Facilitating small group & Enquiry-Based Learning; workshop for postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement.

Facilitating small group & Enquiry-Based Learning; workshop for postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement Officer Frank Manista CEEBL EBL Development Officer Centre for Excellence in Enquiry-Based Learning (CEEBL)

Aims of the workshop Approach
To understand and experience Enquiry-Based Learning (EBL) To understand that EBL is ‘nothing new’ To discuss some practical concerns about applying EBL methods in your own small group teaching [Not about designing EBL exercises] Approach The best way to understand both EBL and facilitation is to do it! We’ll learn about some of the techniques by using them, going through the EBL process and discussing the issues raised. Louise - intro Centre for Excellence in Enquiry-Based Learning (CEEBL)

Part 1 Experiencing EBL in small groups
Centre for Excellence in Enquiry-Based Learning (CEEBL)

Ice breaker - Building on experience: What do we already know?
Introduce yourself to the table Include your name and discipline and why you came today Share your top tip for motivating students (this can be based on your experience as a student or as a tutor) Using our existing knowledge base to build confidence and assess what the group already knows Louise - icebreaker Centre for Excellence in Enquiry-Based Learning (CEEBL)

Ground rules Everyone contributes and listens to each other
Everyone respects the person who is talking by not interrupting No mobile phones – unless it’s an emergency Everyone participates in the exercises and stops each exercise when asked The content is flexible – everyone is free to ask questions at any point Others…? Louise Negotiating the ground rules is an important starting point for small group work Centre for Excellence in Enquiry-Based Learning (CEEBL)

‘What is EBL?’ activity Aims: To discover what EBL is and be aware of the breadth of examples. Task: Imagine that you are a student and you have been set the task (trigger) to answer the question ‘What is EBL?’ and explain it to others: In pairs, use your research from the CEEBL website to outline your chosen example of EBL. What do they have in common. How do they differ? (10 mins) At your table, share these ideas about what EBL is and make notes to feedback. (10 mins) One person from each table report back to the room. Frank – What is EBL. Based on preparatory work sent out to all participants. Discover EBL through an EBL process. Spare example handout if participants forgot to bring an example. Centre for Excellence in Enquiry-Based Learning (CEEBL)

This technique is called ‘Think-Pair-Share’
useful as an icebreaker to start discussions Demonstrates the stage of collating and applying information As it builds, the questions get deeper and more reflective: Descriptive to analytical to creative It demonstrates the value of starting from existing knowledge of the group builds group’s confidence identifies the gaps Frank – why we just did that… Centre for Excellence in Enquiry-Based Learning (CEEBL)

Some types of EBL Task-based Learning (TBL) ‘crisp problem’ Problem-based Learning (PBL) ‘messy problem’ Small-scale empirical investigations Projects and Research, often bibliographic Research-based approach to projects Discovering answer to a scenario chosen to cover specific content/skills Devising solutions to a scenario chosen to cover specific content/skills Fieldwork or case study ? ? ? ? Hidden slide How well do your examples or others you know of fit these categories? Centre for Excellence in Enquiry-Based Learning (CEEBL)

Some Humanities examples of EBL
Task-based Learning (TBL) ‘crisp problem’ Problem-based Learning (PBL) ‘messy problem’ Small-scale empirical investigations Projects and Research, often bibliographic Improving business colleagues’ French 1st yr French student teams uncover pronunciation and grammar rules by devising exercises for hypothetical colleagues in an export company Discovering answer to a scenario chosen to cover specific content/skills Culturally-defined space 1st yr Geography teams produce a map showing significant locations for a character (prop used as trigger). Explain map and their group’s experience in producing it to peers. Fieldwork or case study A profile of A.N. Other researcher 1st yr Geographers learn about the academic research process by interviewing a tutor and writing a team report Research-based approach to projects Devising solutions to a scenario chosen to cover specific content/skills English & American Studies Yr 3 students write a radio script, press release or publish a booklet of poetry Classics & Ancient History Devise a virtual collection and catalogue of papyri Client-based projects 3st yr Planners and other disciplines work with Manchester City Council’s Green City Team on sustainable development projects. Compare approaches of different disciplines. Hidden slide Examples from your own disciplines? Centre for Excellence in Enquiry-Based Learning (CEEBL)

English Literature yr 3 PBL scenario
Preparing a broadcast for ‘Yesterday’s Books Today’ The producers of BBC Radio 4’s Open Book are planning a new series of 25 minute programmes each of will focus on one work of literature and will be presented by a different team. General aims of the series are: • to convey to a present-day audience the significance and interest of literature of the past • to provide the audience with information that will help them to understand and appreciate the literature • to encourage the audience to read the literature for themselves The producers of the series invite potential teams to present to them a script for a programme on one of Samuel Johnson's works. Hidden slide Centre for Excellence in Enquiry-Based Learning (CEEBL)

French ‘EBL for EBL’ phonetics scenario
‘You work for an export company. You have noticed that even if your colleagues somehow master the French language, they are still making the type of pronunciation mistakes which stop them being fully understood by their French speaking customers who do not speak English. Your boss has asked you to help them improve their pronunciation. You have noticed that they particularly mispronounce the following groups of letters: ‘qu’, ‘gn’,‘gu’. Give a short presentation to explain the pronunciation of these letters and their phonetic transcriptions. Provide a series of exercises to help your colleagues recognise and work on these letters.’ Hidden Slide (Julia’s notes) Task-Based Learning TBL = content-driven. Objective answers to crisp problems (PBL = messy problems with many solutions) TBL acknowledges that there is a clear-cut absolute answer in some disciplines, such as grammar teaching. The purpose of tasks does not need to be the solving of a problem – emphasis is not primarily on the learning process (though this is a benefit), but on content. The task is just a carrier for the language item specified (e.g. liaisons, subject-adjective agreements). A Grammar scenario ‘You’ve come home from university for the weekend and your neighbour’s son, who is taking his AS Level in French this year, shows you his homework and his French is appalling! You are going to have to not only correct his mistakes but also explain the grammar rules to him. You’re also going to make up an exercise for him to practise what you’ve explained and to check that he has properly understood, as well as providing a reference list so that he can continue to work on this topic on his own. (the homework text illustrated illustrated misuse of basic rules governing adjectival agreement with gender/plurality of the noun described) “I just wish that my 1st year had begun with EBL as from the very beginning my confidence with speaking would have been addressed, helping me in grammar & oral + even language. I think I would have done much better in my grammar exam as consequence.” “Personally, I learn grammar best by reading, re-reading & reciting rules and verbs, as well as practising doing grammar exercises. Alternative grammar learning can be useful and may be less dull than the conventional sort, but I think that it’s important not to spend 3 hours learning a topic in an alternative way, that could be learned in an hour in the conventional way. Possibly the only reason that alternative grammar learning seems so time-consuming initially is only because it is something new and when we become more experienced and learn from our mistakes, it may be possible to learn more quickly.” “I now set myself tasks and find problems to research that I’m struggling with” From control group student: “From my experience of EBL in French phonetics but also in History, I am not keen on the idea that someone who isn’t that good at the subject and doesn’t really care should be teaching me rather than a trained & qualified teacher in the field. However, I can see where it could be useful.” Contact: Centre for Excellence in Enquiry-Based Learning (CEEBL)

What is EBL? Some common views
Learning driven by research – uses our natural curiosity Student-Centred Learning, self-directed learning – taking ownership of the learning process (the ‘how’), and sometimes of the content (the ‘what’) Facilitated rather than taught – ‘lighting the fire’ instead of ‘filling the pot’ Usually emphasis on group work Ideally based on the ‘real world’ – a real life problem/ scenario and/or approach to solving problems Students gain both generic skills and subject content & skills But how much content should you provide….? Hidden slide Centre for Excellence in Enquiry-Based Learning (CEEBL)

Reflecting, or How’s it going so far?
Apart from what you’ve learnt about EBL itself: What processes and skills have we been using?... Frank - Rhetorical questions!! You are about to answer them in the next slide. They just think about it then you answer it… Centre for Excellence in Enquiry-Based Learning (CEEBL)

The EBL process & skills wheel
FINAL PRESENTATION /SOLUTION TOPIC skills Organisational, leadership Analytical, critical, applying existing knowledge Communication, negotiation, organisation Research, time management Team working, verbal, negotiation, critical Problem solving, verbal, communication Apply what’s been learnt Define the problem 6 1 Collate research Identify what’s already known 2 REFLECT 7 5 Students accept responsibility for own learning Tutors facilitate Do research Allocate tasks to fill gaps Frank – process and skills 3 4 Centre for Excellence in Enquiry-Based Learning (CEEBL) Goldring & Wood (2007) Postgraduate Facilitator’s Guide to EBL

Reflection continued….
Evaluate: How well did it go: what did you find hard/easy? What would you do differently next time? This reflection stage is useful because it helps to: Identify further gaps in content  new cycle of research Build confidence by acknowledging what we did well Learn from our mistakes Become aware of how we learn Recap at different stages, not just at the end. Frank – value of reflection Centre for Excellence in Enquiry-Based Learning (CEEBL)

Why reflection is important in EBL
A speedy solution that reaches a single conclusion shouldn’t be prioritised over a fuller consideration of a problem with many angles to it (as all good EBL scenarios should have!) Research is an ongoing process. You will never find out everything about a topic. Encourage students to reflect on what else they should/could do. Encourage them to consider the legitimacy of their references/resources, including just relying on their own knowledge. Encourage them to consider the approach they used and what they would do differently next time. Louise – continuing reflection and research in EBL Centre for Excellence in Enquiry-Based Learning (CEEBL)

Why EBL is useful Students are more engaged with their own learning; taps into natural curiosity, improves motivation to learn Encourages deeper learning Greater flexibility, more responsibility Learn essential research skills in a ‘safe’ environment. Research-like learning. Develops skills vital for employability, e.g. problem-solving, leadership, group work, communication, creativity, reflection. Frank – why do EBL? Centre for Excellence in Enquiry-Based Learning (CEEBL)

50% of what they see and hear 70% of what they talk over with others
Most people learn…. 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they talk over with others 80% of what they do in real life 95% of what they teach somebody else Passive learning Active learning Frank – some theory! Glasser [1988] Centre for Excellence in Enquiry-Based Learning (CEEBL)

Why EBL is useful – some theory
Bloom’s taxonomy of cognitive educational objectives: Depth of learning Judging the outcome Evaluation Pulling together several analyses Synthesis Making sense of the results Analysis Applying concepts Application Explaining concepts Comprehension Frank (Julia’s Notes) Cognitive domain; transmit & process inmformation A second set of objectives for Affective domain relates to attitudes and behaviour: Bottom: Receiving; listens to stimulus Responding: Reacts too stimulus Valuing; Recognises personally attached worth or value. Justifies, explains, shares Organising; Recognises need for balance between competing worths. Integrates, compares. Accepts responsibility for own behaviour. Top Characterisation by value; Entire long-held belief system developed. Miller’s model: Knows  Knows how  Shows how Recalling facts Knowledge Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The classification of Educational Goals: Handbook I, Cognitive Domain. New York: Toronto: Longmans. Centre for Excellence in Enquiry-Based Learning (CEEBL)

Experiential learning model (Kolb 1981, 1984) associated learning styles (Healey et al., 2005)
Good at generating ideas. Able to see situations from many angles. Recognises problems. Investigates. Senses opportunities. Prefers to watch before acting. Uses imagination to solve problems. Can carry out plans. Interested in action & results. Adapts. Trial & error. Likes practical experimental approach Abstract concept Active experiment Concrete experience Reflection & observation Diverger ‘Initiator’ Why questions’ Accommodator ‘Experimenter’ Assimilator ‘Theoriser’ ‘Relevance & how questions’ Converger, ‘Organiser’ Frank – why group work fills in the gaps in the cycle (Julia’s Notes) From Healey et al 05_Learning styles among geography undergraduates.pdf Diverger [‘Why questions’, their tag] cf Belbin ‘Plant’, ‘Resource investigator’?? Imaginative & good at generating ideas. Able to see situations from many angles. Open to experience. Recognises problems. Investigates. Senses opportunities. Prefers to watch before acting. Uses imagination to solve problems. Assimilator [‘Relevance & how questions’ their tag] Able to theorise. Compares alternatives. Defines problems. Establishes criteria. Formulates hypotheses. Takes a concise logical approach. Prefers a good explanation to hands-on experience. Converger [‘Organiser’ my tag] cf Belbin ‘Coordinator’ or ‘Implementer’? Good at practical applications. Makes decisions. Focuses effort. Evaluates plans. Selects from alternatives. Solves problems. Prefers technical tasks. Accommodator [‘Experimenter’ my tag] cf Belbin ‘Shaper’, ‘Finisher’? Can carry out plans. Interested in action & results. Adapts to immediate circumstances. Trial & error approach. Likes practical experimental approach Good at practical applications. Makes decisions. Focuses effort. Evaluates plans. Selects from alternatives. Solves problems. Prefers technical tasks. Able to theorise. Compares alternatives. Defines problems. Establishes criteria. Formulates hypotheses. Takes a concise logical approach. Prefers a good explanation to hands-on experience. Centre for Excellence in Enquiry-Based Learning (CEEBL)

Why EBL is useful (continued)
Developing informed and aware learners; ‘Rumsfeld moments’ Well informed & aware Awareness of own discipline-specific knowledge & learning process Better informed, & aware of gaps What do we still need to find out? Uninformed, & aware of it; help! Informed, but don’t realise. What do we already know? Hidden Slide Find author. Based on notes from a CEEBL workshop – Healey, Jenkins, Gibbs, Kneale, Blumhoff?? Uninformed & unaware of it; ‘blissful ignorance’ Knowledge of discipline-specific content & learning process Centre for Excellence in Enquiry-Based Learning (CEEBL)

When you come back please sit with a different group of people
What worries me is… During the coffee break, use the Post-it notes to jot down your questions/ anxieties about facilitating small groups: Write each question on a separate Post-it note so that we can sort them Stick them on the paper provided. We’ll use them in the plenary Louise When you come back please sit with a different group of people Centre for Excellence in Enquiry-Based Learning (CEEBL)

Part 2 Smoothing the process
EBL facilitation Centre for Excellence in Enquiry-Based Learning (CEEBL)

Part 2 – Introduction and Reflection
Introduce yourselves to your new table group Reflect on what we have done so far Discuss this in your groups for 5 minutes… How is it going? What have you learnt? Do you have any questions Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

What is an EBL Facilitator?
Guide towards a specific objective Foster communication, negotiation or understanding in a group A mediator, a coordinator An Enabler – someone who empowers others to find out/experience things for themselves Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

‘Harnessing the negative’ activity
What makes a bad facilitator?.... (10 mins) Turn your negatives into positives… (5 mins) This is called ‘Harnessing the negative’ Very useful for tricky questions where there is no right or obvious answer! Louise Frank to sort post-it notes into categories during this section Centre for Excellence in Enquiry-Based Learning (CEEBL)

Doing EBL - What we expect from students….
Accept responsibility for own learning Work co-operatively Determine a plan of activity and agree individual responsibilities for the work – ground rules Louise Use resources effectively and appropriately Share findings and collate research Negotiate deadlines and targets Present findings Centre for Excellence in Enquiry-Based Learning (CEEBL)

Why is it so important that students take responsibility?
Gain understanding, retain knowledge, create knowledge Make decisions based on evidence and research Analyse, synthesise and evaluate, rather than just define and explain Adopt a positive attitude towards their subject/profession/HE Take more responsibility for their learning in general Develop skills Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

What is expected from facilitators?
Allow students to take responsibility for their own learning – Do not give them the answers! Facilitate the group processes and the learning Guide lines of enquiry by asking questions Support any difficulties with groups or individuals Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

‘Learning to listen’ activity
Work in a three. Take it in turns to play these roles: Speaker Listener Observer The exercise will be repeated 3 times to allow each person to take on each role (5 mins each time) The Speaker has to discuss a problem/issue they are having (one they don’t mind discussing!) The Listener can only ask questions about the situation to understand it better and MUST NOT offer advice or talk about themselves The Observer will watch closely and point out any time the Listener does not follow these rules. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Questioning tips Practise using the levels of questioning discussed earlier Your aim as the listener is to get the speaker to move through the steps below: Descriptive – What happened? Analytical – Why did it happen? Creative – How would you change/improve? What would happen if you did it again? Louise Kolb cycle revisited as questioning: ‘Actively experiment Offer me suitable methods ‘Experience’ Tell me about your other similar experiences ‘Reflect’ Ask me questions I’ve overlooked ‘Generalise’ Discuss with me and leave me to refine. SOURCE; based on Jenny Blumhoff’s ‘Developing Graduate Skills’ workshop, CEEBL 25 Oct Slide on The Underpinning Pedagogy (2), ‘Socio-constructivism; peers enrich the process. Where ‘constructivism’ relates to students creating meaning by their learning activities instead of meaning being imposed on them. Constructivist alignment; aligning teaching to achieve constructivist understanding (Biggs 1999). Centre for Excellence in Enquiry-Based Learning (CEEBL)

Feedback on activity Was that difficult? Why?
Gaining a deeper understanding of the situation Helping the speaker to come to their own conclusions rather than those you impose upon them Learning to ask the sorts of questions that make people think and speak openly, without judgement It is hard to be the listener especially when you only want to help, but it is good practise for facilitation as, next time, the speaker might be able to solve that problem alone… Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Activity – group management!
Each group will receive a ‘type’ of participant You will have 10 minutes to come up with a list of positives and negatives for this type of participant in a discussion situation If you have time look at your lists and discuss how you can use a technique or activity to avoid problems and get the best out of your type of participant Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Problem solving techniques
Particularly useful for: The ‘life story’, The ‘expert’, The ‘talkative’ student Use a summary sentence that excludes the student by implication e.g. “what does the rest of the group think?” Use people to move the discussion along – “Does everyone agree with that?”, “What do other people think?” Break the group into pairs and ask for feedback from each pair Use your participants’ expertise, ask them to explain something to the rest of the group Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Ask the rest of the group if they agree/disagree
Particularly useful for: The ‘resistant’ student, The ‘ridiculing’ student, The ‘devil’s advocate’ and ‘two at logger heads’ Ask the rest of the group if they agree/disagree Include the rest of the group in the debate to avoid it becoming personal e.g. “Are there any other views on this subject?” Ask them to explain their reaction and provide their own opinion (in a nonaggressive way!) THEN Ask the group if they think this is a reasonable reaction and use it as a way to discuss why/why not. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Activity: ‘What worries me is…’
Using the post-it notes from earlier, we’re going to look at some of the things that worry you about EBL and facilitation Add any additional worries Sort the post-its into categories Put crosses on the most important ones for you personally (5 crosses to ‘spend’) Frank – introduce and facilitate discussion based on post-it notes Centre for Excellence in Enquiry-Based Learning (CEEBL)

‘What worries me’ part 2 This is an open discussion so please feel free to join in and share your experiences if you feel they may benefit others Frank Centre for Excellence in Enquiry-Based Learning (CEEBL)

Silence - What should I do if no one answers?
FAQs 1 Silence - What should I do if no one answers? Wait it out – Give the group a chance to think; silence always feels longer to you than to them Rephrase - Maybe they didn’t understand, so ask the question another way Use a technique - Set them a quick exercise e.g. 10 mins to talk about/decide this or ‘Think-Pair-Share’ Walk away - Your presence might be unintentionally intimidating, or you might be filling in for them too quickly. Remind them of their aim or deadline, give them a set amount of time and then leave them to talk it out. Louise to bring up slides as we come to these issues Centre for Excellence in Enquiry-Based Learning (CEEBL)

FAQs 2: What should I do about…
Conflict management Remind participants that they are all entitled to disagree provided it is done in a respectful and non-aggressive way Remember: Some conflict is necessary – use it to further discussions Lack of subject knowledge? Use the group as a resource, e.g. “Would anyone like to explain this?” It’s ok not to know. Say you’ll find out in time for the next session and follow up on it then. Getting my students to engage in group work? Explain the process clearly Explain the objectives and benefits clearly Emphasise communication between group members Make sure everyone knows what they’re doing. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Discussion: What approaches did we use? Why were they useful?
We were able to get our anxieties out in the open cathartic, improves communication and trust We sorted them into categories to make understanding and solving them easier We identified the biggest problems for the group as a whole encourages negotiation, prioritises We used each other to come up with solutions empowers Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

We’ve just used the technique called reflection again
We’ve just used the technique called reflection again. Analysing the process we went through helps us (students and facilitators alike) to identify what we’ve learnt how we learnt it how we can improve Learning journals or blogs can be used to encourage and assess reflection on an EBL activity. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

What sort of triggers could I use?
Journal article Newspaper headline Artefact Cartoon Photograph Prop for role play Scenario Others? Biofuels or biodiversity? Carbon or communities? Louise Other ingredients of a good trigger? Other examples, especially from your discipline? Centre for Excellence in Enquiry-Based Learning (CEEBL)

Some other things to consider
Environment – How the room is set out: are people facing each other, do they have the resources they need? Does your group already know each other or do you need an icebreaker? Have some back up questions/activities, but be flexible; don’t feel you have to use them! Don’t interrupt the conversation unless it’s really necessary Be aware of how other factors such as your body language or your tone of voice can affect others as well as what you actually say The level of facilitation will always depend on the group and its needs – you don’t always have to be with the group to be facilitating. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

A Guide to the Facilitation of EBL for Graduates
Staff and student opinions Practical information Hints, tips and FAQs It can be found here: Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Further sources Helling, B (1988) ‘Looking for good teaching: a guide to peer observation’ Journal of Staff, Program and Organisational Development Vol. 6, No. 4 Habeshaw, Habeshaw and Gibbs (1984) 53 Interesting Things to do in Your Seminars and Tutorials, Technical & Educational Services Ltd. University of Central Lancashire. Small groups, Biggs, J. (1995) ‘The Role of Meta-learning in Study Processes’. British Journal of Educational Psychology, 55, Dimitrios Thanasoulas (2007) ‘What is Learner Autonomy and How Can It Be Fostered?’ The Internet TESL (Teaching English as a Second Language) Journal, Healey, D. (1999). ‘Theory and Research: Autonomy in Language Learning’. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: Research, Practice, and Critical Issues (pp ). Alexandria, VA: TESO Healey, M., Kneale, P, Bradbeer, J. (2005) ‘Learning styles among geography undergraduates: an international comparison’, Area, 37.1, 30–42. Healey M and Jenkins A 2000 Learning cycles and learning styles: the application of Kolb’s experiential learning model in higher education Journal of Geography –95 Kolb D.A. (1984) Experiential learning: experience as a source of learning and development Prentice Hall, New York Kolb D A 1981 Learning styles and disciplinary differences in Chickering A W (ed) The modern American college, Jossey-Bass, San Francisco. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

‘One thing I’ll try is…’
What one thing will you take away from today? Discuss it in your groups. Write it on a Post-it note to take away as a reminder. Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Finally… THANK YOU! Evaluation form Help us to improve the workshop
Special Interest Group If you would like to be part of a Special Interest Group on postgraduate facilitation, please sign up on your way out. CEEBL Online – Facebook and web pages ‘CEEBL – University of Manchester’ If you’re interested in talking with peers about EBL and facilitation please join and use the discussion boards THANK YOU! Louise Centre for Excellence in Enquiry-Based Learning (CEEBL)

Facilitating small group & Enquiry-Based Learning; workshop for postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement.

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Facilitating small group & Enquiry-Based Learning; workshop for postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement.

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Presentation on theme: "Facilitating small group & Enquiry-Based Learning; workshop for postgraduates Or ‘Help, I’ve got a tutorial group!’ Louise Goldring CEEBL Student Engagement."— Presentation transcript:

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