Tutorials

When preparing a tutorial, the following questions may help guide how to run it and what resources to use.

• Why do the students need to know this material, how does it fit into the topic?
• What preparation is needed from the students prior to the class, what will happen if the students have not prepared?
• How is the material arranged? Is it a hierarchy of concepts or based around a central idea?
• How are the students to be involved in the session, what will they be doing?
• How will you ensure that your students understand the material?
• How will you cater to the different ability levels among the students?

Tutorial uses

• Interaction: Ideally a tutorial offers a forum that is more conducive to student discussions and interactions. Tutorials can:
  • provide a chance for tutors and students to get to know each other
  • engage students with specific material and with each other within a learning context
  • encourage students to voice and justify an opinion
  • offer an opportunity for student-to-student learning to take place and hence show students that they can learn from peers
  • extend social groups, (especially important for first years).
• Individualised: Learning is essentially an interactive, interpersonal, and emotional activity. Tutorials can:
  • address particular individuals and specific issues in a personal manner
  • provide an opportunity for Faculty to get to know students, especially:
    • regarding their capacity to continue studies
    • assisting first year students make the transition to university
    • assisting final year students to make the transition beyond their university studies.
• Alternative teaching style: Students need to be taught in a variety of ways so that their diverse learning styles can be met. Tutorials can:
  • offer an opportunity for demonstrations, expansion and elaboration on student understanding
  • provide a more effective forum for the giving and getting of feedback for both students and teachers
  • allow students to explore the relevance of knowledge within the context of a course, lecture or topic
  • provide an opportunity for students to use evidence to substantiate their a commitment to an idea.