Global Utilities

La Trobe University
Curriculum, Teaching and Learning

Tutoring and demonstrating

Aims of effective tutoring and demonstrating

  • to teach basic practical skills
  • to familiarise students with techniques
  • to illustrate materials taught in lectures
  • to teach the principles of experimental work in the subject
  • to link theory with practice
  • to use experiments to solve specific problems
  • to provide access to learning support for students while they are practicing skills
  • to foster critical awareness and skills in problem solving
  • to stimulate creative problem solving
  • to foster independent thinking, enquiry and exploration
  • to develop skills in communicating understanding of concepts and principles
  • to give students the opportunity to illustrate their level of understanding of concepts and principles

Strategies for beginning tutors/demonstrators

Before classes

Plan your sessions. Remind yourself of the aims and desired learning outcomes of the subject of which the tutorials or lab classes are part. Determine how each practical session links with the desired learning outcomes. Read class list and start to learn (pronunciation of) names. Arrive early to check room, seating, equipment, technology etc.

During the first session

  • Clarify your role
  • Be clear about expectations

During classes

  • Provide clear tasks
  • Model appropriate behaviour
  • Make the best of the teaching environment
  • Use group activities

After classes

Evaluate what went well - what could be improved. See also Smaller Group Teaching for more ideas.

Planning a tutorial, laboratory or practicals

Use the plan below to plan your class.

  1. Set clear objectives that relate to the aims of the subject for each session, ie. what the students’ learning will be. Take into account the group’s background knowledge, experience etc
  2. Overall plan of session
  3. Explanations and questions you might use
  4. Timing for each section
  5. Handouts/Materials you might use (plan alternative materials and approaches in case something doesn’t work out)
  6. Instructions/Guidance you might give to students

Processes to consider in tutorials, laboratories and practicals

  1. Time boundaries
    • Questions: What do students need to know beforehand?
    • What expectations for group discussion might they have had?
    • Should there be any rules?
    • What are students expected to do after the session?
  2. Physical environment
    • What association does the room have in the minds of the students? Is it the tutor’s room, a classroom or a neutral area?
    • Is the room the regular venue?
    • Can everyone be equally spaced?
    • Is anyone likely to have a special position?
    • What can moving the furniture to improve communication in the group do?
  3. Group size
    • What size group is appropriate to the aims?
    • How many people can be fitted into the room and still have good eye contact?
    • Are subgroups planned?
    • Is the group large enough to avoid dominance by the tutor, or ensure viability when one or two members are absent?
  4. Group composition and cohesiveness
    • What is the main difference between students?
    • What kind of task is suitable?
    • Which students identify with and support each another?
    • Which students are likely to be at loggerheads?
    • Does a shared purpose develop during the session/s?
  5. Communication
    • Are people clear about their roles?
    • Are instructions clearly set out and accessible for rechecking?
    • Is/Was there good eye contact round the group?
    • Is/Was listening encouraged?
  6. Participation
    • How will wide and equitable participation be ensured?
    • What proportion of ‘air-space’ is allowed for the tutor?
    • Is participation equal to learning in all cases?
  7. Norms, procedures and structures
    • Is there a need to specify norm for new students?
    • How will the group decide on aims, tasks and roles?
    • What procedure will the session use to structure its processes?
  8. Tasks
    • What tasks are required to be done before, during and after the session?
    • Are the tasks clear? Are they achieved?
  9. Climate
    • How will a harmonious, safe learning climate be achieved?
      (* Jaques,1989)

Using questions in tutorials and demonstrations

Types of questions you can ask include these:

Open-ended questions lead to longish answers and engage the students in their learning more directly as they need to think before they can answer. Eg. What are you proposing to do?

Closed-ended questions require yes or no answers. They are useful for brief checking of levels of information or similar. Eg. Do you know by what factor you will need to dilute this?

Re-phrasing questions attempt to clarify what is being asked. Eg. . Jane wants to know what kind of a plate she should use to assess transduction in this case, what do you think??

Direct questions are put to a particular person or group. Eg. Tran, what kind of plate would you suggest?

Probing questions request more clarification or examples. Eg. How can you break that down into steps?

Encouraging questions start the ball rolling for shy students. Eg. What did you get stuck on

Suggested reading

Bertola, P. & Murphy, E. (1994) Tutoring at University, A Beginner’s Practical Guide. Paradigm Books.

Biggs, J (1999) Teaching for Quality Learning at University, Buckingham, Society for Research into Higher education, and Open University Press

Gibbs, G. (1995) Teaching more students: problems and course design strategies. Oxford Centre for Staff Development.

Jaques, D. (1989) ‘Small Group Teaching’ In Graham Gibbs Certificate in Teaching in Higher Education. The Oxford Centre for Staff Development, Oxford Polytechnic

Habeshaw, S., Habeshaw, T. & Gibbs, G. (1984) 53 Interesting things to do in your seminars and tutorials. Technical and Educational Services, Bristol.

Jaques, D, (1984, 1992) Learning in Groups. Gulf Publishing Co.

Lublin, J. (1987) Conducting Tutorials. HERDSA Green Guide no 6. (Available from CTLC)

Ramsden, P. (1992) Learning in Higher Education. London, Routledge.