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2015 Program Session Three 1. itali.uq.edu.au Before SemesterDuring Semester Session One What are the expectations for tutor professionalism.

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Presentation on theme: "2015 Program Session Three 1. itali.uq.edu.au Before SemesterDuring Semester Session One What are the expectations for tutor professionalism."— Presentation transcript:

1 2015 Program Session Three 1

2 itali.uq.edu.au Before SemesterDuring Semester Session One What are the expectations for tutor professionalism at UQ? How do we learn? How do we tutor for learning How do we plan for learning? Session Two How do we manage tutorials for learning? How do we know if our students are learning? How is my tutoring evaluated? What else do I need to know before I start tutoring? Session Three What happened in my tutorials? How can I continue to improve my tutoring? Where to from here? 2

3 3.1 What happened in my tutorials? 3.2 How can I continue to improve my tutoring? 3.3 Where to from here? itali.uq.edu.au Session Three 3

4 3.1. What happened in my tutorials? Learning objectives Reflect on your experiences as a tutor, identifying success and concerns Discuss and develop strategies to address individual concerns about your tutoring itali.uq.edu.au 4

5 Adapted from Phil Race (Race,P (2010) Making Learning Happen 2 nd Edn London Sage Publications and 1. Motivation – We learn when we pay attention, are interested and can see the relevance. We use engagement strategies to motivate our students to engage in the learning process. 2. Practice – We learn by doing it ourselves. People will have different preferences for how they like to practise and there are some disciplinary differences (for example, how you learn and practise for mathematics will differ for how you learn and practise for music). Even within the same discipline, people will go about practising differently. 3. Feedback – We respond to other people’s reaction to guide our learning. Other people’s reaction can also impact on our motivation to persist or disengage. Feedback is critical in the learning process. 4. Reflection – We need time to reflect and make sense of what we are learning. itali.uq.edu.au The Principles of Learning Motivation Practice Feedback Reflectio n

6 Think about your tutoring…. What activities, strategies or approaches were effective for your student’s learning? write them down (1 minute) pair up and discuss answers (2 minutes) share with whole group itali.uq.edu.au Buzz Groups ACTIVITY 1: Reflect on your tutorials 6

7 Now think about your strategies…. How do you know they worked? write them down (1 minute) pair up and discuss answers (2 minutes) share with whole group itali.uq.edu.au ACTIVITY 1: Reflect on your tutorials Think pair share 7

8 Part 1. Think about what activities, strategies or approaches you used that did not go as you had hoped What were you trying to do? What happened? Part 2. How did you know? itali.uq.edu.au Think pair share ACTIVITY 2: Reflect on your tutorials 8

9 Summary Identifying, reflecting on and sharing effective strategies, as well as approaches that could be improved, is essential to professional practice. itali.uq.edu.au 9

10 Learning objectives Recognise the importance of reflective practice and continuous improvement Discuss ways to evaluate your teaching (and student learning) Recognise continuous self-reflection as a part of professional practice 3.2. How can I improve my tutoring? 10

11 The cycle of reflective practice Act Teach Observe Evaluate Reflect Analyse evidence Plan Design Tutorials The Cycle of Reflective Practice adapted from A tutor’s guide to teaching and learning at UQ (2004) itali.uq.edu.au

12 What sort of information or evidence could you gather (or have you already gathered) about the quality of your teaching and the quality of student learning? itali.uq.edu.au ACTIVITY 4: Observing and evaluating your teaching practice 12

13 Four key sources of evidence 1. Student Learning 2. Student Experience 3. Peer Evaluation 4. Self Evaluation itali.uq.edu.au 13

14 TAKE HOME: Case Study of evaluation and results itali.uq.edu.au handout 14

15 Evaluation and feedback is essential but not straightforward. Careful reflection on feedback is required before modifying your teaching practices. Remember: Your hand-out has a case study offering an example of results from the official UQ SETutor itali.uq.edu.au 15

16 Learning objective Identify future professional learning opportunities itali.uq.edu.au 3.3. Where to from here? 16

17 Where to from here… itali.uq.edu.au Before SemesterDuring SemesterOngoing UQ Session One and Two School Induction Administration HR Information Occupational Health & Safety School Specific Learning UQ Session Three Course Support Coordinator support, Tutors meetings and correspondence Staff Development Programs e.g. “Basics of Assessment and Marking for Tutors” Reflective Practice 17

18 As you continue as a tutor at UQ, make use of the website UQ Tutors (http://www.uq.edu.au/tutors/), which provides links to a range of useful resources.http://www.uq.edu.au/tutors/ itali.uq.edu.au

19 REMEMBER: free Staff Development workshops Link to Staff Development Workshop on handout itali.uq.edu.au handout 19

20 Remember, there is a range of opportunities and resources available to you to assist in further development of your tutoring over time. itali.uq.edu.au 20

21 Program itali.uq.edu.au Before SemesterDuring Semester Session One What are the expectations for tutor professionalism at UQ? How do we learn? How do we tutor for learning How do we plan for learning? Session Two How do we manage tutorials for learning? How do we know if our students are learning? How is my tutoring evaluated? What else do I need to know before I start tutoring? Session Three What happened in my tutorials? How can I continue to improve my tutoring? Where to from here? 21

22 itali.uq.edu.au Think of something you need to work on and one thing you can do in your next tutorial to improve ACTIVITY 6: Your next tutorial 22

23 Session 3 Evaluation We value your feedback, thank you. itali.uq.edu.au 23


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