1. "Guide to Tutorials" (doc) is 25+page, "crashcourse"style guidebook of teaching tips for new instructors who will be teaching a new course (a "tutorial" in Tasmanian terms).
 It offers practical guidance, helpful questions for you and your students, and a starter set of activelearning activities.
 While the Teaching Commons web site has many searchable resources on all the topics below (and many, many more teachingrelated topics as well), it's often convenient to have a compact collection or "toolbox" of initial, barebones advice and strategies.
2. Topics covered include the following:
 Planning for a class/tutorial
 See chart in 3a below.
 Introducing the first class/tutorial
 A "checklist that may help you get started"
 "Some strategies for ice breakers"
 Creating a positive learning environment
 General suggestions
 Questioning guide
 Dealing with difficult or challenging behaviour (See also "Solve a Teaching Problem: An Interactive Tool")
 Delivering the class/tutorial
 Introducing the class
 "Assessing prior learning
 "Encouraging collaborative and active learning" (See 3b below for 29 activities.)
 "Covering the material"
 Assessing learning and providing feedback in a class/tutorial
 Classroom Assessment Techniques CATs)
 "Principles for feedback"
 Inclusive practice in a class/tutorial
 "Inclusive Practice in 5" chart ("Be Approachable, Be Proactive, Be Flexible, Be Planned, Be Human")
 Evaluating your class/tutorial
 Selfreflection/selfassessment
 "Collecting evidence from students"
 "Collecting evidence from peers"
3. Sample Content
a. Starter "Planning for a Class" Queries
"The following table outlines what is important in planning."
 "The column on the right gives examples of questions you can ask yourself when undertaking this planning."
 "You might like to write yourself a planning template that you can use for each class – this might be electronic or hard copy."
 "This is useful to refer to in your class – to keep note of timing – and to annotate with any changes or suggestions for future tutorials.
 "An example template is included as an appendix."
Select topic and determine the goal of the lesson. 
What are the key concepts, ideas and theories? Why are these important? 
Determine prior learning and skills. 
What understanding do the students already have? What are their (and your) preconceptions and misconceptions? 
Decide on student learning outcomes and indicators of students' progress. 
What will students know, and be able to do, by the end of the session? What indicators will you use to determine if students have achieved these outcomes? One useful approach is to write lesson outcomes, expressed using verbs to indicate what the students will achieve. 
Select and organise resources. 
What resources are available to design and use as part of the session? Some resources you might find helpful are textbooks, colleagues' notes, online resources and applicable teaching articles. 
Determine a sequence for the development of knowledge and skills. 
What is the optimal ordering of the material to consolidate and extend students' knowledge? At what stage should background material and notation be introduced? How will the current theory be linked with previous work? 
Select appropriate teaching strategies and assessment tasks. 
What experiences will consolidate students' understanding and allow them to demonstrate their achievement of the lesson outcomes? 
Reflect on and evaluate the lesson 
How can you use feedback from students to respond to the experience and characteristics of your student cohort? 
b. Starter ActiveLearning Strategies
Thinkpairshare 
Each person considers the topic/question and writes down some ideas/answers. S/he joins with one other for discussion. This provides a good basis for wider discussion. 
'Buzz' groups 
Working in small groups, people discuss an issue. Topics can include:

Round 
Every person takes a turn to make a statement. Useful topics:

Case studies 
A ‘story’ or scenario is presented to the group (often, but not always, as a handout). Groups discuss the story or work together on questions. 
Group discussion 
Groups (up to 6 people) talk about a topic. A set of questions from the lecturer helps to structure the discussion and focus the group. The larger the group, the more difficult it is for everyone to participate actively. 
Continuum 
Everyone cooperates to form a line according to their capabilities/confidence/whatever the topic is. For example, ... the number of times they have attended an interview, etc. 
‘Tell your partner’ 
Pairs. Each person explains a topic/concept/answer to someone else. The partner has to listen and then ask questions. 
Fishbowl 
One group discusses a topic. The second group observes the discussion, and each person records [the following]:

Peer evaluation 
The class is divided into pairs. Partners exchange written work or observe each other’s oral presentation. They give each other feedback and work together to identify :
They can focus on delivery and/or content. This activity works best if students already have knowledge on the topic. Giving them a checklist is also a good idea. 
Roleplay 
Groups/ pairs/individuals ‘act out’ information on a specific topic, often in front of the class or group. If they lack confidence, they can work in pairs without ‘performing’ in front of the whole class. Set a time limit for each group. This activity can be used for formative or summative assessment. It is important to allow time for participants to derole/debrief. 
Presentations 
Individuals or small groups find information on a topic, [and] then prepare and deliver a short informative session to the wider group. 
Panel 
Several ‘experts’ are invited to the session and answer questions from the class. The experts may be from industry, other teachers, and/or students. They may each speak briefly before the question session. 
Questionandanswer session 
This is a useful activity to check students’ understanding. A time is set aside for a discussion/answer session. Questions may be submitted in writing at the previous session (good for shy students), or they may be oral. 
Syndicates 
Groups of students work together on a project(s) which entail(s) researching and presenting (written and/or oral) information. This is useful for focusing on group and cooperative skills while covering discipline content. 
Brainstorming 
Everyone thinks of as many different ideas as possible. All ideas are accepted and recorded without comment. The ideas are evaluated after a set time period or when inspiration ends. 
Studentteacher role swap 
The facilitator asks students to write their ideas/information on the whiteboard and then explain them. S/he places several whiteboard pens on the desk and sits with class members. (Sometimes students will be shy, especially at first, and the facilitator may need to sit for a while.) 
Information transfer 
This is a paired activity. Partners ask each other questions and give answers to fill gaps on their worksheets. (Each worksheet has different gaps.) 
Matching 
This activity is one way to divide a large group into pairs. Members of the group are given cards which contain either a title or a definition. They have to find the person with the complementary card. In finding their partners, they come across a range of definitions and have to think about the topic. Content can be simple or complex depending on people’s abilities. The pairs then work together on an exercise/problem related to their title and definition. Reporting back afterwards widens the learning. 
Withdrawal 
While the group works together or alone on set work, the lecturer spends time with individual students or small groups. The individual assistance can be rostered through the course so that everyone gets a turn, or it can focus on people who need extra help. 
Mindmaps 
A topic is written on the board (or on butcher’s paper). The class/group suggests and organises ideas and information, presenting them visually, often in clusters. Students often enjoy writing on the board (bring several whiteboard pens). Where numbers are large, this activity is better carried out in groups with a display of the results at the end. 
Organising information 
Information items are provided out of sequence. Students work (in pairs or small groups) to arrange the [items] in order. The results can then be reported by each group and/or discussed by the wider group. The information can be given to students on a single worksheet or already cut into pieces for them to arrange in order. 
Demonstrations 
The teacher shows students how to do something or uses equipment to explain theory/principles. This activity can also be presented by a student or group. Seeing something real helps students to remember more clearly. 
Experiments 
The teacher or the students carry out a practical activity to verify or refute a principle. 
124more (pyramid) 
Each person writes brief notes about the topic and then compares them with a partner. Each pair discusses its combined list with another couple. This provides a good basis for discussion in the wider group. It is a good idea to limit the ‘124’ stages, e.g. 2 minutes or so for individual and for paired work, 5 minutes for the ‘4’ stage. 
Show of hands 
This quick check is useful for gaining a rough idea of how many people are confident about a topic. It is worth remembering that confidence is not always the same as understanding. This activity is a good ‘energiser’. It is particularly useful:

‘Ignorance’ 
Before the class begins, students consider what they would like to know by the end of the session. They write down some questions  five is a good number to aim for. Some students might like to share their questions, which can be recorded on the board. The students write more questions at the end of the session. These questions are likely to be different from the earlier ones: they should involve a higher level of thinking. There may well be more of them [i.e. questions], and they can be a useful basis for further private study. 
Inkshedding 
First, you need a question to pose to the students. You can either develop a question for the day or a series of them to use over a few weeks. Ask the students to spend 5 minutes writing down their thoughts on the question. That writing should be what language teachers call ‘freewriting’, that is, the student writes whatever comes to mind, without anyone making judgments about it or corrections to it. (Make this clear to students when you introduce the activity.) Freewriting helps generate thoughts and ideas, so it’s an excellent starting place for discussions. The students finish their 5 minutes of freewriting and then pass their notebook to another student. Everyone reads the notebook in front of them and then spends another 5 minutes freewriting in response to the first student’s thoughts. That process continues through several iterations, until  after 20 or 25 minutes  the students have engaged in an extended dialogue with each other, all on paper, and are ready to start talking about their ideas out loud. 
Controversy 
Controversy  Method 1: Ask each group for 5 statements of evidence or argument for their case. Write these statements on the board. If a class comes too quickly to agreement on a complex issue, play devil’s advocate to create a controversy. When this is complete, the groups break off again to come up with 5 statements of rebuttal of the other team’s arguments. At the end, ask if any students have changed their minds, and why. Controversy  Method 2: You act as a moderator, asking students from one group, then the other, to support their position. At set intervals, say 15 minutes, students are allowed to change groups if they have changed their minds. Optionally, the students can then be asked to argue for the other side. At the end, the moderator summarises the main points for and against. By creating a controversy and forcing interaction, these methods encourage all students to participate. 
Jigsaw method (or Expert groups) 
Jigsaw Method  This is a collaborative learning method which can help students to make meaning from written material. Students work in groups, with each group having a separate piece of information. They become the experts in that area. The students then split up and recombine in groups where only one person has expertise in each area and they then share their information. Method (For multiples of 5 participants)
