Resources

A series of Tutor Training guides have been written for tutors who are new to tutoring in the Faculty of Economics and Commerce. These guides are intended to be useful sources of ideas and advice for good tutoring practice, based on sound educational principles and research.

Tutor Training guides:

• How to Start the First Tutorial (PDF, 865Kb)
• How to Structure and Teach a Tutorial(PDF, 890Kb)
• Encouraging Student Participation in Tutorials (PDF, 780Kb)
• Tutor Roles and Responsibilities (PDF, 842Kb)
• Tutorial Questioning Technique(PDF, 816Kb)
• Teaching International Students in Tutorials (PDF, 917Kb)
• Assessment and Marking (PDF, 34Kb)
• Evaluating Your Tutoring (PDF, 853Kb)
• Activities to Use in Tutorials (PDF, 886Kb)

Tutor success stories:

• Mike Pottenger (PDF, 25Kb): introductory, intermediate and third-year Macroeconomics, introductory and intermediate Microeconomics, undergraduate and graduate Quantitative Methods, International Finance, Derivative Securities, Modern Japanese History and Pacific War History.
• Hinson Chan (PDF, 18Kb): Quantitative Methods 1 and 2.

External resources:

The Eberly Center for Teaching and Learning at Carnegie Mellon University provides a useful description of teaching and learning principles:

• Teaching Principles

1. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.
2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies
4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind spots.
6. Effective teaching involves adopting appropriate teaching roles to support our learning goals.
7. Effective teaching involves progressively refining our courses based on reflection and feedback.

• Learning Principles

1. Prior knowledge can help or hinder learning.
2. Motivation generates, directs, and sustains learning behavior.
3. The way students organize knowledge determines how they use it.
4. Meaningful engagement is necessary for deeper learning.
5. Mastery involves developing component skills and knowledge, synthesizing, and applying them appropriately.
6. Goal-directed practice and targeted feedback are critical to learning.
7. Students must learn to monitor, evaluate and adjust their approaches to learning to become selfdirected learners.
8. Students develop holistically and their learning is affected by the social and emotional aspects of the classroom climate.
• For  more information, see: http://www.cmu.edu/teaching/principles/index.html

The University of Melbourne has devised its own Nine Principles of Teaching and Learning. These can be found here: http://www.unimelb.edu.au/student/nineprinciples.html