Seminar and Small Group Teaching

How does the role of the seminar leader differ from that of a lecturer? More interactive Important to get to know students quickly Recognising and responding to students with a wide range of backgrounds and abilities; need to be flexible – re-arranging groups? Making expectations clear

More interactive

Important to get to know students quickly

Recognising and responding to students with a wide range of backgrounds and abilities; need to be flexible – re-arranging groups?

Making expectations clear

Who are your students? Different backgrounds and goals Increase in international students Fees - students as customers Reluctance – quantitative subjects

Different backgrounds and goals

Increase in international students

Fees - students as customers

Reluctance – quantitative subjects

Passive vs. Interactive Teaching Passive teaching : Boredom…deadly silence! Poor attendance, lack of preparation Lack of student participation weakens understanding of material Interactive teaching: Students less likely to become discouraged/bored Deeper understanding

Passive teaching :

Boredom…deadly silence!

Poor attendance, lack of preparation

Lack of student participation weakens understanding of material

Interactive teaching:

Students less likely to become discouraged/bored

Deeper understanding

Transferable Skills Interactive classes can improve: Confidence Ability Motivation Performance Employment prospects

Interactive classes can improve:

Confidence

Ability

Motivation

Performance

Employment prospects

Planning your classes Make classes independent events Aims and objectives Structure Purpose Introduce interactive techniques that take account of: Varied student abilities and learning styles Encourage participation Transferable skills

Make classes independent events

Aims and objectives

Structure

Purpose

Introduce interactive techniques that take account of:

Varied student abilities and learning styles

Encourage participation

Transferable skills

Class Teaching Teaching style: Structure Clarity Interaction and Motivation Introducing activities Teaching challenges Some pointers for a successful class

Teaching style:

Structure

Clarity

Interaction and Motivation

Introducing activities

Teaching challenges

Some pointers for a successful class

1(a) Provide Structure Give an overview Outline the key questions/issues Work through the material – why is it interesting? Identify important references/links to lectures Summarise key arguments and conclusions at the end of the class

Give an overview

Outline the key questions/issues

Work through the material – why is it interesting?

Identify important references/links to lectures

Summarise key arguments and conclusions at the end of the class

1(b) Clarity Lay out solutions clearly on board Work step-by-step – outline methodology Provide handouts for equation-intensive classes Provide ‘discussion tree’ outlines Anticipate problems and questions Resolve confusion if the discussion takes wrong turn

Lay out solutions clearly on board

Work step-by-step – outline methodology

Provide handouts for equation-intensive classes

Provide ‘discussion tree’ outlines

Anticipate problems and questions

Resolve confusion if the discussion takes wrong turn

1(c) Interaction Learn students’ names! Encourage participation Face the class, pick up ‘signals’ -adjust the pace and content to meet students’ needs Link theory to real-world events to generate interest Friendly but in control

Learn students’ names!

Encourage participation

Face the class, pick up ‘signals’ -adjust the pace and content to meet students’ needs

Link theory to real-world events to generate interest

Friendly but in control

1(d) Class Activities Individual Problems/case studies Pairs/small groups Activities/discussion/student teaching Whole group debate/presentation/review

Individual

Problems/case studies

Pairs/small groups

Activities/discussion/student teaching

Whole group

debate/presentation/review

2. Challenges Quiet classes… …and rowdy classes Students with poor attendance or effort Classes with students with diverse backgrounds Students with disabilities e.g. dyslexia

Quiet classes…

…and rowdy classes

Students with poor attendance or effort

Classes with students with diverse backgrounds

Students with disabilities e.g. dyslexia

Top Tips for Exercises Keep notation consistent and explain it Make steps in the reasoning explicit Use questions to guide students through the reasoning Provide intuition – plan examples Identify possible pitfalls or cases Give students ‘ the bigger picture’

Keep notation consistent and explain it

Make steps in the reasoning explicit

Use questions to guide students through the reasoning

Provide intuition – plan examples

Identify possible pitfalls or cases

Give students ‘ the bigger picture’

Top Tips for Motivation Learn students’ names early on Take an interest in students’ goals, problems etc. Take time to offer feedback and keep an eye out for problems Be approachable and contactable

Learn students’ names early on

Take an interest in students’ goals, problems etc.

Take time to offer feedback and keep an eye out for problems

Be approachable and contactable

Always… Introduce yourself Plan ahead but stay flexible Contextualise and structure material Encourage participation Make the most of your experience and enjoy it!

Introduce yourself

Plan ahead but stay flexible

Contextualise and structure material

Encourage participation

Make the most of your experience and enjoy it!

Never… Skip parts of explanations Rush (but keep an eye on the clock) Ignore problems Hide errors Follow do’s and don’ts lists ... look for what works for you!

Skip parts of explanations

Rush (but keep an eye on the clock)

Ignore problems

Hide errors

Follow do’s and don’ts lists ... look for what works for you!

Thank you