Many courses offered at the University of Windsor have a compulsory laboratory or tutorial component, that contributes to students’ final grades. These allow students to put theory taught in the classroom into practice and develop hands-on techniques and critical thinking skills. Labs and tutorials are often taught in much smaller groups than the lecture portion of the course, and this is where GA/TAs are imperative to student success. As the instructor puts most of their time into preparing and delivering lectures, exams, and assignments, GA/TAs are often relied upon to fill the educator role in these spaces. If you have never run a lab or tutorial before, you may feel intimidated, which is perfectly normal. As such, you’ll want to develop your skills in leading labs and tutorials effectively. In this section, you’ll learn some tips for leading effective labs and tutorials.

What’s the difference between labs and tutorials?

Let’s first understand the difference between labs and tutorials. Labs are intended to give students practice in hands-on experimental or practical work. They most often complement the lecture component of science and engineering courses, where students normally work in pairs. Tutorials, on the other hand, are small group sessions designed for open discussion and/or individual assistance. This is where students have the opportunity to seek clarification on concepts with which they may be struggling.

Where do I Start?

More likely than not, the instructor for whom you are a GA/TA will ask to meet with you prior to the start of the course to go over expectations, the tasks for which you will be responsible, and how you are expected to use your contract hours. This is a great time to discuss with them how the labs/tutorials will be conducted and confirm which section you will be teaching. If you haven’t heard from the professor before labs/tutorials begin, don’t hesitate to reach out to them first – they are very busy individuals!

Introduce Yourself

Whether you are teaching a lab or tutorial, you will want your students to be comfortable around you and first impressions are very important. Let your students know how you want to be addressed (normally your first name) and share a brief biography with them. Let your students know what department you come from, what program you are in, and what makes you an expert in that space. This will break the ice and help relieve any first-day anxiety that students are feeling. View the first day chapter for more ideas.

Laboratories

For students to be successful in the lab, they must be run effectively This means students need to understand how to complete the required activities, why they are worth doing, and how it will help to strengthen students’ understanding of concepts or processes. Depending on the number of students assigned to a particular lab section, the size of the lab itself, and the type of course, there may be one or more GA/TA assigned to lead the lab. For example, in labs where there are potential safety hazards, such as contact with chemicals or Bunsen burners, there may be a lead GA assigned with a helper TA. It is important to note that when you are in this role, you will need to prepare for the lab, be present during each lab, and fulfill your responsibilities after the lab.

Know Your Teaching Space

Often when a course has a lab portion and multiple GAs, the instructor may call for a weekly lab meeting to go over the manual, the expected outcomes of the lab, and any materials and instruments that will be required to complete the lab. It is very important that you attend these meetings regularly as you will have a chance to familiarize yourself with the space and learn important information, such as the location of emergency exits, first aid equipment, and eye wash stations. You may also have the opportunity to learn how to use the necessary equipment and give them a trial run. If you are unable to attend a meeting but feel you need time to familiarize yourself with the space, ask your supervisor if you can be accommodated at another time. They will appreciate you wanting to make sure you know what you’re doing.

Preparing for the Lab

To prepare for each lab, you want to familiarize yourself with the lab manual or instructions, ensure you would be able to carry out the activities yourself, and consider any safety precautions or tips you want to share with your students. You’ll want to arrive early to each lab to ensure all the required materials and instruments have been set out (often done by a stockroom employee), and you may be required to take attendance as students are arriving. While you are waiting for your students to arrive, you may want to write out important information on the whiteboard for your students to reference while working. Depending on your responsibilities, you may need to prepare a lesson plan. Lesson plans help you prepare for your teaching and keep the session organized and engaging. View the lesson planning chapter to learn more and find sample lesson plans.

During the Lab

Before the students begin activities during the lab, you should provide a brief overview of what is to be accomplished that day and establish the goals of the lab. It will be beneficial to your students for you to demonstrate any new or unfamiliar techniques that will be used. This is a good time to ask students questions about the techniques described in the lab manual as a way to verify if they prepared ahead of time. It is generally understood that students rarely arrive at their labs prepared, therefore, your verbal instruction should be considered a very important part of the lab. Another option is to provide videos to your students in which lab techniques are demonstrated, as this is effective in increasing students’ knowledge and confidence before the lab. During the lab, be present and circulate throughout the room, ensuring students are working safely, managing their time appropriately, and documenting their work.

After the Lab

After completion of the lab activities, it will be your responsibility to ensure the lab is left the way you found it. Post-lab tasks will vary between departments but these could include ensuring equipment has been turned off, chemicals have been put away, and making sure lab benches are free of clutter. Once you have left the lab, you may still have a job to perform. Students will likely be submitting worksheets or lab notebooks to be marked and will expect feedback. Note that feedback is an informal assessment that is descriptive, constructive, and nonjudgemental. When given thoughtfully, feedback has been proven to be very useful to students, whether it is to correct them where they’ve gone wrong or to encourage them that they are headed in the right direction.

Tutorials

Student Engagement

The main purpose of tutorials is to increase student engagement for larger-sized classes, often experienced in first-year courses. In large classes, student impact is often overlooked, and struggling students may not feel comfortable seeking help on their own. It has been shown that tutorials are effective at increasing engagement and providing supplementary assistance to students enrolled in higher education. Tutorials can also help improve student retention with fewer individuals dropping out, particularly in the first year. See our teaching strategies chapter to learn about the benefits of active learning and ways to incorporate it into your teaching.

As the GA/TA leading a tutorial, it is your responsibility to encourage participation by fostering an inclusive, comfortable space for your students. A key determinant of participation has been identified by students as the creation of a relaxed, informal atmosphere where they feel less anxious. Other ways of encouraging participation are by making an effort as the GA/TA, having a positive attitude, and showing enthusiasm for the content. View our inclusive teaching chapter to learn more about fostering an effective learning environment.

Types of Tutorials

There are two main common types of tutorials; traditional, where a GA/TA works through a problem or concept while students listen (lecture), and collaborative, where a GA/TA guides students working through problems in groups. Whether assigned a traditional or collaborative tutorial, the GA/TA needs to know how to connect with the students in attendance to lead them effectively. The majority of tutorials at the University of Windsor are in-person, however some may be held virtually, or in a hybrid format. These main types of tutorials can be further broken down into different teaching methods, such as discussion-based, problem-solving, and question-answer (Q & A).

Discussion-Based

This type of tutorial can lead to a deeper understanding of course content through group discussions or debate. It provides students an opportunity to share opinions and learn from one another. It may help foster a feeling of inclusivity as everyone is allowed a voice.  It may even motivate them to come to class prepared if they plan to contribute to the discussion. However, some challenges can arise from discussion-based tutorials; students who do not contribute, students who dominate the discussion, and students who do not contribute respectfully.

Quick tips for leading discussions:

• Give students time to respond to your questions. While silence can be intimidating, students need time to think of responses
• Develop high-level, divergent questions that allow for multiple responses.
• Give students questions or topics in advance so they can think of responses and questions ahead of time.
• Create classroom norms that describe how to interact respectfully.
• Provide multiple means to respond such as anonymous response systems, written responses, or oral responses.
• Write questions down so students can both hear and see them.
• Ask students to say their name before discussing or incorporating name cards.
• Repeat and write down key points from the discussion on the board so students can take note of the important points.
• Consider a ‘think-pair-share’ technique where you pose a question, give students time to think of a response individually, then allow students to discuss in pairs, and then share with the larger group.
• Balance student voices during discussion. If you notice a student dominating a discussion, you can try and limit their participation by avoiding eye contact, thanking them for their responses but letting them know you’d like to hear from other students, or assigning them a role (e.g., discussion recording).
• Redirect the conversation if you notice the discussion going off-course.
• Positively reinforce student contributions by thanking them, smiling, and using encouraging body language such as head nodding.

Problem-Solving

Problem-solving is a critical skill that builds on what students already know and will be useful for their entire lives.  Problem-solving tutorials can be run in small groups, where each group is assigned a different problem. Once all the groups have finished with their assigned problem, they may report back to the larger group on the solutions they have come up with and get feedback from the GA/TA and their peers. This type of tutorial is common in math, science and engineering. The procedure behind problem-solving is:

1. Identify the problem at hand
2. Have students offer potential solutions
3. Have students agree on the most suitable solution(s)

Question & Answer

During Q & A tutorials, students ask the GA/TA questions regarding content they’ve learned in class and assignments they have been given. This type of tutorial is useful in preparation for upcoming exams as students can seek clarity on ideas they don’t understand and review key concepts. If a textbook has been assigned for the course, the chapter summaries are often a great place to find answers to questions that come up in review. In courses involving math, you may need to work out problems for students on the whiteboard.

Additional resources for leading labs and tutorials

• Facilitation Skills
• What Questions Engage Participants
• Facilitating Effective Discussions

References

1. Anderson, C. (1997). Enabling and shaping understanding through tutorials. The experience of learning, 2, 184-197.
2. Dunne, J. & Ryan, B. (2012). Learning in the science lab: a new approach. Irish Journal of  Academic Practice, 1(1). https://doi:10.21427/D7JF0N\
3. Elder, R. L., Lewis, P. A., Windsor, C. A., Wheeler, M., Forster, E., Foster, J., & Chapman, H. (2011). Engaging undergraduate nursing students in face-to-face tutorials. Nurse Education in Practice, 11(5), 314-319.
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8. Penn State University (2017). i Study for Success. Problem Solving. Retrieved on June 26, 2024 from https://pennstatelearning.psu.edu/istudy_tutorials/problemsolving/
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10. Queen’s University (2024). Center for Teaching and Learning. Lab-Based Learning. Retrieved June 14, 2024 from https://www.queensu.ca/ctl/resources/instructional-strategies/lab-based-learning.
11. Rissanen, A., & Costello, J. R. (2023). The effectiveness of interactive online tutorials in first-year large biology course.  Journal of Applied Research in Higher Education, 15(3), 632-649.
12. University of Maryland (2024). Teaching and Learning Transformation Center. Discussions. Retrieved June 26, 2024 from https://tltc.umd.edu/instructors/teaching-resources/discussions#:~:text=Whole%2Dclass%20discussions%20can%20encourage,and%20to%20prepare%20for%20class.
13. University of Waterloo (2024). Center for Teaching Excellence. Key Strategies for Effective Tutorials.
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15. Vanier College (2012, February). Pedagogical Development Office. Teaching Tips: Best Practices in the Laboratory Part 1. Retrieved June 14, 2024 from https://www.vaniercollege.qc.ca/pdo/2012/02/teaching-tips-best-practices-in-the-laboratory/