class: middle, centre .bigtext[Induction Session for Maths Tutors] --- # Outline * Ethos and Expectations * Tutorials: General Aims * Before the Tutorial * The Tutorial itself * After the Tutorial * Marking --- # Ethos and Expectations * Department will * Provide students with a research-led education in mathematics, training them as part of a community of professional practice. * Provide opportunities for students to develop further their general skills in communication, problem-solving, critical thinking, and the ability to work independently. --- # Ethos and Expectations * Students will * Engage actively with the learning opportunities provided for them. * Take responsibility for their own learning, working to understand material through independent study and practicing skills through assigned exercises. --- # Aims of a tutorial * Help students resolve difficulties in understanding * Increase their problem solving skills * Develop communication skills in maths, ability to express an argument clearly and coherently * Increase mathematical confidence * Increase interest in mathematics * Enable students to give feedback on their courses and how they are coping --- # Aims of a tutorial * Every student should leave the room understanding something they didn't know * Students should be solving problems collaboratively in groups * Students should be prepared to present results * **A good tutorial should be a mathematical conversation in which all participate** --- background-image: url(workflow.png) background-size: contain --- # Before tutorial (Lecturer) * Lecturer must provide tutor with problem sheets and solutions and ensure they are enrolled in the Ultra course * Lecturer must provide tutor with a list of questions set for homework (**don't touch**) * Lecturer must provide tutor with a list of questions to be attempted in tutorials <!--* It should be clear whether some/all of these should have been prepared before hand --> * The list is not binding - you often cannot cover all questions * You may need to use other questions on the problem sheet as well (rare) * It is good practice for the lecturer to regularly email tutors about the progress of the course --- # Before tutorial (Tutor = you) * Look through tutorial and homework problems * Solve the problems set for tutorials * preferably yourself to spot and understand tricky points * compare with lecturer's solutions * think about what needs explaining to students * Print off sign-up sheet from "records" database (type "records" into a terminal on a maths Linux machine) / UG tutors: get sign-up sheet from the Office * attendance at tutorials is **compulsory**! * Before the first tutorial have a look at the room (if white-boards, get markers from the Office) --- # The First Tutorial * Look cheerful not terrified! * Introduce yourself * Find out students' names * Set ground rules --- # The First Tutorial * State whether or not you expect tutorial questions to be prepared before hand (strong steer: not!) * State that they are expected to bring their notes (and be familiar with them) and bring the problem sheet every week * Emphasise that tutorials are meant to be **interactive** and that all should come prepared to participate (but be gentle and encouraging - there are some shy flowers out there!) --- # During the Tutorial * Feel free to briefly discuss latest homework if you marked it, but don't take too much time. * You can give verbal homework feedback either individually or as a group, if there was some particularly tricky point. * **And then it is up to you!** --- # During the Tutorial **Good** methods: * Split the tutorial into groups of e.g. 3 or 4 and let them work on same problems at a board * Tell students to alternate as scribes - all should contribute to the solution at all times * Encourage interactions * Go around the room to assist with calculations * If students are stuck, ask questions back to enable them to get on the right track * Ask them to explain what they are doing / why * Give tips on mathematical writing --- # During the Tutorial **Bad** methods: * Tutor writes up numbers of problems to be attempted on board, students attempt problems individually, tutor circulates giving one-on-one help. * Tutor writes up solution on board --- # Things to Avoid * Turning the tutorial into a mini-lecture - tutorials should be interactive * If you find yourself spending most of the time copying out solutions, stop! Better to cover fewer questions * Setting questions, then sitting at front playing with your mobile phone, before finally writing up the solutions in the last 5 minutes * Letting the smart student answer all the questions --- # After the Tutorial * **Important!** Enter attendance into 'records': <span style="font-size:.6em;">[https://maths.durham.ac.uk/secure/compinfo/wiki/index.php/Records_Programme](https://maths.durham.ac.uk/secure/compinfo/wiki/index.php/Records_Programme)</span> UG tutors: return attendance sheet to Learning and Teaching team in the Office * Reflect on how things have gone (especially if you have more than one group) * You may see a student outside a tutorial if they ask for help * Students will fill in questionnaires at the end of the year. But you could run your own questionnaires if you want earlier feedback --- # Outside the tutorial * You are paid for more than the contact hour. Some of this may be preparation but also a limited time to deal with student questions outside tutorial (i.e. student stuck on problem) * Be helpful, but look for evidence that student has tried the problem and tried to help themselves first * If you have concerns about a student, contact their Academic Advisor / Course Director / Me / Student Support Officer (Louise) --- # Questions?