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International Student Orientation Making the Most of Lectures and Tutorials

International Student Orientation Making the Most of Lectures and Tutorials. Dr Julia Miller School of Education. Welcome to Adelaide. Where is home for you? What are you studying ? Did you go to university in your country?. International Student Transition.

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International Student Orientation Making the Most of Lectures and Tutorials

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  1. International StudentOrientationMaking the Most ofLectures and Tutorials Dr Julia Miller School of Education

  2. Welcome to Adelaide • Where is home for you? • What are you studying? • Did you go to university in your country?

  3. International Student Transition What do you think are the major differences between learning in your home country and learning in Australia? • Role of teacher • Student-centred approach • Critical thinking • Active learning • Independent learning

  4. Outline 1. Lectures 2. Note taking 3. Language clues 4. After the lecture 5. Seminars and tutorials 6. Other small-group formats 7. Practice 8. Reflection

  5. What’s the difference between a lecture, a seminar and a tutorial? • Lecture - larger - varying interaction. • Seminar - smaller - more interaction. Students may take it in turns to present. • Tutorial - even smaller, with more interaction and discussion.

  6. Lectures, seminars and tutorials

  7. 1. Lecture formats • Stand up and talk • Stand up and talk with PowerPoint • Engage students by questions • Discuss things with students

  8. Getting the most out of your lectures Prepare: • Readings • Revision • Location • Equipment

  9. Engage • Listen • Consider • Question • Think

  10. 2. Note taking in lectures • Don’t try to write everything down. • Don’t simply copy the PowerPoint slides. • Do listen before you start to write.

  11. Note • Abbreviations (egabbrs) • Short phrases, not sentences •  symbols • Look for possible exam topics

  12. Mind map

  13. Action column Choc from Mexico Media egs – newspaper, mags Reps of choc in media Health problems Oral pres. More egs? Signif?

  14. Problems with note taking The lecturer is too fast • Write down questions for later • Try to follow the structure • Prepare before the lecture

  15. You don’t understand • Write down your question. • Ask - lecturer - tutor - other students • Check - readings - topic guide

  16. 3. Language clues Start of lecture • Let’s start with . . . • The first thing . . . • Today we’ll be looking at . . . • I’d like to think about . . . Topic shifters • So let's turn to . . . • The next thing . . . • Now I'd like to consider . . . • Another important point is . . .

  17. More language clues Summarisers • So now we can see . . . • Let's round this off . . . • What have we been looking at this afternoon? Exemplifiers • One example is . . . • If we look at X we can see that Y . . .

  18. More language clues Relators • This ties in with . . . • This relates to . . . • Keep in mind that . . . • OK (falling intonation, pause) . . . Evaluators • No problem with that . . . • This all looks fine . . . • This is an important point . . .

  19. More language clues Qualifiers • This is true, but . . . • That's all very well, but . . . • Having said that, . . . • Although . . . • As far as we know . . . Asides • Where were we? • That reminds me of . . . (All language clues are from DeCarrico, J & Nattinger, JR 1988, 'Lexical phrases for the comprehension of academic lectures’, English for Specific Purposes, vol. 7, pp. 91-102.)

  20. 4. After the lecture • Read • Highlight • Summarise • Discuss • Look for possible exam questions • Revise before the next lecture

  21. What do you remember?

  22. 5. Seminars and tutorials • How could you participate? • Prepare – do the readings • Ask questions • Sit near the front • Join in group discussions

  23. 6. Other small-group formats Laboratories • Science-based • Bigger and longer than most tutorials • Focus on processes: using equipment, conducting experiments • Run by demonstrators

  24. Laboratory Health and Safety • Listen carefully to safety procedures and always follow them exactly. • Treat all equipment, chemicals and samples with care and respect. • Don’t take food or beverages into a lab (unless they’re part of your experiment!). • Wear protective clothing when appropriate, and especially wear appropriate shoes (sturdy, closed-in with non-slip sole).

  25. Different Small-Group formats Workshops: • Like tutorials, but even more active (i.e. you do more work) • You will often be asked to complete a piece of work or bring one with you • You will then share it with others in the workshop • Example: creative writing workshop

  26. More advanced formats • Conference (experts in a field) • Symposium (like a conference but smaller) Papers: like a seminar – 20 minute presentation followed by questions Posters: on display and author is available to answer questions

  27. 7. Practice Practise taking notes with: 1. a mind map 2. an action column

  28. 8. Reflection • What 2 things will you remember from this session? • Is anything still unclear? Writing Centre learning guides:www.adelaide.edu.au/writingcentre Further practice: http://www.uefap.com/listen/listfram.htm

  29. Further listening practice • Recorded lectures on My Uni • Radio 5RPH on frequency 1197 (AM) for readings of The Advertiser and The Australian

  30. Need Further Help? Writing Centre Location: Level 3, Hub Central East Website: www.adelaide.edu.au/writingcentre

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