A tutor's guide to teaching and learning at UQ - TEDI - University of ...

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10 A Tutor’s Guide to Teaching and Learning at UQSome possible ways to generate a set of ground-rules with the class include thefollowing:(1) Use pyramiding to get students thinking about their expectations and what theywould like as ground-rules. First, ask students to think about (and write down) whatkind of expectations they would like set for the group on their own, then after a coupleof minutes, they turn to their partner and share their ideas, and then each pair joins withanother pair and this group of 4 shares ideas and negotiates a common set of ideas.After a few minutes (say 5 – 10 minutes), ask one member of each group to report backto the whole class and you write each idea on the board. Once a set of expectations/ruleshas been generated, discuss the list with the class, clarifying if needed and makingchanges (if appropriate).(2) Start with a short list of rules andexpectations that you have created, projectthis on an overhead projector (OHP) orwrite on the board, and ask the class to formsmall groups (around 4 students) anddiscuss the list – do they agree, is anythingmissing, etc? Then ask each group to feedback to whole class their comments. Thisthen works in a similar way to the last partof pyramiding.
Section 2: Understanding Student Learning 11SECTION 2Understanding Student LearningWhat do students learn?According to research (e.g., Arnold et al, 1991; Laird, 1985)generally students retain:♦♦♦♦♦20% of what they hear30% of what they see50% of what they see and hear70% of what they see, hear and say90% of what they see, hear, say and doAs Confucius says, "I hear and I forget. I see and I remember. I do and I understand".Consequently, effective learning is most likely to occur if students have the opportunityto hear a lecture or discussion, see a demonstration or visual display, discuss thematerial, and have an opportunity to do something with this material. ‘Doing’something is what we call ‘active learning’, engaging with the learning material throughactivities by themselves and with other students.Therefore, in universities where the common structure for a course of study compriseslectures and tutorials or lab sessions, the role of the tutor and the tutorial becomes vitalfor the learning process. It is the small group environment of the tutorial that canprovide most opportunities for students to ‘say’ and ‘do’, what they have seen and heardin the lecture.However, not all students learn in the same way. The next section will discuss some keyideas relating to the ways in which students approach their learning.How do students approach their learning?There are a variety of models that explain the different ways in which students approachtheir learning, most reflecting different activities or strategies that students use and themotivations behind using them. The following is an example of one frameworkdeveloped by Richardson (1990) based on work by Ramsden and Entwistle (1981),which includes a questionnaire called the Approaches to Study Inventory.
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The University of QueenslandBuildin
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