWriting skillsStudent Support Services <strong>of</strong>fers numerous workshops throughout the course <strong>of</strong> a year <strong>to</strong>assist students with aspects <strong>of</strong> their well being (Personal, Disability & Welfare),<strong>learning</strong> outcomes (Learning Assistance), career <strong>and</strong> life goals (Careers).Appointments with counsellors, disability advisers, <strong>learning</strong> advisers, intern<strong>at</strong>ionalstudent advisers <strong>and</strong> financial assistance advisers can be made by contacting Reception<strong>at</strong> the relevant campus loc<strong>at</strong>ion (Student Support Services has an <strong>of</strong>fice <strong>at</strong> St Lucia,Ipswich, G<strong>at</strong><strong>to</strong>n, Hers<strong>to</strong>n, the Dental School, <strong>and</strong> COTAH campuses).The Student Centre (St Lucia, Ipswich, G<strong>at</strong><strong>to</strong>n, Hers<strong>to</strong>ncampuses)http://www.uq.edu.au/student-centre/Students can access the Student Centre on their campus for advice <strong>and</strong> assistance onissues such as – Academic records, Admission, Commissioner for Declar<strong>at</strong>ions,Computers, internet & email, Enrolment, Examin<strong>at</strong>ions & assessment, Exclusions,Fees, Forms, Gradu<strong>at</strong>ion, Grievance procedures, HECS/PELS, ID cards,Intern<strong>at</strong>ional students, Interrupting studies, myAdvisor, Prizes & scholarships,Public transport, Research & postgradu<strong>at</strong>e, Study Abroad, Textbooks & coursem<strong>at</strong>erials, Traffic & parking.The Teaching <strong>and</strong> Educ<strong>at</strong>ional Development Institutehttp://www.tedi.uq.edu.au/The Teaching <strong>and</strong> Educ<strong>at</strong>ional Development Institute (<strong>TEDI</strong>) works <strong>to</strong> improve, byresearch <strong>and</strong> practical means, the quality <strong>of</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> <strong>at</strong> The <strong>University</strong> <strong>of</strong>Queensl<strong>and</strong>. <strong>TEDI</strong>’s role includes:♦♦♦♦The evalu<strong>at</strong>ion <strong>of</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong>The development <strong>of</strong> educ<strong>at</strong>ional technologiesResearch <strong>and</strong> scholarship in higher educ<strong>at</strong>ionAcademic staff programs <strong>and</strong> courses for <strong>learning</strong> about <strong>and</strong> enhancing allaspects <strong>of</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong>, <strong>and</strong> academic career development


64 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Policy <strong>and</strong> ProceduresThe H<strong>and</strong>book <strong>of</strong> <strong>University</strong> Policies <strong>and</strong> Procedures contains inform<strong>at</strong>ion regardingthe <strong>of</strong>ficial policies <strong>and</strong> procedures <strong>of</strong> the <strong>University</strong> approved by Sen<strong>at</strong>e(http://www.uq.edu.au/hupp/index.asp). The <strong>University</strong> is committed <strong>to</strong> the provision<strong>of</strong> efficient <strong>and</strong> effective administr<strong>at</strong>ive support <strong>to</strong> serve the needs <strong>of</strong> the whole<strong>University</strong>. This commitment is given effect in the H<strong>and</strong>book <strong>of</strong> <strong>University</strong> Policies <strong>and</strong>Procedures. The H<strong>and</strong>book is considered <strong>to</strong> be a definitive reference source on the<strong>University</strong>'s oper<strong>at</strong>ions for all staff <strong>and</strong> clients. The H<strong>and</strong>book contains policies,<strong>guide</strong>lines <strong>and</strong> procedures on a variety <strong>of</strong> management, administr<strong>at</strong>ive, academic,personnel, technical <strong>and</strong> physical facilities issues th<strong>at</strong> have been approved by the Sen<strong>at</strong>efor <strong>University</strong>-wide applic<strong>at</strong>ion. The policies contained in the H<strong>and</strong>book have a longtermr<strong>at</strong>her than transient applic<strong>at</strong>ion, although will n<strong>at</strong>urally be subject <strong>to</strong> regularreview <strong>and</strong> upd<strong>at</strong>e.The section <strong>of</strong> the HUPP rel<strong>at</strong>ed <strong>to</strong> Teaching <strong>and</strong> Learning can be found <strong>at</strong>:http://www.uq.edu.au/hupp/index.html?page=25075Student Charterhttp://www.uq.edu.au/hupp/index.html?page=25116&pid=25075One <strong>of</strong> the <strong>University</strong>'s major functions is <strong>to</strong> educ<strong>at</strong>e its students. The <strong>University</strong> iscommitted <strong>to</strong> the pursuit <strong>of</strong> excellence in all aspects <strong>of</strong> <strong>teaching</strong> <strong>and</strong> <strong>learning</strong>, <strong>and</strong>particularly <strong>to</strong> the provision <strong>of</strong> high quality <strong>teaching</strong>. Excellence in <strong>teaching</strong> <strong>and</strong><strong>learning</strong> involves students as active participants in their educ<strong>at</strong>ional experience, r<strong>at</strong>herthan as cus<strong>to</strong>mers or passive consumers. In addition <strong>to</strong> the <strong>University</strong>'s role <strong>of</strong> awardingformal academic qualific<strong>at</strong>ions <strong>to</strong> students who successfully complete their studies, the<strong>University</strong> seeks <strong>to</strong> instil in all students independent scholarly <strong>learning</strong>, criticaljudgment, academic integrity <strong>and</strong> ethical sensitivity.The Student Charter sets out the expect<strong>at</strong>ions students can properly hold as they receivetheir educ<strong>at</strong>ion. It also outlines wh<strong>at</strong> can be expected <strong>of</strong> students in undertaking theirstudies <strong>to</strong> enhance the quality <strong>of</strong> their educ<strong>at</strong>ional experience. It recognises th<strong>at</strong> ethical<strong>and</strong> honest behaviour <strong>and</strong> tre<strong>at</strong>ment underpins the <strong>University</strong>'s rel<strong>at</strong>ionship with itsstudents.The Charter also recognises th<strong>at</strong> students are central <strong>to</strong> a dynamic <strong>University</strong>community, <strong>and</strong> so it elabor<strong>at</strong>es the expect<strong>at</strong>ions associ<strong>at</strong>ed with students' particip<strong>at</strong>ionin the life <strong>of</strong> the <strong>University</strong> community. It is acknowledged th<strong>at</strong> student particip<strong>at</strong>ion isenhanced by an environment which promotes healthy lifestyle choices.


Section 7: Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services <strong>and</strong> Policies 65Assessment PoliciesAssessment principles <strong>and</strong> practiceshttp://www.uq.edu.au/hupp/index.html?page=25109&pid=25075Assessment is an integral part <strong>of</strong> the <strong>teaching</strong> <strong>and</strong> <strong>learning</strong> process, <strong>and</strong> makes asignificant contribution <strong>to</strong> <strong>learning</strong> outcomes. Assessment means work (for example,examin<strong>at</strong>ion, assignment, practical, performance) th<strong>at</strong> a student is required <strong>to</strong> completefor any one or a combin<strong>at</strong>ion <strong>of</strong> the following reasons:♦♦♦the fulfilment <strong>of</strong> educ<strong>at</strong>ional purposes (for example, <strong>to</strong> motiv<strong>at</strong>e <strong>learning</strong>,<strong>to</strong> provide feedback);<strong>to</strong> provide a basis for an <strong>of</strong>ficial record <strong>of</strong> achievement or certific<strong>at</strong>ion <strong>of</strong>competence; <strong>and</strong>/ or<strong>to</strong> permit grading <strong>of</strong> the student.The specific assessment approach adopted <strong>at</strong> the <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong> <strong>and</strong>addressed by the various Teaching <strong>and</strong> Learning Committees is called ‘criterionreferenced assessment’. This method explicitly defines the rel<strong>at</strong>ionship betweenassessment <strong>and</strong> the <strong>learning</strong> objectives, the st<strong>and</strong>ards <strong>to</strong> be met <strong>and</strong> the performanceexpect<strong>at</strong>ions held <strong>of</strong> students.The assessment process should be as open as possible. Students should be provided withas much inform<strong>at</strong>ion as possible <strong>and</strong> should be free <strong>to</strong> ask questions. Students withspecial needs (eg. non-English-speaking background <strong>and</strong> disability) are entitled, incertain circumstances, <strong>to</strong> make special arrangements <strong>to</strong> undertake their assessment,particularly with regard <strong>to</strong> central examin<strong>at</strong>ions. Fairness should be a majorconsider<strong>at</strong>ion in the all assessment practices.Special arrangements for examin<strong>at</strong>ions for students with a disabilityhttp://www.uq.edu.au/hupp/index.html?page=25111&pid=25075The <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong> has a legal <strong>and</strong> moral responsibility <strong>to</strong> provide aparticipa<strong>to</strong>ry environment for students with disabilities. As part <strong>of</strong> its responsibilities,the <strong>University</strong> has developed a Disability Action Plan; a str<strong>at</strong>egic document aimed <strong>at</strong>identifying <strong>and</strong> elimin<strong>at</strong>ing disadvantage <strong>and</strong> disincentive <strong>to</strong> students with disabilities.The guiding principles on which the development <strong>of</strong> the Action Plan <strong>and</strong> rel<strong>at</strong>edpolicies <strong>and</strong> procedures are, <strong>and</strong> will continue <strong>to</strong> be, based are supplied in the st<strong>at</strong>emen<strong>to</strong>n Students with a Disability.


66 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Under the policy on Students with a Disability the <strong>University</strong> articul<strong>at</strong>es a commitment<strong>to</strong> be proactive in providing students with disabilities the opportunity <strong>to</strong> particip<strong>at</strong>e fullyin <strong>University</strong> life <strong>and</strong> <strong>to</strong> realise their individual goals <strong>and</strong> potential by:making reasonable accommod<strong>at</strong>ion (such as academic adjustments, vari<strong>at</strong>ions inprocedures, <strong>and</strong> specialised support services) <strong>to</strong> meet the needs <strong>of</strong> students withdisabilities, while applying one academic st<strong>and</strong>ard <strong>to</strong> all students.The procedures outlined below form one str<strong>at</strong>egy <strong>to</strong> effect the Policy St<strong>at</strong>ement (as doesthe <strong>University</strong>’s st<strong>at</strong>ement on The Provision <strong>of</strong> Altern<strong>at</strong>ive Academic Arrangementsfor Students with a Disability) . The procedures further the Goals <strong>of</strong> the DisabilityAction Plan <strong>and</strong> also interpret the Assessment Rule on 'Special Arrangements'.Assessment involving near rel<strong>at</strong>ives <strong>and</strong> close associ<strong>at</strong>eshttp://www.uq.edu.au/hupp/index.html?page=25109&pid=25075Examin<strong>at</strong>ionshttp://www.uq.edu.au/hupp/index.html?page=25109&pid=25075Student access <strong>to</strong> feedback on assessmenthttp://www.uq.edu.au/hupp/index.html?page=25109&pid=25075The 1996 Task Force on Assessment Policies <strong>and</strong> Practices recognised th<strong>at</strong> feedbackis essential <strong>to</strong> an effective <strong>learning</strong> process, <strong>and</strong> formul<strong>at</strong>ed policy on feedback <strong>to</strong>students on all assessment (including examin<strong>at</strong>ion scripts <strong>and</strong> question papers).Consequently, students can expect <strong>to</strong> receive appropri<strong>at</strong>e <strong>and</strong> timely feedback. At thesame time, students have a responsibility <strong>to</strong> make use <strong>of</strong> the assessment criteria whichthey are given; <strong>to</strong> incorpor<strong>at</strong>e feedback in<strong>to</strong> their <strong>learning</strong>; <strong>and</strong> <strong>to</strong> provide academic staffwith feedback on their assessment practices, <strong>to</strong> inform the <strong>teaching</strong> process.<strong>UQ</strong> Code <strong>of</strong> Conducthttp://www.uq.edu.au/hupp/index.html?page=24987&pid=24963The <strong>University</strong> recognises its staff as its gre<strong>at</strong>est asset. The purpose <strong>of</strong> the Code <strong>of</strong>Conduct is <strong>to</strong> <strong>guide</strong> <strong>and</strong> enhance the conduct <strong>of</strong> staff in performing their duties in thecollegial environment <strong>of</strong> the <strong>University</strong>. The Code <strong>of</strong> Conduct has the support <strong>of</strong> the<strong>University</strong>'s governing body, Sen<strong>at</strong>e, <strong>and</strong> applies <strong>to</strong> all <strong>of</strong>ficers <strong>and</strong> employees <strong>of</strong> the<strong>University</strong>. There are five fundamental ethical principles enshrined in the Public Sec<strong>to</strong>rEthics Act 1994, from which the ethical oblig<strong>at</strong>ions contained in the <strong>University</strong>'s Code<strong>of</strong> Conduct are derived. The ethical oblig<strong>at</strong>ions are summarised in this section. Moredetailed advice on these ethical oblig<strong>at</strong>ions is contained in the description below <strong>and</strong> in<strong>University</strong> policies <strong>and</strong> procedures. Staff should familiarise themselves with the Code


Section 7: Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services <strong>and</strong> Policies 67<strong>of</strong> Conduct <strong>and</strong> endeavour <strong>to</strong> ensure th<strong>at</strong> its principles are observed <strong>at</strong> all times.Significant departures from the st<strong>and</strong>ards <strong>of</strong> conduct outlined in the Code <strong>of</strong> Conductmay amount <strong>to</strong> misconduct on the part <strong>of</strong> the individual staff member.Student appealsStudent grievance resolutionhttp://www.uq.edu.au/hupp/index.html?page=25126&pid=25075Following a review <strong>of</strong> student grievance processes conducted in 1998, animplement<strong>at</strong>ion report on Student Grievance Resolution: Str<strong>at</strong>egies for Improvementwas developed. The policy <strong>and</strong> procedures reflect practically <strong>and</strong> philosophically theexpect<strong>at</strong>ions <strong>and</strong> responsibilities <strong>of</strong> both the <strong>University</strong> <strong>and</strong> its students, as set out in theStudent Charter <strong>and</strong> the Research Higher Degree C<strong>and</strong>id<strong>at</strong>e Charter.Appeals <strong>to</strong> Sen<strong>at</strong>e by studentshttp://www.uq.edu.au/hupp/index.html?page=25127&pid=25075The <strong>University</strong> is committed <strong>to</strong> providing students with the best opportunity <strong>to</strong>successfully complete their studies within the rules approved by Sen<strong>at</strong>e. However, it isrecognised th<strong>at</strong> from time <strong>to</strong> time disputes arise <strong>and</strong> the <strong>University</strong> has developedgrievance resolution procedures <strong>to</strong> provide the framework for the determin<strong>at</strong>ion <strong>and</strong>resolution <strong>of</strong> grievances. Appeals <strong>to</strong> Sen<strong>at</strong>e are normally possible only when all otheravenues <strong>to</strong> resolve the grievance have been exhausted (refer <strong>to</strong> the Student GrievanceResolution policy). This policy addresses the issues rel<strong>at</strong>ing <strong>to</strong> appeals by students <strong>to</strong>Sen<strong>at</strong>e.


68 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Equity <strong>and</strong> DiversityThe Equity Officehttp://www.uq.edu.au/equityThe Office facilit<strong>at</strong>es the development <strong>of</strong> str<strong>at</strong>egies, policies, programs <strong>and</strong> proceduresth<strong>at</strong> enable the <strong>University</strong> <strong>to</strong> fulfil its commitment <strong>to</strong> equity <strong>and</strong> diversity inemployment <strong>and</strong> educ<strong>at</strong>ion. In particular the role <strong>of</strong> The Equity Office is <strong>to</strong>:♦♦♦♦♦♦♦develop in concert with faculties <strong>and</strong> other <strong>of</strong>fices, str<strong>at</strong>egies <strong>to</strong> enhance equity<strong>and</strong> diversity in employment <strong>and</strong> educ<strong>at</strong>ion <strong>at</strong> the <strong>University</strong>;provide expert advice on equity issues, policy <strong>and</strong> practice arising in the<strong>University</strong>;assist the <strong>University</strong> through the relevant committees <strong>and</strong> its executive <strong>to</strong>moni<strong>to</strong>r <strong>and</strong> evalu<strong>at</strong>e progress in rel<strong>at</strong>ion <strong>to</strong> equity <strong>and</strong> diversity;provide support <strong>and</strong> overall co-ordin<strong>at</strong>ion in rel<strong>at</strong>ion <strong>to</strong> procedures dealing withcomplaints <strong>of</strong> harassment <strong>and</strong> discrimin<strong>at</strong>ion;moni<strong>to</strong>r best practice in rel<strong>at</strong>ion <strong>to</strong> equity n<strong>at</strong>ionally;co-ordin<strong>at</strong>e programs <strong>to</strong> assist in the achievement <strong>of</strong> equity <strong>and</strong> diversity forstaff <strong>and</strong> students; <strong>and</strong>contribute <strong>to</strong> educ<strong>at</strong>ion <strong>of</strong> staff <strong>and</strong> students about equity <strong>and</strong> diversity for the<strong>University</strong>.Equity Policies <strong>and</strong> PlansThe <strong>University</strong> has developed an Equity Plan – this can be found <strong>at</strong> the following webaddress: http://www.uq.edu.au/equity/docs/uq_eq_div_plan0709.pdfThe following <strong>University</strong> Codes <strong>and</strong> Policies rel<strong>at</strong>e directly <strong>to</strong> equity <strong>and</strong> diversity (seehttp://www.uq.edu.au/equity/?page=11087 for details).A Code <strong>of</strong> Conduct for Staff applies <strong>to</strong> all <strong>of</strong>ficers <strong>and</strong> employees <strong>of</strong> the<strong>University</strong>. The ethical oblig<strong>at</strong>ions contained in the Code are derived fromthe Public Sec<strong>to</strong>r Ethics Act 1994.The Student Charter <strong>and</strong> the Postgradu<strong>at</strong>e Research Student Charterdefine the rights <strong>and</strong> responsibilities <strong>of</strong> both students <strong>and</strong> the <strong>University</strong>.An overarching Discrimin<strong>at</strong>ion, Harassment <strong>and</strong> Bullying Policy aims '<strong>to</strong>ensure th<strong>at</strong> staff, students <strong>and</strong> visi<strong>to</strong>rs are not subjected <strong>to</strong> behaviours,practices or processes th<strong>at</strong> may constitute discrimin<strong>at</strong>ion, harassmentvilific<strong>at</strong>ion, bullying or victimiz<strong>at</strong>ion'.


Section 7: Inform<strong>at</strong>ion about The <strong>University</strong>: Resources, Services <strong>and</strong> Policies 69Equal Opportunity, Affirm<strong>at</strong>ive Action <strong>and</strong> the St<strong>at</strong>us <strong>of</strong> Women st<strong>at</strong>esthe <strong>University</strong>'s commitment <strong>to</strong> equal opportunity through implement<strong>at</strong>ion<strong>of</strong> affirm<strong>at</strong>ive action programs. Positive action is taken <strong>to</strong> identify <strong>and</strong>elimin<strong>at</strong>e the institutional barriers th<strong>at</strong> women <strong>and</strong> members <strong>of</strong> design<strong>at</strong>edgroups frequently encounter in employment. This policy also addressesgender equity in Committee membership <strong>and</strong> avoidance <strong>of</strong> sexistterminology.The Recruitment <strong>and</strong> Selection Policy affirms equitable applic<strong>at</strong>ion <strong>of</strong> themerit principle throughout recruitment <strong>and</strong> selection processes.Management <strong>of</strong> Sexual Harassment Grievances explains the <strong>University</strong>'spolicy <strong>and</strong> procedures for identifying <strong>and</strong> dealing with sexual harassment.The Racism policy st<strong>at</strong>es 'racism <strong>and</strong> its manifest<strong>at</strong>ions including racialprejudice <strong>and</strong> racial discrimin<strong>at</strong>ion constitute unacceptable behaviour <strong>and</strong>th<strong>at</strong> racism is actively discouraged within the <strong>University</strong> community'. Referalso <strong>to</strong> Valuing Diversity, Opposing Racism.The <strong>University</strong> st<strong>at</strong>ement on Reconcili<strong>at</strong>ion establishes commitment <strong>to</strong> theprocess <strong>of</strong> n<strong>at</strong>ional reconcili<strong>at</strong>ion with its indigenous peoples.The policy on Students with a Disability st<strong>at</strong>es th<strong>at</strong> the <strong>University</strong> will beproactive in providing students with disabilities the opportunity <strong>to</strong> fullyparticip<strong>at</strong>e in <strong>University</strong> life <strong>and</strong> <strong>to</strong> realise their individual goals <strong>and</strong>potential. It is linked <strong>to</strong> the Disability Action Plan <strong>and</strong> rel<strong>at</strong>ed policies onprovision <strong>of</strong> altern<strong>at</strong>ive academic programs <strong>and</strong> special examin<strong>at</strong>ionarrangements.The <strong>University</strong> Disability Policy applies <strong>to</strong> both staff <strong>and</strong> students <strong>and</strong>'supports the right <strong>of</strong> people with disabilities <strong>to</strong> work <strong>and</strong> study on anequitable basis with other members <strong>of</strong> the <strong>University</strong> community'.The <strong>University</strong>'s Internet Code <strong>of</strong> Practice is intended <strong>to</strong> oper<strong>at</strong>ewithin <strong>and</strong> be consistent with existing <strong>University</strong> policies <strong>and</strong> st<strong>at</strong>utesin areas such as: sexual harassment, racism, equal opportunity,freedom <strong>of</strong> inform<strong>at</strong>ion <strong>and</strong> student discipline <strong>and</strong> misconduct.Students with a disability (Disability Action Plan)http://www.uq.edu.au/hupp/?page=25123The <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>'s Equity Plan <strong>and</strong> Str<strong>at</strong>egic Plan confirms the<strong>University</strong>’s commitment <strong>to</strong> providing equal opportunity for all students <strong>and</strong> <strong>to</strong>promoting inclusion through valuing diversity. In particular, the <strong>University</strong> has alongst<strong>and</strong>ing commitment <strong>to</strong> assist students with disabilities. A <strong>University</strong> <strong>of</strong>Queensl<strong>and</strong> Disability Action Plan has been developed <strong>to</strong> <strong>guide</strong> the <strong>University</strong>'sactivities in providing for the needs <strong>of</strong> students with disabilities. The policy st<strong>at</strong>ement,below, articul<strong>at</strong>es the principles on which these activities <strong>and</strong> rel<strong>at</strong>ed policies are, <strong>and</strong>will continue <strong>to</strong> be, based. The principles also conform <strong>to</strong> the Australian Vice-Chancellors’ Committee (AVCC) Guidelines Rel<strong>at</strong>ing <strong>to</strong> Students with Disabilities(http://www.universitiesaustralia.edu.au/documents/public<strong>at</strong>ions/policy/st<strong>at</strong>ements/DisabilityGuidelinesMay06.pdf).


70 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


References 71REFERENCESAngelo, T.A. (1998). A Teacher's Dozen: Practical, Research-Based Guidelines forImproving Teaching, Assessment, <strong>and</strong> Learning. The AAHE Bulletin, 98(2), p. 15.Angelo, Thomas A., <strong>and</strong> Cross, K. P<strong>at</strong>ricia. (1993). Classroom assessment techniques:A h<strong>and</strong>book for college teachers. San Francisco: Jossey-Bass.Arnold, R., Burke, B., James, C., Martin, B., Thomas, D. (2001). Educ<strong>at</strong>ing for a change.Toron<strong>to</strong>: Doris Marshall Institute for Educ<strong>at</strong>ion <strong>and</strong> Action Between the Line.Ather<strong>to</strong>n, J. S. (2003) Learning <strong>and</strong> Teaching: Group Development [On-line] UK:http://www.dmu.ac.uk/~jamesa/<strong>teaching</strong>/group_development.htm Accessed:9 December 2003.Biggs, J.B. (1987). Student approaches <strong>to</strong> <strong>learning</strong> <strong>and</strong> studying. Hawthorn, Vic:Australian Council for Educ<strong>at</strong>ional Research.Boud, D., Keogh, R. <strong>and</strong> Walker, D. (1985). Promoting reflection in <strong>learning</strong>: A model.Reflection: Turning Experience in<strong>to</strong> Learning. D. Boud, Keogh, R. <strong>and</strong> Walker,D. London, Kogan Page: 18-40.Carr, W. & Kemmis, S. (1986). Becoming critical: Educ<strong>at</strong>ion, knowledge <strong>and</strong> actionresearch. London: Falmer Press.Gibbs, G., & Habeshaw, T. (1989). Preparing <strong>to</strong> teach: An introduction <strong>to</strong> effective<strong>teaching</strong> in higher educ<strong>at</strong>ion. Bris<strong>to</strong>l: Technical <strong>and</strong> Educ<strong>at</strong>ional Services.Laird, D. (1985). Approaches <strong>to</strong> training <strong>and</strong> development. Reading,MA: Addison-Wesley.McKeachie, W.J. <strong>and</strong> others (1994). Teaching tips: Str<strong>at</strong>egies, research <strong>and</strong> theory forcollege <strong>and</strong> university teachers (9 th ed). Lexing<strong>to</strong>n, MA: D.C. He<strong>at</strong>h.Moon, Jennifer, A.(1999). Reflection in <strong>learning</strong> – some fundamentals <strong>of</strong> <strong>learning</strong>, Part1. In J. Moon, Reflection in Learning & Pr<strong>of</strong>essional Development, Theory &Practice. London: Kogan Page.Newble, D., & Cannon, R. (2000). A h<strong>and</strong>book for teachers in universities <strong>and</strong> colleges:A <strong>guide</strong> <strong>to</strong> improving <strong>teaching</strong> methods. London: Kogan Page.Newman, M. Helping Adults Learn. Council <strong>of</strong> Adult Educ<strong>at</strong>ion: Melbourne, Australia.Access <strong>at</strong> http://www.ala.asn.au/ace/Tu<strong>to</strong>ring3.pdfRamsden, P. (1992). Learning <strong>to</strong> teach in higher educ<strong>at</strong>ion. London: Routledge.Ramsden, P. & Entwistle, N.J. (1981). Effects <strong>of</strong> academic departments on students’approaches <strong>to</strong> studying. British Journal <strong>of</strong> Educ<strong>at</strong>ional Psychology, 51, 368-383.Richardson, J.T.E. (1990). Reliability <strong>and</strong> replicability <strong>of</strong> the Approaches <strong>to</strong> StudyQuestionnaire. Studies in Higher Educ<strong>at</strong>ion, 15, 155 – 168.Tuckman, B. (1965). Developmental Sequence in Small Groups. PsychologicalBulletin, 63, 384-399.


72 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>WEB RESOURCES♦♦Sessional <strong>teaching</strong> resources – http://www.tedi.uq.edu.au/sessional<strong>teaching</strong>/Tu<strong>to</strong>ring <strong>and</strong> Demonstr<strong>at</strong>ing – h<strong>and</strong>book from the <strong>University</strong> <strong>of</strong> Edinburghhttp://www.tla.ed.ac.uk/services/tutdems/h<strong>and</strong>book.htm♦ Small Group Teaching – tips from Oxford Brookes <strong>University</strong>http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/♦ Toolbox for Tertiary Teaching – <strong>teaching</strong> tips on <strong>TEDI</strong> sitehttp://www.tedi.uq.edu.au/<strong>teaching</strong>/<strong>to</strong>olbox/glossary.htmlhttp://www.tedi.uq.edu.au/<strong>teaching</strong>/<strong>to</strong>olbox/practical.html♦ Resources for those involved in large classes –http://www.tedi.uq.edu.au/largeclasses/


References 73LIBRARY RESOURCES AT <strong>UQ</strong>Angelo, Thomas A. <strong>and</strong> Cross, K. P<strong>at</strong>ricia (1993). Classroom assessment techniques:a h<strong>and</strong>book for college teachers. San Francisco : Jossey-Bass Publishers(LB2822.75 .A54 1993).Ber<strong>to</strong>la, P<strong>at</strong> <strong>and</strong> Murphy, Eamon (1994). Tu<strong>to</strong>ring <strong>at</strong> university : a beginner's practical<strong>guide</strong>. Bentley, W.A: Paradigm Books (LB2396 .B4 1994)Habeshaw, Sue., Habeshaw, Trevor <strong>and</strong> Gibbs, Graham. (1988). 53 interesting things <strong>to</strong>do in your seminars <strong>and</strong> tu<strong>to</strong>rials. Bris<strong>to</strong>l : Technical <strong>and</strong> Educ<strong>at</strong>ion Services.(LB1033.5 .H3 1988).Habeshaw, Trevor., Habeshaw, Sue <strong>and</strong> Gibbs, Graham. (1989). 53 interesting ways <strong>of</strong>helping your students <strong>to</strong> study. Bris<strong>to</strong>l : Technical <strong>and</strong> Educ<strong>at</strong>ional Services(LB2395 .H32 1989).Habeshaw, Trevor <strong>and</strong> Gibbs, Graham (1989). Preparing <strong>to</strong> teach: an introduction <strong>to</strong>effective <strong>teaching</strong> in higher educ<strong>at</strong>ion. Bris<strong>to</strong>l : Technical <strong>and</strong> Educ<strong>at</strong>ionalServices. (LB2331 .G52 1989).McKeachie, Wilbert J. with others (1999). McKeachie's <strong>teaching</strong> tips: str<strong>at</strong>egies,research, <strong>and</strong> theory for college <strong>and</strong> university teachers. Bos<strong>to</strong>n : Hough<strong>to</strong>nMifflin Co. (LB1738 .M25 1999).Race, Phil (2000). 500 tips on group <strong>learning</strong>. London : Kogan Page.Race, Phil <strong>and</strong> Brown, Sally (2000). 500 tips for tu<strong>to</strong>rs. London: Kogan Page(LB2331 .R27 1993).Tiberius, Richard G. (1999). Small group <strong>teaching</strong>: a trouble-shooting <strong>guide</strong>. London:Kogan Page (LB2331 .T53 1999).


74 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>


Evalu<strong>at</strong>ion Resources 75EVALUATION RESOURCESApproaches <strong>to</strong> Study Inven<strong>to</strong>ry(from Richardson, 1990)How <strong>to</strong> complete this questionnaire:Please answer every item quickly by giving your immedi<strong>at</strong>e response.Circle the appropri<strong>at</strong>e code number <strong>to</strong> show your general approach <strong>to</strong> studying.4 means definitely agree3 means agree with reserv<strong>at</strong>ions2 is only <strong>to</strong> be used if the item doesn’t apply <strong>to</strong> you, or if you find it impossible <strong>to</strong> give a definite answer1 means disagree with reserv<strong>at</strong>ions0 means definitely disagree1. I try <strong>to</strong> rel<strong>at</strong>e ideas in one subject <strong>to</strong> those in others, wherever possible 4 3 2 1 02. I usually set out <strong>to</strong> underst<strong>and</strong> thoroughly the meaning <strong>of</strong> wh<strong>at</strong> I am asked <strong>to</strong> 4 3 2 1 0read3. Ideas in books <strong>of</strong>ten set me <strong>of</strong>f on long chains <strong>of</strong> thought <strong>of</strong> my own, only 4 3 2 1 0tenuously rel<strong>at</strong>ed <strong>to</strong> wh<strong>at</strong> I was reading4. I like <strong>to</strong> be <strong>to</strong>ld precisely wh<strong>at</strong> <strong>to</strong> do in essays or other assignments 4 3 2 1 05. I <strong>of</strong>ten find myself questioning things th<strong>at</strong> I hear in lectures or read in books 4 3 2 1 06. The continual pressure <strong>of</strong> work – assignments, deadlines <strong>and</strong> competition – 4 3 2 1 0<strong>of</strong>ten makes me tense <strong>and</strong> depressed7. I find it difficult <strong>to</strong> ‘switch tracks’ when working on a problem: I prefer <strong>to</strong> 4 3 2 1 0follow each line <strong>of</strong> thought as far as it will go8. Lecturers seem <strong>to</strong> delight in making the simple truth unnecessarily complic<strong>at</strong>ed 4 3 2 1 09. I usually don’t have time <strong>to</strong> think about the implic<strong>at</strong>ions <strong>of</strong> wh<strong>at</strong> I have read 4 3 2 1 010. In trying <strong>to</strong> underst<strong>and</strong> a puzzling idea, I let my imagin<strong>at</strong>ion w<strong>and</strong>er freely <strong>to</strong> 4 3 2 1 0begin with, even if I don’t seem <strong>to</strong> be much nearer a solution11. I generally put a lot <strong>of</strong> effort in<strong>to</strong> trying <strong>to</strong> underst<strong>and</strong> things which initially 4 3 2 1 0seem difficult12. I prefer courses <strong>to</strong> be clearly structured <strong>and</strong> highly organised 4 3 2 1 013. A poor first answer in an exam makes me panic 4 3 2 1 014. In trying <strong>to</strong> underst<strong>and</strong> new ideas, I <strong>of</strong>ten try <strong>to</strong> rel<strong>at</strong>e them <strong>to</strong> real life4 3 2 1 0situ<strong>at</strong>ions <strong>to</strong> which they might apply15. When I’m reading I try <strong>to</strong> memorise important facts which may come in useful 4 3 2 1 0l<strong>at</strong>er16. I like <strong>to</strong> play around with ideas <strong>of</strong> my own even if they don’t get me very far 4 3 2 1 017. I am usually cautious in drawing conclusions unless they are well supported byevidence4 3 2 1 0


76 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>18. When I’m tackling a new <strong>to</strong>pic, I <strong>of</strong>ten ask myself questions about it which the 4 3 2 1 0new inform<strong>at</strong>ion should answer19. Often I find I have <strong>to</strong> read things without having a chance <strong>to</strong> really underst<strong>and</strong> 4 3 2 1 0them20. In reporting practical work, I like <strong>to</strong> try <strong>to</strong> work out several altern<strong>at</strong>ive ways <strong>of</strong> 4 3 2 1 0interpreting the findings21. I find I have <strong>to</strong> concentr<strong>at</strong>e on memorising a good deal <strong>of</strong> wh<strong>at</strong> we have <strong>to</strong> 4 3 2 1 0learn22. Often when I’m reading books, the ideas produce vivid images which4 3 2 1 0sometimes take on a life <strong>of</strong> their own23. The best way for me <strong>to</strong> underst<strong>and</strong> wh<strong>at</strong> technical terms mean is <strong>to</strong> remember 4 3 2 1 0the text-book definitions24. I need <strong>to</strong> read around a subject pretty widely before I’m ready <strong>to</strong> put my ideas 4 3 2 1 0down on paper25. Although I generally remember facts <strong>and</strong> details, I find it difficult <strong>to</strong> put them 4 3 2 1 0<strong>to</strong>gether in<strong>to</strong> an overall picture26. I tend <strong>to</strong> read very little beyond wh<strong>at</strong>’s required for completing assignments 4 3 2 1 027. Having <strong>to</strong> speak in tu<strong>to</strong>rials is quite an ordeal for me 4 3 2 1 028. Puzzles or problems fascin<strong>at</strong>e me, particularly when you have <strong>to</strong> work through 4 3 2 1 0the m<strong>at</strong>erial <strong>to</strong> reach a logical conclusion29. I find it helpful <strong>to</strong> ‘map out’ a new <strong>to</strong>pic for myself by seeing how the ideas fit 4 3 2 1 0<strong>to</strong>gether30. I find I tend <strong>to</strong> remember things best if I concentr<strong>at</strong>e on the order in which the 4 3 2 1 0lecturer presented them31. When I’m reading an article or research report, I generally examine the 4 3 2 1 0evidence carefully <strong>to</strong> decide whether the conclusion is justified32. Tu<strong>to</strong>rs seem <strong>to</strong> want me <strong>to</strong> be more adventurous in making use <strong>of</strong> my ownideas.4 3 2 1 0Thank you for the time it <strong>to</strong>ok you <strong>to</strong> complete this questionnaire. Your lecturer is veryinterested in your responses <strong>and</strong> will have a report back soon about the scores for the wholeclass. You will then be able <strong>to</strong> compare your own scores with the general p<strong>at</strong>tern <strong>of</strong> responsesfor the class as a whole, <strong>and</strong> perhaps discuss them with your lecturer.


Evalu<strong>at</strong>ion Resources 77-----------------------------Cut or tear here if you want <strong>to</strong> keep a record <strong>of</strong> your score-------------------------When you have answered all items, you may use this table <strong>to</strong> calcul<strong>at</strong>e your scores:Subscales <strong>and</strong> SCALES Code Items <strong>to</strong> add Sum Divide by ScoreDeep approach DA 2 + 5 + 11 + 18 4Comprehension <strong>learning</strong> CL 3 + 10 + 16 + 22 4Rel<strong>at</strong>ing ideas RI 1 + 14 + 24 + 29 4Use <strong>of</strong> evidence <strong>and</strong> logic UE 17 + 20 + 28 + 31 4MEANING ORIENTATION All four sets above 16Surface approach SA 8 + 9 + 15 + 19 + 21 + 23 6Improvidence IP 7 + 25 + 30 + 32 4Fear <strong>of</strong> failure FF 6 + 13 + 27 3Syllabus- boundedness SB 4 + 12 + 26 3Reproducing ORIENTATIONAll four sets above


78 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>Self-evalu<strong>at</strong>ion <strong>to</strong>olGood Tu<strong>to</strong>r AttributesHow important this <strong>at</strong>tribute is <strong>to</strong>youHow you r<strong>at</strong>e yourself on this<strong>at</strong>tributeOptional Crucial Lousy ExcellentI am enthusiastic └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I am approachable, <strong>and</strong> accessiblefor consult<strong>at</strong>ionI acknowledge students asindividualsI value students <strong>and</strong> cre<strong>at</strong>e awelcoming environment└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I am confident └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I am organised <strong>and</strong> prepared └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I am positive about students <strong>and</strong>student <strong>learning</strong>I am knowledgeable <strong>of</strong> the relevantcourse <strong>to</strong>pics <strong>and</strong> details└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I give clear explan<strong>at</strong>ions └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I use a variety <strong>of</strong> <strong>teaching</strong> <strong>and</strong><strong>learning</strong> methodsI use purposeful activity (alignedwith the <strong>learning</strong> objectives <strong>of</strong> thesession <strong>and</strong>/or course)I utilise the knowledge <strong>and</strong>experiences <strong>of</strong> individuals in thegroup└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘└┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I manage group dynamics well └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I tre<strong>at</strong> students equitably <strong>and</strong> fairly └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘I facilit<strong>at</strong>e student interaction └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘ └┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┴┘


Evalu<strong>at</strong>ion Resources 79


The <strong>University</strong> <strong>of</strong> Queensl<strong>and</strong>Building 90St Lucia Qld 4072T: [07] 3365 2788F: [07] 3365 1966W: www.tedi.uq.edu.au

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