What are Tutorials really like?

Tutorials compliment traditional lectures by providing an opportunity for active learning and interaction. Tutorials can contribute significantly to students’ academic growth as well as preparation for future endeavors ! Tutorials provide a supportive and inclusive learning environment where students can actively engage without feeling overwhelmed by a large group setting.

Tutorials provide an opportunity to explore topics by discussion, and to identify and resolve any questions that may arise after lectures. Tutorials provide a smaller, more interactive learning environment in comparison to lectures. This learning environment enables students to gain a deeper understanding of the course material , theories and concepts being explored. Tutorials often involve active learning strategies, such as group activities. The core objective of this learning strategy is to promotes critical thinking and discussions.

This section will look at how to prepare for a tutorial, and what to expect from one.

Background

What is a tutorial ?

A tutorial is a class that happens after a lecture.  During a tutorial, students and the lecturer discuss a particular topic. This may be directly linked to the theme of the lecture, or might be a related topic which the tutor introduces as a means of broadening the students’ knowledge. In tutorials, students can receive more individual time with the lecturer, which can be an effective opportunity to address any learning needs and challenges.

Who does what?

Often the Lecturer will give the students a topic or reading to prepare in advance of the tutorial. To get the most out of the experience, you should take the opportunity to do some research or read the required text, and you should be prepared to contribute in some way to the discussion.

Many students find speaking in front of a group and voicing their opinions uncomfortable, particularly early on in their studies; if you have told the university about your autism, the lecturer should be aware and may be able to make reasonable adjustments – for example, perhaps you could produce a PowerPoint to show your research, instead of speaking directly to the group. The tutor’s role is generally not to lecture during a seminar, but rather to encourage and facilitate further discussion. Tutorials can often offer opportunities for students to receive feedback on their course work. This can be an excellent opportunity for students to identify areas of improvement and an update on their progress.

Why are tutorials important?

Tutorials allow you to:

  • Explore topics in greater depth
  • Learn from other people
  • Share ideas
  • Gain different perspectives and  points of view
  • Clarify any misunderstandings
  • Explore the language, vocabulary and ‘jargon’ of the course
  • Practice debate and turn-taking in conversations
  • Collectively advance your level of thinking through an effective combination of independent reading and group discussion
  • Tutorials can foster collaborative learning experiences, which allows students to work together and to share ideas.
  • Active participation in tutorials can build students’ confidence , as there is a safe space to express opinions and generate ideas in a group setting.

How could this affect me?

One important aspect of attending tutorials is realising that other students may be experiencing the same worries and difficulties as you.  Often this is helpful, as it can put your own worries into perspective, and understand others’ reactions.

You may realise from the other students’ experiences, that there are many different ways to approach a topic; how one student researches a topic will be completely different to another.  All of these different approaches are what make your own learning experience richer and fuller.

By participating in the tutorials, you will develop skills that are not only useful at university, but also later in the workplace; these skills are often called ‘transferrable skills’:

  • Listening
  • Negotiation
  • Leadership
  • Teamwork
  • Oral communication
  • Turn-taking – when to say something and when to stop
  • Taking responsibility
  • Sharing knowledge
  • Time management
  • Developing an argument
  • Collaborating with people from different backgrounds
  • Dealing with conflicting opinions
  • Producing and using visual aids

What to do next?

Attend your tutorials as often as possible as they offer a chance to really deepen your insight on a topic.

Practical tips

  • Make sure that you are aware of which tutorial group you are in
  • Check your timetable and be aware of when and where your tutorials are (the sessions may not be every week, and may fall on different days)
  • Familiarise yourself with the tutorial room, e.g. you could spend some time there before the tutorial (when it is not in use)
  • Make sure that you have copies of any required readings or research, well in advance of the tutorial
  • Listen to the other students’ ideas and opinions
  • If you feel you would be unable to verbally take part in the seminar session, speak to the tutor well in advance, and see if they can suggest a reasonable adjustment such as presenting your research as a PowerPoint presentation
  • Follow up any interesting new ideas from the tutorial, by doing independent research

Questions to think about

  • What do I need to do to prepare for the tutorial?
  • Are the reading materials available online?
  • Do I know where I have to be and when I have to be there?
  • Can I present my research in a visual format? – PowerPoint, Mindmap etc?
  • Do I know who else is in my seminar group, in case I need to check any details beforehand?
  • Is my tutor aware of my autism; do I need to let them know?

Additional information and links

There is more useful information on seminars on the Glasgow Caledonian University website:
http://www.gcu.ac.uk/media/gcalwebv2/gculead/content/PDF%20Practical%20seminar%20tips.pdf

About the author

This article was adapted by TUS Midwest from the original article written by Jackie Hagan, Learning Support Coordinator at the University for the Creative Arts at Rochester.