Types of tutorials

Tutorials are usually conducted in small groups and offer an effective way for students to learn about a given topic. They also allow the tutor to discover any misconceptions and blocks to learning that students may be experiencing. Tutorials are designed to encourage the exchange of ideas and provide an environment where students have the potential to develop:

• analytical skills;
• team work or group work skills;
• skills in cooperative learning and resolving differences; and
• the ability to talk in front of and listen in groups.

Tutorial techniques

There are a number of different techniques which may be used in tutorials depending on the desired outcome These include:

Mini-lecture

The tutor or another person from the group assumes control and dominates the tutorial session.

This technique can be effective where:

• where a student is required to deliver a tutorial paper
• when clear explanation of material is needed or specific feedback is to be given
• in conjunction with large problem-solving or exercise-working groups the mini-lecture format gives the tutor the opportunity to explain or demonstrate to the whole class, clear up misconceptions or to draw separate points together
• to round off the topic and summarise main points at the end of the session especially if the session was led by a untrained student presenter

This technique is less effective where:

• students are silent after being invited to contribute to a discussion
• as a method of filling the silence when students have not prepared prior to a tutorial

Questions and answers

The tutor remains the controlling focus, with questions and answers going through the tutor.

This technique can be effective where:

• where a clear explanation of complex material is needed
• when creating a large group brainstorm technique and points need to be elicited from students e.g.
  • fact-finding brainstorms
    to define an problem
  • idea-finding brainstorms
    production and development of ideas
  • solution-finding brainstorms
    selection and evaluation of potential solutions
• when encouraging students to commit to ideas and to justify that commitment
• when you need to draw out existing knowledge/experiences and apply to a particular situation

This technique is less effective where:

• it is used instead of addressing the fact that a group is not functioning effectively
• bright students are anxious to impress the tutor and dialogue becomes dominated by the tutor and one or two students

Circular discussion

The tutor acts as facilitator of discussion.

This technique can be effective where:

• the focus of interest is on material for which there are differing interpretations or perspectives
• the desired outcome is to help students clarify information or opinions for themselves
• students will benefit or gain new insights through the process of group discussion
• the primary objective is to arrive at a consensus or decision on some matter

This technique is less effective where:

• one point of view or one person is allowed to dominate discussion and it becomes a mini-lecture

Group work or group discussions 

The students are required to work with each other on a particular problem or towards a set outcome.

This technique can be effective where:

• social interaction is required
• collaboration will aid greater depth and breadth of understanding
• real world work on authentic real world projects is necessary
• multidisciplinary teams are needed

This technique is less effective where:

• there are no set, specific tasks to complete
• groups or teams are not regularly monitored to check progress
• teams are too large

Debates

Enable exploration of complex and controversial topics.

• Each student presents a three or four minute talk based on research and has to convince the other students of a number of points. This requires prior reading, preparation and thought. At the same time other students are not falling victim to long, boring and often shallow presentations that can often be the case in student led seminar presentations.
• The entire class can have a productive role in a debate in chairing, time keeping and adjudicating. These are valuable skills to learn and develop. The more formal style of the debate ensures that preparation is done by at least some of the tutorial group. Students need to be appraised of exactly what is required by each member of the team. Those who are not initially actively participating can be asked to formulate some questions of the panel.
• Students can be assessed on a brief evidence-based written statement of "My opinion since participating in the debate". If the topic is controversial, students learn how to use evidence, learn how to make a commitment to a position using evidence, get to explore all the positions on an issue without feeling that the tutors is expecting them to arrive at a single position or their preferred position. A sense of pressure to think as the tutor does can engender resistance when ideas challenge a student's personal values and life experiences.

Field Trips

A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. Field trips offer an opportunity for students to see the relationship of theory to the real world. While field trips take considerable organisation, students can be involved in the process as a way of deliberately developing their organisational skills. They can also design their own individual field trip in their own time. Whatever the situation it is important to:

• be clear about what the field trip will accomplish
• consider the costs involved
• consider the health and safety issues
• prepare students for the learning
• account for the diverse needs and limitation of the students involved
• have a debriefing session for students to share their learning when they return to the university.