{"id":45837,"date":"2018-11-01T13:12:20","date_gmt":"2018-11-01T20:12:20","guid":{"rendered":"http:\/\/world.edu\/?p=45837"},"modified":"2018-11-01T13:12:20","modified_gmt":"2018-11-01T20:12:20","slug":"how-thoughtful-content-rich-tutorials-can-help-science-students-learn","status":"publish","type":"post","link":"https:\/\/world.edu\/how-thoughtful-content-rich-tutorials-can-help-science-students-learn\/","title":{"rendered":"How thoughtful, content-rich tutorials can help science students learn"},"content":{"rendered":"

\"\"
\nLearning is not a spectator sport. Students need to make what they learn a part of their everyday lives. Tutorials are an excellent way to achieve this at university level. When they\u2019re properly designed, tutorials can be spaces where students are grouped in smaller numbers and can be guided to\u00a0make sense of the work<\/a>, practice their skills,\u00a0cultivate critical thinking<\/a>\u00a0and\u00a0learn from and with<\/a>\u00a0each other.<\/p>\n

Tutorials were initially used in numeric subjects where they were practice sessions to work out problems. They\u2019re now part of many more disciplines and formats vary. In a language subject, for example, a tutorial could entail speech practice. At Cambridge and Oxford they are fundamental to the teaching method \u2013 also, this is where it all started in the 15th century. Financial and staff constraints mean that not all higher education institutions have them.<\/p>\n

But there\u2019s a problem. There isn\u2019t consensus in university faculties and departments about what constitutes a well-designed tutorial. How can academics ensure that their tutorials are achieving all they aim for? What should be done to develop tutorials that facilitate learning rather than becoming a chore for students and academics?<\/p>\n

My research<\/a>\u00a0explores how to establish tutorials as learning spaces, particularly in the sciences. I argue that there are four role players in this environment: a lecturer, a tutor, a student and well-chosen content.<\/p>\n

Based on my research I concluded that for tutorials to be successful, lecturers must take the time to carefully plan what\u2019s being taught. They must prepare properly. Students need to learn that problem solving during tutorials is much more than covering the content \u2013 it\u2019s an opportunity to obtain a deeper conceptual understanding of that content, as well as to discuss and reason with others in a process of peer learning. They need to come to tutorials prepared.<\/p>\n

Different roles<\/strong><\/h4>\n

Each role player in the tutorial system has different responsibilities.<\/p>\n

Lecturers should avoid leaving tutors \u2013 usually senior undergraduates or postgraduate students \u2013 in charge without providing any guidance. Weekly meetings are ideal; there, tutors can ask questions about the material and clarify any concerns they have. Tutors should also be trained in \u201csoft skills\u201d such as questioning techniques, communication skills and how to handle \u201cdifficult\u201d students.<\/p>\n

The tutors are not there to teach. Their role is to facilitate and supply feedback on students\u2019 attempts. Tutorials should be a space to rectify students\u2019 misconceptions; to elicit questions and create an environment in which students can get things wrong without fear of reprisal.<\/p>\n

Tutors need to remember that the emphasis should not be on supplying the answers, but on reasoning, discussing and arguing the answers.<\/p>\n

Students often enter higher education with a \u201chidden contract<\/a>\u201d that states: \u201cYou the teacher will agree to not challenge me, force me to work hard, embarrass me, or make me struggle, and I the student will not act out, disrupt the class, embarrass or challenge you in any way\u201d.<\/p>\n

This means they think they can memorise facts, reproduce them during tests and receive a good mark \u2013 probably because that\u2019s the approach they followed during their school years. Students must be prepared to approach their learning differently in tutorials.<\/p>\n

One way of communicating this message to students is to set clear ground rules on day one, share with them strategies about the growth mindset and do formative assessment using colour cards or clickers (not counting any marks) to highlight to them (and the tutor) where the misconceptions are. When students understand the \u201cwhy\u201d, they are willing to do the \u201chow\u201d.<\/p>\n

Content is key<\/strong><\/h4>\n

Then there\u2019s the content. This is what should be mastered by students in tutorials, with their tutor\u2019s guidance. My research suggests that tutorials shouldn\u2019t include assessment because that changes the academic task to finding the correct answer rather than developing thinking processes.<\/p>\n

I found that quizzes to determine students\u2019 conceptions before or after a tutorial helped students to be more engaged and, they said, to learn more. If the quizzes are conducted during the tutorial it may also involve an element of peer learning, but then it does not count marks.<\/p>\n

A pre-tutorial quiz acts as a \u201cwarm-up\u201d exercise for the tutorial. It helps tutors assess students\u2019 typical misconceptions and guides the discussion towards resolving them. And, rather than springing the quizzes on students, lecturers who \u201cadvertise\u201d the tutorial activities during lectures, and connect to them, reported better results.<\/p>\n

A quiz that takes place after the tutorial serves as \u201cclosure\u201d for the session and students get a sense of achievement when they can see they have mastered the work. Those who were not successful yet can get an early warning to practice more.<\/p>\n

A boost for learning<\/strong><\/h4>\n

The bottom line is that lecturers should plan their tutorials as an integral part of the learning programme, not as an add-on. By doing so, they create more space in which their students can engage with and learn the necessary work. And that\u2019s beneficial for everyone.<\/p>\n

Author Bio:<\/strong> Ina Louw is an Education Consultant (Academic Developer) at the University of Pretoria<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Learning is not a spectator sport. Students need to make what they learn a part of their everyday lives. Tutorials are an excellent way to achieve this at university level. When they\u2019re properly designed, tutorials can be spaces where students are grouped in smaller numbers and can be guided to\u00a0make sense of the work, practice […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":45838,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[224477],"coauthors":[11733],"class_list":["post-45837","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-tutorials"],"acf":[],"yoast_head":"\nHow thoughtful, content-rich tutorials can help science students learn - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-thoughtful-content-rich-tutorials-can-help-science-students-learn\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How thoughtful, content-rich tutorials can help science students learn - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Learning is not a spectator sport. Students need to make what they learn a part of their everyday lives. Tutorials are an excellent way to achieve this at university level. 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