Teaching Methods

Lectures

In many courses you can expect to receive lectures in the traditional format, with mainly a one-way
flow of information from the lecturer to the student. These are designed to provide a broad introduction to a subject and offer guidance on further inquiry.

• An introduction to the subject matter under consideration.
• Large group – up to 500 students with one lecturer.
• Some lecturers may ask if there is any questions during or in last few minutes of the lecture. Take advantage of this time if you have a question about the lecture. The lecturer may not think it considerate if you then approach them individually after the lecture
• After the lecture, the lecturer will normally need to leave.
• If the lecturer has not given time for questions before the end, you can approach her/him and ask if they have time for questions.

It may take time to learn how each lecturer choses to deal with questions but most would prefer that there is not a line of students with questions after the lecture. this may be different in your home country.

Tutorials

Linked to most lecture programmes is a series of tutorials in which you will discuss the content of lectures and related readings in smaller groups so that subjects can be analysed in greater depth.

• Small group of students discuss selected topics with member of teaching staff.
• Discussions may be based on prepared written work.
• Topic is analysed in depth.
• Provide informal contact between students and staff guiding students towards extra reading.
• Once again, debate and discussion are welcomed in tutorials. For both seminars and tutorials, reasoned argument is what is expected in addition to having remembered lectures or reading.

Seminars

Some programmes (often at higher levels) consist mainly or exclusively of seminars. These operate like tutorials but are generally not attached to lecture programmes and require greater independent inquiry from students.

• The aim of presentations is for students to practice and demonstrate confidence, assertiveness, style etc as well as knowledge and understanding of the topic.
• Eight to twenty students meet with a member of teaching staff.
• One or more of the people present an oral presentation for group to discuss.
• Wide exchange of ideas expected. Students should speak as well as listen.
  It is acceptable and not impolite to disagree with other members of the group, including staff; you should offer reasons and evidence for your views. Students who do not contribute their own ideas might be judged as weak students.

In both seminars and tutorials you will be expected to contribute to discussions in the classroom based on what you have read and prepared. You may often find yourself asked to investigate an issue or question independently or within a small group of students. While your teacher may guide you towards key readings, most decisions about
what to read, how to read it, and to address questions posed will be up to you.

Assessment

Courses may be assessed in a variety of ways, including

• essays
• practical classes
• formal examinations
• group work
• tests
• extended essays/dissertations

Examinations are held at different times and in different ways within various Faculties and Departments. See ‘General Regulations as to Examinations’ Appendix IV, see your Faculty notice board for further information. Check examination regulations with your faculty or department.

5. Independent Study

Timetable of formal instruction (lectures, seminars, tutorials and practicals) may not appear to be very full. However, you should spend a good deal of time reading books and articles, reading over lecture notes, preparing for seminars and tutorials, working on projects and so on.

6. Reading Lists

Most taught students receive reading lists.

• It is not usually expected to read every book on the list from beginning to end.
• Find out from teaching staff which books you must read.
• Read other books on the list as you need to or when you have the opportunity.
• Use the list of contents and the index to guide you to the sections in the book which will be most useful. .
• Do not buy a book until you know you need to actually own it, rather than just borrow it from the Library. Some students buy standard texts between them and share. This reduces the cost. Check notice boards for information about second-hand books for sale and also the 'Oxfam' book shop in the Union of Students building.

7. Essays

1. Essays or papers can vary in length from a few hundred to a few thousand words. You will usually be told a maximum length. Longer does not necessarily equal better; do not be tempted to write too many words if they are not to the point. You should not just list facts or repeat what you have learned in class. Academic staff want to see that you:

1. understand what you have learned;
2. have read around the subject and understand your reading;
3. are able to analyse;
4. can express yourself clearly and concisely;
5. can substantiate your own opinions.

2. In some academic traditions, essays start with a statement and expand more and more, showing all of student’s knowledge. In UK academic tradition, essays typically start with a question, expand somewhat in the middle (‘discuss’) then gradually refine and strip away, leading to a conclusion.
3. Note: Any material copied from books, or lectures, must be properly referenced. Plagiarism – that is copying other people’s work without reference to the source – is not permitted and you will be penalised or disciplined.