itali.uq.edu.au 2015 tutors@uq program session two
TRANSCRIPT
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itali.uq.edu.au
2015 Tutors@UQ Program
Session Two
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Before Semester During SemesterSession 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?
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2.1 How do we manage tutorials for learning?
2.2 How do we know if our students are learning?
2.3 How is my tutoring evaluated?
2.4 What else do I need to know before I start tutoring?
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Session Two
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Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate Attributes
Learning Objectives
Learning Activities
Assessment Tasks
Assessment Criteria & Standards
Evaluated using
Prepare the learner for
Achieved throughMeasured
against
Demonstrate attainment of Expands to
specific
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Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate Attributes
Learning Objectives
Learning Activities
Assessment Tasks
Assessment Criteria & Standards
Evaluated using
Prepare the learner for
Achieved throughMeasured
against
Demonstrate attainment of Expands to
specific
itali.uq.edu.au
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Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate Attributes
Learning Objectives
Learning Activities
Assessment Tasks
Assessment Criteria & Standards
Evaluated using
Prepare the learner for
Achieved throughMeasured
against
Demonstrate attainment of Expands to
specific
itali.uq.edu.au
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2.1. How do we manage tutorials for learning?
Learning objectives
• Discuss ways to deal with difficult situations in tutorials
• Consider proactive strategies for managing tutorials• Learn that the University has a statement of
expectations for student behaviour as well as policies and procedures for dealing with student misconduct
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What is the challenge?
What strategies would you use to address it?
handout
ACTIVITY 1: Case Studies – Managing Tutorials
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The fundamentals of classroom management are based upon the effective communication of goals and expectations, as well as a willingness to articulate and enforce behavioural standards.
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2.2. How do we know our students are learning?
Learning objectives
• Discuss the role of assessment and feedback in learning• Apply a criteria marking sheet to determine a student grade• Recognise the role of criterion-referenced marking • Recognise the need for moderation of grades• Compare and contrast features of effective and ineffective
feedback• Identify possible complexities of student marking and discuss
solutions• Identify the UQ policy on remarking• Recognise UQ approach to academic integrity• Identify appropriate tutor responses to instances of student
plagiarism
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The Principles of Learning
Motivation
Practice
Feedback
Reflection
1.
2.3.
4.
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Buzz Groups
ACTIVITY 2: How do you know your students are learning?
• In your buzz groups, brainstorm your responses
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There are three main ways of knowing whether students are learning:
• Observation
• Consultation
• Focused analysis
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Final grades are not the only way we know learning is happening. As a tutor you must be attuned to and actively solicit other indicators of student learning outcomes.
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ACTIVITY 3: How will you help your students
improve their learning
In your buzz groups, brainstorm your responses
Buzz Groups
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Feedback
Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate
Attributes
Learning Objectives
Learning Activities
Assessment
Tasks
Assessment Criteria & Standards
Evaluated using
Prepare the learner for
Achieved throughMeasured
against
Demonstrate attainment of Expands to
specific
itali.uq.edu.au
handout
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What are the implications
for tutors?
ACTIVITY 4: Why is feedback rated poorly?
Why is feedback rated poorly?
Buzz Groups
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Feedback on their learning is the most powerful single influence on student achievement (Gibbs & Simpson, 2005, p. 9)
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Part 1.•Mark the paragraph you have been given.
• Assign a mark out of 10 for it, and then justify your mark, explaining why you gave it the mark you did.
ACTIVITY 5: Marking
handout
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handout
• Part 2.
• Re-read the paragraph and mark it again, this time using this criteria and standards sheet to guide you.
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• Part 3.
• Review your marking using the criteria and standards sheet through discussion with other markers.
• Then, decide on a final mark for the paragraph.
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If you have marked to criteria and standards and moderated your marking, you should feel confident about your marking.
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• Would the criteria and standards sheet that you completed provide sufficient and effective feedback for the student?
ACTIVITY 6: Feedback for Learning
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What does the feedback tell the student?
•Could the student use the feedback to improve?
handout
ACTIVITY 7: Feedback for Learning
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DO
• Address the work, not the person• Begin positively• Use encouraging expressions (or refer to
desirable outcomes)• Use passive voice• Offer explicit suggestions for improvement
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• Unfocused comments• Dismissive, sarcastic comments• Comments that shift responsibility• Comments which send ambiguous messages
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Don’t use
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Provide effective feedback that helps learners to improve.
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• What is the challenge?
•How would you manage this?
handout
ACTIVITY 8: Challenges with Marking
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Suspect plagiarism?Report it to course coordinator
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Course Coordinator Tutor Student
• Develops and articulates course learning objectives
• Designs course assessment plan and individual assessment tasks, and coordinates implementation
• Determines and takes responsibility for remarking, plagiarism, collusion and cheating
• Co-facilitates development of intended learning objectives (e.g. provision of feedback).
• Helps ensure summative assessment judgements
• Reports suspected misconduct to course coordinators
• Engages in appropriate learning behaviours and provides evidence of achievement of learning objectives as assessment responses
Assessment Roles & Responsibilities
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handout
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It is important to understand your role and responsibilities as a tutor in the processes of assessment.
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2.3. How is my tutoring evaluated?
Learning objectives
• Consider the importance of getting feedback on your tutoring
• Identify the UQ evaluation of tutoring, the SETutor.
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2.4. What else do I need to know before tutoring?
Learning objectives
• Gain an understanding of broader tutor induction and training• Gain an understanding of other supports and
resources in place for tutors• Reflect on your role as a tutor in making
learning possible
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Where to from here…
Before Semester During Semester Ongoing
Tutors @ UQSession One and Two
School Induction
AdministrationHR InformationOccupational Health & SafetySchool Specific Learning
Tutors @ UQSession Three
Course Support
Coordinator support,Tutors meetings andcorrespondence
Staff DevelopmentPrograms e.g. “Basics of Assessment and Marking for Tutors”
Reflective Practice
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handout
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Question for reflection
How has this session influenced your understanding of your role as a tutor making student learning possible?
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Tutors@UQ Program
Thank you!