Tutorial strategies

Establish ground rules

Rules to govern the tutorial group are best established in the first meeting[l1] . Establishing ground rules early creates an opportunity for students to become familiar with each other and sets the tone for future meetings. Tutors and students can participate in the development of the rules that will govern civil class room discussion and active participation.

Ensure that the whole group has an opportunity to provide input into the development of the ground rules so that everyone is committed to the rules will adhere to them. Offer advice and suggestions for ground rules if there are none forthcoming.

Revisit the rules periodically

The rules may need some changes made with regard to any specific problems encountered in a particular group or as a result of a particular topic. Students should be encouraged to take responsibility for ensuring everyone is treated equally and fairly.

Things to consider before the tutorial?

1. The room

It can be useful to visit the room that the tutorial is in to determine if it can be set up in the way that will help achieve the intended learning outcomes or support prepared learning activities (e.g. if group work is required can chairs be moved so that students are sitting on groups; is the room an appropriate size for small or large group discussions; is the room furnished with the required equipment etc.?)

2. Providing background material

Determining students' background knowledge in relation to the tutorial topic may help guide the way in which the tutorial is run and ensure that appropriate supplementary background materials are provided. Providing a short handout summarising the main "ideas" to be covered or a reference text may help students follow discussions and help them remember what is covered. Knowledge of the strengths and weaknesses of the group can also aid in the coordination of group work. However, tutorials should help students develop their understanding and exchange ideas.

3. Introducing activity/ies

There are various types of tutorials which include different activities. It is important to determine how tutorials are used and fit into the broader teaching and learning activities within the school. Whichever tutorial type or range of activities are chosen the purpose, aim and objective of all activities undertaken during the tutorial need to be clearly conveyed to students so they understand what they need to do, why the activities are important and how they will support learning. Instructions should be concise and clear. Provide students with an overview of the tutorial which gives them directions and aids in their understanding of the relevance of the various activities.

4. Questioning

Questioning is a powerful tool that can aid learning in small groups and tutorials. Consider the following suggestions to strengthen the use of questioning as a learning tool:

• Pausing - allow students time to think about a question before they are required to respond.
• Re-phrasing - perhaps the students are not responding because they have no idea what you mean.
• Direct the question in different ways, e.g.
  • Question to group followed by volunteer response
  • Give question, choose individual, and then receive response
  • Choose individual. Give question then receive response.
• Redirecting - a useful technique to involve other learners and draw out other views
• Reacting - always react in a positive way despite the response. In the case of an inadequate answer it may be necessary to clarify the question or redirect it to another student
• Probing - probing questions help to stimulate thinking skills and can aid in clarification or the suggestion of examples
• Distribution - make sure questions are directed at all students
• Encourage students to ask questions and allow time for reflection. Respond positively to any questions that emerge.

5. Ensuring Equal Participation

A common problem experienced in tutorials is that individuals either dominate discussions or fail to contribute. These issues can be overcome if steps are taken to set the group up and establish accepted "group norms". The following steps may help alleviate problems within the group:

• Consider 'ground rules' with the group and ask students to contribute their own ideas regarding what should be included. Some ideas include: contributions can only be made in turn; time limits may be set on speaking; all contributions are equally considered and equally valued etc.
• Arrange the room so that participation by all students is encouraged, sit students in a circle so that they face each other and can maintain eye contact.
• Avoid filling silences by reverting to mini lectures. Learn students' names so they may be drawn into discussions. Avoid embarrassing participants or forcing contributions, consider using statements that encourage participation, e.g. "What do others think of that point?" "Can someone think of an alternative example?" etc

If the tutorial is broken into smaller groups it is important that consideration is given to the way that these are established. The following initiatives may help groups develop trust and respect:

• Where possible select members of each smaller group (rather than allowing groups to self select). Consider the personalities, knowledge about the topic and the backgrounds of the students in the group.
• Ask team members to assign roles within the group, these can include: a group leader; an adjudicator; a scribe; a presenter who speaks on behalf of the group. Any group member may have more than one role and the roles may be rotated so all participants acquire skills in each one.
• Ensure ground rules are also established and followed by smaller groups.

6. Monitoring progress

Monitoring the progress of each student or group during the tutorials helps to sustain the focus on activities and ensure they are effectively progressing. There may be a need to clarify what is required, restate the task and provide necessary information. It is not always necessary to go through every single question in detail. For instance, providing a clue may be enough for a student to work out what is required. A few minutes of discussion with other students may enable them to 'bounce' ideas off each other before identifying the required solution.

7. Bringing it all together

Where students worked in small groups it is important to link all activities that they have worked on to the learning outcomes and to the lecture (if the tutorial is based on a lecture) and to the overall topic so that students can see how it all fits together. Where students worked on separate issues it is essential that they are provided with opportunities to report their discussions to the whole group. Ensure that time is also allowed so that specific areas of interest or confusion may be discussed and debated in greater detail.