Tutoring and Demonstrating Induction Jan 2018

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Room 304b, Grant Institute

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School of GeoSciences

Induction Course for Tutors and Demonstrators

Thursday 11th January 2018

Grant Institute Room 304b


Welcome and Introductions

Anthony Newton, T&D Academic Co-ordinator

School of GeoSciences

  • Welcome
  • Introduction to key people who work with T&D’s

Roles and Responsibilities Anthony Newton

School of GeoSciences

Health and Safety for Tutors and Demonstrators

Tutoring and Demonstrating in the School of GeoSciences

PhD Students (Geography, Ecology and Geology)

School of GeoSciences

  • The type of tutoring and demonstrating offered in the school o Human and Physical Geography
    • o Earth Sciences
    • o Ecological and Environmental Sciences
  • Fieldwork opportunities offered o Human and Physical Geography
    • o Earth Sciences
    • o Ecological and Environmental Sciences
  • What to expect as a T&D
  • The importance of T&D work to the School and the UG students
  • How T&D work can benefit the PhD students
  • Advice to new T&D’s (bearing in mind what is coming for the rest of the day) • Other teaching opportunities (LEAPS, Open Days, Science Festival etc)

Payment and Tutoring and Demonstrating System

Dawn Sives

  • Introduction to the website
  • Applying to be a tutor or demonstrator
  • Tutorials and Practicals
  • Fieldwork
  • Payment
  • Scholarships
  • Contracts
    • o Tutoring and demonstrating
    • o Fieldwork
    • o Marking


Why do we teach in practicals/laboratories, tutorials and fieldwork?

10 minute breakout session with students working in groups

o Discuss own experience of tutorials, practicals and fieldwork as an undergraduate

o How do/did tutorials, practicals and fieldwork add to the undergraduate experience at University?

  • then 10-15 minutes reporting ideas to other groups on flip charts/comment from other groups, staff and tutors supported by all
  • AJN – Short Presentation Summary

How to be an effective tutor and demonstrator

  • Summary Expectations of Tutorials, Practicals and Field Courses (AJN Short Presentation)
  • T&D Helpers (Aim is to cover the points below)

o Tutorials

  • How to prepare for a tutorial
  • How to manage a tutorial group
  • Dealing with difficult students (e.g. those who do not participate or dominate or a quiet group)
  • o Practicals
    • Preparation
    • Helping students who do not ask for help
    • Being proactive in helping students
    • Not giving students the answer
  • o Fieldwork
    • Preparation
    • Helping groups
  • Divide into Tutorial/Fieldwork Groups (2 groups of 5) for role playing
  • o One new PG plays the role of tutor and others the UG students. The UG students should play a variety of roles (normal, quiet, dominating, shy, bored student)

Marking and Feedback Session

  • The different stages in the assessment process, as seen from the student perspective (5 mins) Anthony Newton
  • o That assessment from this perspective is not only summative

(assessment of learning), but also assessment for learning o Where and how tutors can potentially make useful inputs in this process

  • The specifics of marking and commenting in GeoSciences (10 mins) Anthony Newton & GeoSciences tutors
  • o Issues around boundaries of tutors’ responsibility (checking mechanisms, handling special circumstances and challenges to marks, etc.) – largely the Course Organiser.
  • o Marking and commenting processes
  • o Guidelines and support available to students, and to tutors (hard copies of guidelines to be made available).
  • What does marking and commenting mean for me? (2 groups of 5) (10 minutes)
  • o In groups, using Post-it, review what has just been said and make notes on:
  • What are your experiences of receiving feedback?
  • questions that have come up for you
  • things you expect to find challenging
  • Do’s and don’ts
  • general questions on marking and feedback section. We will group similar type of questions on boards at the front of the class.
  • Discussion of specific challenges (15 mins)

o Using materials from the previous exercise, intended to address:

  • questions asked by students in previous exercise
  • general advice (e.g. how/where to start, remaining consistent, keep track of similar comments, how to allocate the full range of marks)
  • what to do with specific (tricky) cases (e.g. boundary cases, poor presentation, excellent/poor work, qualitative judgment for maps etc)

Summing up and any further questions

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