Tutoring and Demonstrating
Tutoring and Demonstrating
Richard James & Gabrielle BaldwinThe University of Melbourne, Australia 1997 |
CONTENTS
Foreword and introduction1. The learning environment at the University of Melbourne
The quality of the student experience, Interactive teaching and learning, New directions and challenges
Ideas about teaching and learning, What qualities do undergraduate students admire in their teachers?, What characteristics define an effective learning group?, Making learning objectives explicit
Learning to teach and the concerns of beginning teachers, Knowing your subject, Preparing to teach, Getting the first session right, Finding out what the learner knows, Advice for tutors and demonstrators educated outside Australia
Developing questioning skills, Encouraging attendance, Encouraging participation, Responding to students who behave badly
5. Student diversity: recognising and valuing difference
Valuing the perspectives of women and men, Supporting students with disabilities, Cultural diversity in the classroom
6. Teaching formats in higher education
II. Students presenting seminar papers
IV. Leading problem-solving sessions
7. Assessment, feedback and support
Assessment and grading, Providing students with feedback on their progress, Offering support, Services for student referral
Getting feedback: using student evaluation of teaching, Getting feedback: evidence from student achievement, Acting on the findings
9. Your career development: advice for graduate students
Professional development opportunities
10. A guide for self-evaluation
References and further reading
© 1997, Centre for the Study of Higher Education, The University of Melbourne.
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