Download e-book for kindle: 53 Interesting Things to Do in Your Seminars and Tutorials by Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson

By Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson

ISBN-10: 1907076298

ISBN-13: 9781907076299

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 fascinating activities on your seminars and tutorials offers useful feedback, each one attempted and verified, for tactics to improve your expert perform. The booklet is designed for dipping into to discover rules to dovetail together with your personal method and context. summary: fifty three useful rules for the agency and operating of seminars and tutorials are provided. They conceal: how you can start; student-led seminars; groupwork; scholar participation and accountability; overview; written fabric; and the expression of emotions. for every of the information, an issue or factor is pointed out and a realistic instructing or studying procedure is proposed. in lots of situations the strategy is illustrated with examples. additionally, strength hindrances are thought of. total, the information are designed to assist reflective practitioners in expert and better schooling expand their repertoire of pedagogical suggestions. keyword phrases: better schooling; studying; pedagogy; specialist schooling; seminars; research; instructing; tutorials. the themes coated are wide-ranging. They contain: how one can commence; student-led seminars; groupwork; scholar participation and accountability; review; written fabric; and the expression of emotions.

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Long-term solutions, which enable her to continue for herself, are to prompt her by saying, ‘You were talking about x ’ or, if she has panicked, to say firmly, ‘It’s OK, Rosie. Carry on’. You can talk about this further when you are giving her feedback later (see item 11). 23 Supporting seminar leaders 10 24 11 Feedback to seminar leaders Leading a seminar can be a frightening and potentially upsetting experience for students and one in which they often find it difficult to evaluate their own performance.

Starting again 7 b Pairs Students show their lists to their neighbours (5 minutes). c Fours Each person has five minutes to describe her placement, explain what work she did and answer questions from other members of the group (20 minutes). d Plenary round ‘The main thing I got from my placement was . ) An additional benefit of this exercise is that it offers some informal feedback to the teacher about the placements. 7 Starting again 16 Chapter 2 Student-led seminars 8 Preparing groups for seminars 19 9 Briefing seminar leaders 21 10 Supporting seminar leaders 23 11 Feedback to seminar leaders 25 12 Self and peer evaluation 27 17 18 8 Preparing groups for seminars When you are embarking on a series of seminars in which students will present papers and lead discussions, you can be very helpful to the group if you spend some time talking about problems of student seminars, organising the programme and identifying what part everyone is to play.

See also 13 Breaking up the group. 33 Breaking up the task 14 34 15 Sub-groups The activities covered in Chapter 3 (items 13 to 20) involve dividing your tutorial group into sub-groups. This item describes two specific kinds of sub-group – buzz and syndicate groups – and summarises their different uses. a Buzz groups Buzz groups are pairs or small groups of students who are assigned a task or discussion topic for a limited period (often 5 minutes or less) within the tutorial. The name comes from the noise which is generated when students start talking in buzz groups.

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53 Interesting Things to Do in Your Seminars and Tutorials by Sue Habeshaw, Trevor Habeshaw, Graham Gibbs, Hannah Strawson

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