Tutoring and Demonstrating - Leading Problem-Solving Sessions

Leading Problem-Solving Sessions

In certain disciplines (especially in the sciences and engineering, but in other fields as well) tutorials can be based on problem sets that are distributed to students beforehand, usually during the previous week, and students attending the tutorial are expected to have attempted the questions.

On the face of it, this appears a sound strategy. Ideally, tutors should then be able to devote the tutorial time to working on the particular problems with which students experienced difficulty. The problems associated with this approach, however, are well-known. Tutors often find that many students attend class without attempting the set tasks. This creates a particular dilemma if some students have successfully completed the work, because the tutor then faces a rather large divide in the group's preparedness.

This approach will work best if there is appropriate incentive for students to complete the set work, such as carefully planned assessment requirements. Remember that you may be expected to keep a record of student attendance and that this may have some bearing on student assessment.

Tutors must also work hard to ensure that students see value in preparing beforehand. Right from the outset, problem-solving tutorials should proceed on the assumption that students will be prepared and that those who do so will benefit most. The moment a tutor takes action to accommodate unprepared students, the incentive to prepare is diminished.

If your efforts to sustain a good level of student preparation are successful, how can the tutorial time be used most effectively? One suggestion is to begin by asking students about the problems that caused the most angst. You may find that there are one or two particular problem-types that are bothering them. This provides you with the opportunity to lead students through your logic for the solution of these problems; imagine you are opening up your thought processes for their inspection. Repeatedly check that your logic is being followed and that each manoeuvre is understood. Once you've done this it is usually important for students immediately to try a similar problem themselves, for, while they may have grasped your explanation, they may be unable to reproduce it by themselves and will need practice. Encourage students to work together and support each other.

Often it is almost impossible to cover all the problems that were set for each session. You must be selective in choosing the problems worth exploring in detail, while remembering that you may have some responsibility for providing short answers to all of them. As a general rule, it is best to examine a few problems in depth rather than many problems superficially. There is little point to students copying a tutor's solutions from the whiteboard for the whole session.

If time allows, be prepared to go beyond the problems that were set for the session. You might like to bring in a new problem or two to stretch student skills. This is a fine way to add value to the session. Include some hints and tips about likely examination questions and how they can be tackled. Students will appreciate these insights. Throughout, be ever mindful of the possible variation in ability in the student group and ensure that all students are catered for at some stage during each session.

Teaching in a laboratory or practical class

Problem-based learning

Clinical tutoring

Chapter 7: Assessment, feedback and support

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