UWA Staff

Tutor training resources

The UWA staff site provides easy access to information for new and current staff. This includes procedures and planning, Human Resources, the induction process, Financial Services, Research and Teaching and Learning, as well as details of facilities, parking and transport information, and all about UWA’s social side.

To assist new tutors, the Business School has developed a number of tutor training resources including workshops and videos.

Tutor training workshop

This workshop is run in the first week of each semester.

Interviews with current Business School lecturers

Watch interviews between Associate Professor Phil Hancock (Associate Dean Teaching and Learning) with various lecturers in the Business School covering topics including pre first class planning, the first tutorial, problem solving and assessment and feedback. 

These interviews are in QuickTime format. If you are unable to access the videos or require them in an alternative format please contact the Business School Helpdesk.

The first tutorial

Assessment and feedback

Watch tutorial techniques in action

These videos are in QuickTime format. If you are unable to access the videos or require them in an alternative format please contact the Business School Helpdesk.

The tutorial is just beginning and the tutor asks a question about who has done the preparation for the first task which involved looking at the information on a particular web site. Initially no one responds so the tutor re-phrases the question. One student responds, followed by a second student who builds on the initial response. View
This is another example of the tutor asking the class a question and initially getting no response. The tutor re-phrases the question and three students respond. The students responses progressively add more information to the answer to the original question. View
This example illustrates students getting excited about having their say in relation to a question posed by the tutor that is on a topic most of them can readily identify with (in this case, the cost of uniforms, sports clothes, books, etc at the start of a school year). The students engage in a discussion. View
The tutorial is just beginning and the tutor explains what will be happening in that tutorial (students explaining solutions to the rest of the class on the whiteboard). The tutor provides some general advice to the students who will be presenting View
The tutor interrupts the students presentation to suggest a better way of explaining the answer to this question. The tutor begins by making a positive comment to the student presenter. Notice how the tutor slows the pace of his explanation to give the rest of the class time to think about what he is saying. View
The tutor once again interrupts the students presentation. This time he points out to the class that they not only need to know what changes can be expected in that economic situation but they should be able to explain why that change occurs. View
Similar to the previous video clip, this is another example of the tutor emphasizing the need for students to know not only what happens but why it happens. View
The tutor interrupts the student presenter who has been explaining a solution on the whiteboard to correct a misunderstanding. The tutor illustrates the correct answer. View
Once again, the tutor interrupts to give the correct information and uses the current trends in the Australian economy to illustrate his explanation. View
This is a third example of the student presenter giving an incorrect explanation. This time the tutor asks other students in the class to help with the explanation of the answer. View
The tutor concludes the tutorial and invites any students with queries to see him after class. View