Tutorial And Small Group Teaching

E J  Wood,

Tutorial And Small Group Teaching

Abstract:

When we teach a subject we hope that students will gain information, acquire experimental skiJls, learn how to plan experiments and interpret data, become adept at problem-solving, and develop a wider vision so that they can generalize about an area of knowledge. The ways in which we teach usually include lectures, practical cla.ues and/or 'dry labs', and tutoriala or seminars. In addition, we may use audio-tutorials and computer- &Histed instruction, and we will certainly expect the students to study independently from textbooks, published papers and reviews. Much has been written about the aims of l~s, but there are doubts, frequently expressed, that lectures are not very effective aa instruments of either long-term or short-term learning. Nevertheless lectures remain. and are likely to remain, a major instrument in our teaching for a variety of reasons, not all of them (00d ones. Many of us use tutorial teaching to 'correct' students misconceptions that result from misunderstanding lectures or textbooks.

References:

Bion, W. R. (1968). ‘Experiences in Groups’, Tavistock Press, London.
Mehler, A. H. (1983). ‘Strategies in Biochemical Education’ Biochem. Educ. 11, 95-118.
Newble, D. and Cannon, R. (1983). ‘A handbook for Clinical Teachers’ MTP Press, Lancaster, UK.
Weatherall, D. J. (1986). ‘The New Genetics and Clinical Practice’ (Second Edition), Oxford University Press, Oxford.
Wood, A. E. (1983). ‘Learning in Small Groups’ in Biochemical Education edited by Bryce, C. F. A., pp 141-155, Croom-Helm, London.