By Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson
Seminars and tutorials are staples of upper schooling classes - yet working them good and making sure that they're powerful isn't really effortless. fifty three attention-grabbing activities on your seminars and tutorials offers sensible feedback, every one attempted and verified, for methods to boost your expert perform. The booklet is designed for dipping into to discover principles to dovetail together with your personal strategy and context. summary: fifty three sensible rules for the business enterprise and working of seminars and tutorials are awarded. They conceal: how you can start; student-led seminars; groupwork; pupil participation and accountability; review; written fabric; and the expression of emotions. for every of the information, an issue or factor is pointed out and a pragmatic educating or studying process is proposed. in lots of instances the tactic is illustrated with examples. additionally, power hindrances are thought of. total, the tips are designed to aid reflective practitioners in specialist and better schooling expand their repertoire of pedagogical recommendations. keyword phrases: larger schooling; studying; pedagogy; expert schooling; seminars; learn; instructing; tutorials. the subjects lined are wide-ranging. They contain: how you can start; student-led seminars; groupwork; scholar participation and accountability; evaluate; written fabric; and the expression of emotions.
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Extra info for 53 Interesting Things to Do in Your Seminars and Tutorials
You can be helpful by suggesting that they: a list their objectives (see item 5); b consider what methods they are going to use to involve the other group members (see, for example, items 22 and 24); c draw up an outline plan for the session to include the methods they are going to use (see, for example, items 13 and 14), and an estimate of the timing; d list the questions which they intend to put to the group (see item 28). They will ﬁnd it helpful if they make a list of direct questions, in inverted commas, rather than a list of question topics; e make copies of their presentation/handout material as appropriate.
It can be much more eﬀective to alter the group size according to the task in hand. A group of eight might work best as an eight for pooling ideas and making democratic decisions, in two fours for generating ideas and reacting to proposals, in four twos for detailed work and the trying out of half-formed ideas, and as eight individuals for ‘leg work’, reading, calculations, etc. Try to recognise when a group seems to be too big for the task in hand and be bold in proposing smaller working units.
When students have decided where to place themselves in the line, you can choose how they should divide into sub-groups. They can join up with their immediate neighbours, in which case you get groups of similar people together, or you can organise mixed groups: if you have twelve students, for example, and you want to form mixed groups of three, you ask the students to number oﬀ in fours – 1, 2, 3, 4; 1, 2, 3, 4; 1, 2, 3, 4 – and then all the 1’s form a group, all the 2’s form a group, etc. Other beneﬁts of this method are that it raises the energy of the 37 Line-up 16 group and that, depending on the criteria for line-up that you choose, it oﬀers students a chance to evaluate themselves without feeling threatened.
53 Interesting Things to Do in Your Seminars and Tutorials by Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson