SUGGESTED SESSION PLAN – SEMESTER ONE TUTORIAL AIMS

14 TRANSATLANTIC VISITORS AND EVANGELICAL NETWORKS 18291861 SUGGESTED CONTRACTION
2 CPF BOARD’S VERSION 1310 SUGGESTED CLAUSES IN
2013 SUGGESTED PRACTICE INTERVIEW QUESTIONS (THESE MAY OR MAY

Aims:

To enable tutees to:

Identify progress since first tutorial
Discuss issues of concern / problems
Identify sources of support
Prepare to deal effectively with first assessments (if appropriate)

Possible approaches:

Ice breakers

Depending on the group, you may choose to start with an ice breaker or just ask an open question, e.g. on progress since the last tutorial. Ice breakers could include:

A simple reminder of names
Work in pairs to discuss one positive and one negative experience of their time at University since the first tutorial
Ask tutees to write on flip chart any areas of concern
Hand out arrow shaped post its (available from e.g. Staples). Ask tutees to write positive experiences (e.g. making new friends) on “up” arrows, and negative experiences (e.g. student loan was late) on down arrows. Go through the post its and compare / discuss.

The questions

The questions (see Suggested questions – semester one tutorial) give you around eight areas to address in the semester one tutorial. You could approach these using the same techniques as those suggested for the Suggested session plan – induction tutorial, which were:

Using a written questionnaire
Producing a quiz on the factual areas
Developing a more complex “ice breaker” to explore key questions
Working through them as a group – if your tutees have had an opportunity to get to know each other since the first meeting, this may work well at this stage.

(For more details, see the Suggested session plan – induction tutorial).

You could also pick out specific topics where you think your tutees need support, and do some work on these. The following two examples cover referencing and support for students.

Referencing:

Many new students (particularly those without a tradition of study in HE) struggle with referencing. This exercise may help them to understand what is required.

Give your tutees a range of sources (e.g. journal articles, books, web pages) and ask them to work in groups to reference them. Hand out some guidelines on accepted referencing techniques for your discipline area to help them do this.
After about five to ten minutes, ask for feedback. As well as making sure that they understand appropriate referencing, this exercise can be used to explore:

The range of sources tutees could use to complete their assignments
How to access these sources
Issues of plagiarism

Support for students:

Produce short case studies to elucidate some of the questions outlined in Suggested questions – semester one tutorial and to encourage tutees to refer to A2Z4U. These should be relevant to the discipline and level of your tutees. The following examples are for illustration:

Joanne is struggling with structuring her written work although in discussions she has excellent ideas. Where could she go for support?

José is having difficulty balancing his job with his studies. What could he do, and who might be able to help?

Ask participants to work in small groups to discuss your case studies, using copies of A2Z4U (or A2Z4U online at http://www.staffs.ac.uk/a2z4u) and any other documentation relevant to the course.
Take feedback on suggested courses of action for each case study.
Use the feedback to expand on or question any areas which may be important to your tutees.
Use the “suggested questions” as a checklist at the end, to make sure all topics of relevance have been explored.

Note: Make sure you have copies of A2Z4U or leaflets from relevant services, to give you some ideas of where to refer students for appropriate support (e.g. with finance, disability issues, etc.). You can check on relevant services at A2Z4U online: http://www/staffs.ac.uk/a2z4u. Also see Spotting problems and referral on the Personal Tutoring website.

The close

As with the induction tutorial, summarise key learning points, e.g. issues which were important to the tutees during the session and how to tackle these. You could also ask each tutee to consider what they might do as a result of the session – possibly in terms of tackling first assessments, if appropriate.

4H GEOLOGY SPECIMEN LABELS (SUGGESTED FORMAT) ROCK IDENTIFICATION CARDS
6TH GRADE SUGGESTED WORD PARTS INTRODUCTIONEXPLANATION IN AN EFFORT
7TH GRADE SUGGESTED WORD PARTS INTRODUCTIONEXPLANATION IN AN EFFORT