Presentation on theme: "International Student Orientation Making the Most of Lectures & Tutorials School of Education."— Presentation transcript:
International Student Orientation Making the Most of Lectures & Tutorials School of Education
Welcome to the University of Adelaide and this lecture I’m sure you’ll find university life: ◦ exciting ◦ stimulating ◦ a little challenging This lecture aims to outline some key aspects of lecture formats and small-group formats, and how you can make the most of every learning opportunity
Welcome to Adelaide! I would like to get to know you a little more: ◦ Where is home for you? ◦ What are you studying?
What do you think are the major differences between learning in your home country and learning in Australia? ◦ Role of teacher ◦ Student-centred approach ◦ Critical thinking ◦ Active learning ◦ Independent learning
Watch the following video:
Contact and interaction with: ◦ The University Its teachers Other students In: ◦ Lectures ◦ Tutorials ◦ Workshops ◦ Labs
Format – large ◦ In lecture theatres ◦ Often technology is used: microphones, PowerPoint, overheads Teaching philosophy ◦ Expert model ◦ Passive ◦ Teacher centred ◦ Information-transmission
Access to expert lecturer (Professors etc.) Therefore, access to specific knowledge and information Most efficient way for getting across large amounts of information ◦ Humanities: background information on an author, theory or historical period etc. ◦ Sciences: detailed information on a theory, process or formulae etc.
Very intensive – takes a lot of attention and focus (don’t fall asleep!) mna.wordpress.com (2014) Focus on facts and information rather than applications and critiques Passive – you are not so engaged, can’t usually ask questions and process the information for yourself Traditional – you are expected to soak up the information and be able to regurgitate it on demand truthdig.com (2014)
Given that lectures tend to be a passive format, you need to be active! This means: ◦ Preparing: make sure you have done all the readings and come prepared with some questions you hope to have answered ◦ Engaging with the material: identify things you don’t understand and note them down, note questions you want to ask later ?
Note-taking: take notes of important points and references to books etc. ◦ Don’t write down the details; note things you will want to be reminded of later; note questions and areas for further exploration Note-making: review your notes within a day or two of the lecture ◦ Make notes which emphasise important points and the relationships between them Use your own method: use arrows, highlighters, numbers, sections ◦ Represent the ideas visually
The other main form of contact is small groups: ◦ Tutorials ◦ Laboratories ◦ Workshops ◦ Seminars As the name suggests, they are smaller – they used to be 8-10 but are now growing to Small groups are usually linked to lecture material, so you can prepare for both at the same time
Small groups are very different to large group formats. They are: ◦ Student-centred ◦ Active ◦ Non-expert model ◦ Based on development and learning rather than information transmission
The student to teacher ratio is much smaller so there is more space for you to ask questions and discuss ideas You can relate to other students and see how they’re processing the material (you can also make friends!) You can actually apply the knowledge you have learned in other formats You can critique ideas, disagree and have more of a say
Due to funding pressures smaller groups are becoming larger This means that it is easier to fade into the background and not do any work It is much more confronting and can be scary – so try to be confident! Remember – if you have a question, probably half the class is also wondering the same thing, so speak up! If you are shy, try to make the most of it by being active, taking notes, and reflecting on the class
Again, prepare! Do the readings, look at the class exercises and have a bit of a think about them, review your lecture notes Be active and engaged – take notes in class too: write down questions, ideas, comments, things you want to look up later Most of all, speak up! This is your chance to get the most value for money Hint: your tutor/teacher/lecturer will like you if you work hard in class and participate
Tutorials: ◦ Led by a tutor ◦ Focus on discussion (course content, lecture, readings, etc) ◦ Aim: to further develop understanding of and engagement in the course ◦ Students are expected to prepare and participate Usually called tutes
Laboratories ◦ Science-based ◦ A little larger than most tutorials, and tend to be longer ◦ Focus on processes: using equipment, conducting experiments ◦ Run by demonstrators
Pay close attention when safety procedures are being specified and always follow them exactly Treat all equipment, chemicals, samples with care and respect Don’t take food or beverages into a lab (unless they’re part of your experiment!) Wear protective clothing when appropriate, and especially wear appropriate shoes (sturdy, closed-in with non-slip sole) Laboratory Health and Safety en.wikipedia.org (2014)
Workshops: ◦ Like tutorials, but even more active (i.e. you do work) ◦ You will often be asked to complete a piece of work or bring one with you ◦ You will then share it with others in the workshop ◦ Example: creative writing workshop
Seminars ◦ Focus on one person, who is usually another student ◦ This person will do an oral presentation, and will present a paper that they have usually prepared before ◦ Afterwards they will open the floor for discussion amongst other students ◦ Example: literary analysis – respondents etc.
Conferences (experts in a field) ◦ Papers: like a seminar – 20-minutes presentation followed by questions ◦ Posters: on display and author is available to answer questions at a specific time Symposium ◦ Papers made available prior to event for review ◦ Discussion forum (with respondents)
Any questions? Writing Centre ◦ Location: Level 3, Hub Central East ◦ Website: