This document contains content from a tutorial on learning, teaching and assessment. It includes several activities for students, such as building with LEGOs to model their needs as learners, discussing different personal tutor models, and providing tips for personal tutoring. It also presents different types of tutorials, such as one-on-one, small group, student-led, and remote. Students participate in role plays where they take on the roles of tutors and tutees discussing goals, challenges, and support.

1. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
ILTA141
Introduction to Learning, Teaching and Assessment
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan
University, UK
@halehmoravej
Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
Tutorials: flashcard sets and activities
source: https://www.flickr.com/photos/chrissinerantzi/6172866007/sizes/z/

2. Thinking about learning
1. Think about
something you are
good at.
Write in this box how
you became good at it.
a Phil Race activity
2. Think of something
about yourself you feel
good about.
Write here the
evidence it is based on.
3. Think of something
you are not good at,
perhaps as a result of a
bad learning
experience.
What went wrong?
Add it to this box.
4. Think of something
that you did learn
successfully, but at the
time you didn’t really
want to do it.
What kept you going,
so that you did
succeed in learning it?
2

3. LEGO® Serious Play® activity
Task 1: Build a tower (1 minute)
Task 2: Build a model that shows your main
needs as a learner (3 minutes)
Task 3: Explain your model to your peer(s) (5
minutes) and discuss.

4. Personal tutor models
The pastoral model
The professional model
The curriculum model

5. personal tutoring
(student perspective)
Benefits Challenges

6. personal tutoring
(tutor perspective)
Benefits Challenges

7. Top 10 tips

8. tutorial types
one-to-one small group
led by tutor led by student
mentor
face-to-face remote
reactive proactive

9. Create…
• … a portrait of the person
sitting next to you
• Show portrait to the
person you created
• Person on the portrait to
provide feedback to the
artist
9

10. Goal
•What do you want to achieve?
•What would achieving this lead to long term?
•How would that feel?
•When would you like to achieve this?
Reality
•What is the current situation?
•What have you done so far?
•What stops you from moving on?
Options
•What could you do?
•What else could you do?
•What else?
• ... and what else?
Will
•What will you do?
•How committed are you?
•What will be the first step?
•By when?

11. 11
The wheel of learning: Where are you
now?

12. 12

13. Role plays
13

14. Tutor 1
A student in your subject area comes to their
first personal tutorial at your invitation. They
have been at MMU for two weeks. You feel it is
useful if students give some thought as to what
they might do when they leave university early
in their university career. Use guidance
principles and a coaching model (GROW or
CIGAR) to shape the discussion. (15 minutes)

15. Student 1
You are in your first year of study. You chose the
course because you liked it at school. You have not
done much thinking beyond this; moving away from
home and getting settled has taken up all your time
and emotional energy so far. You like being with
people and enjoy communicating. You have worked
as a volunteer in a local Youth Centre. You are a bit
panicked at the thought of writing your first
assignment. Since this is your first meeting, you
have no idea what to expect. (15 minutes)

16. Tutor 2
A student comes to see you at the beginning of
their second year of study in your area. They
have asked for an extra appointment. They seem
uncomfortable. You have checked their
attendance for the previous year and found it
was erratic, to the extent that some colleagues
have logged concerns. Try to give appropriate
support and guidance which will assist the
student to progress successfully. (15 minutes)

17. Student 2
You are in your second year at MMU. You like the
course, but you work 25 hours per week in a local
restaurant, where you have recently been asked to
‘act up’ as manager five nights a week. You started
the job last year, to relieve fears about money, and
you have agreed to taking on the extra
responsibility. Sometimes you are too tired to make
morning lectures and you’re worried it might be
worse with the new role. You really want to get a
degree, which costs so much money, but you are
suffering stomach aches and sleeplessness. (15
minutes)