By Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson
Seminars and tutorials are staples of upper schooling classes - yet operating them good and making sure that they're powerful isn't really effortless. fifty three attention-grabbing activities on your seminars and tutorials presents useful feedback, every one attempted and established, for tactics to boost your specialist perform. The booklet is designed for dipping into to discover principles to dovetail together with your personal method and context. summary: fifty three sensible principles for the enterprise and working of seminars and tutorials are provided. They hide: how one can commence; student-led seminars; groupwork; scholar participation and accountability; overview; written fabric; and the expression of emotions. for every of the tips, an issue or factor is pointed out and a pragmatic educating or studying strategy is proposed. in lots of circumstances the strategy is illustrated with examples. furthermore, strength stumbling blocks are thought of. total, the guidelines are designed to assist reflective practitioners in specialist and better schooling develop their repertoire of pedagogical concepts. keyword phrases: better schooling; studying; pedagogy; specialist schooling; seminars; research; educating; tutorials. the themes lined are wide-ranging. They contain: how you can commence; student-led seminars; groupwork; pupil participation and accountability; review; written fabric; and the expression of emotions.
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Additional resources for 53 Interesting Things to Do in Your Seminars and Tutorials
In twenty minutes we’ll come together and have the debate. What I shall do is ask each group in turn to make one statement which the other side will argue against. So you’ll need to prepare your arguments in order of importance. Right, you’ve got twenty minutes’. Some possible variations, which you can employ when students are accustomed to this kind of debate, are: ⚫ students speak for a view which they don’t agree with ⚫ students change sides half way through the debate ⚫ students role play a proponent of the view they support 41 Debate 18 These have the advantage of further improving students’ skills in argument and increasing their capacity for understanding the other person’s viewpoint.
6 Orientation You and your students come to the tutorial from various other activities and events and from various parts of the building or even from outside. It is probably a week since this group of people met in this place for this purpose. So you need an orientation period. If you start the tutorial before you are all oriented, you will not have your students’ full attention and they will not have yours. The simplest methods of orientation are based on increasing everyone’s awareness of the room, the people and the purpose of the tutorial.
So it is helpful to spend some time arranging the furniture in the room to suit the group (see item 19), putting up posters, writing the programme on the board and so on. If you get to the room ﬁrst, you can greet the students by name as they arrive. You can spend time chatting about the course with students as you wait for late-comers. And then, at the start of the tutorial, you can orientate students to this week’s work by relating it to last week’s and to the total programme and quickly running through what you hope will be achieved today.