Example Practical Exercises for Tutorials
Below are some exercises which tutors may wish to use with their tutees to cover some of the aspects of academic induction. The examples are not intended to be prescriptive and may be used in any order or format to address topics as and when appropriate.
- Introducing Study Skills - Tutor introduces students to the online study skills support resource http://www.bath.ac.uk/students/support/academic/index.html.
(This resource is designed to be a signpost to all the various forms of study skills and pastoral support available to students.)
- Helping Tutees to Assess their Skills - Tutor encourages tutees to carry out a self-assessment of their needs/ strengths/ weaknesses, and offers guidance on important skills, and how to develop, evaluate and evidence them. An online resource to help students assess their skills competency can be found at www.ucl.ac.uk/keyskills/resources/Keyskills-Handbook.pdf
- Checking Progress - First year course lecturers set and circulate 3 questions (and answers) to tutors designed to test understanding of key concepts for tutees to discuss. Tutor chooses the subject area that they are most comfortable/familiar with. This provides feedback to students, highlights areas where they may be struggling, and encourages independent learning/application of knowledge.
- Planning for Assessment – Tutor discusses the different forms of assessment, marking criteria and marking forms, and different forms of feedback. Tutors may wish to provide examples of work that students can assess according to criteria and then hold a discussion of marks awarded. Tutors could also set essay or unit-embedded assignments of which students are required to submit a draft and a self assessment. This can then be peer assessed, returned to the student, and discussed with the tutor. This type of exercise will be most effective if it precedes students' summative assignments.
- Moodle Induction – Tutor requires students to do specific tasks, such as reply to tutor's post, post a question and reply to a peer, do a self assessment quiz, or upload an assessment.
- Helping Tutees to Identify Sources of Support - Tutor designs case studies which cover common problems that students may encounter early on. Students can be asked to discuss how a fictitious student should go about finding support in a certain situation. This helps students to think about sources of help and support and encourages them to be proactive in seeking this support.
- Developing Group Working and Presentation Skills - Tutor invites students to bring along a (newspaper/ journal) article that they wish to discuss – this could be academically related, personal, or cultural. Each student presents their article and the tutor then facilitates a discussion. Ensuring to keep to time will mean that all students have the chance to present.