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The Oxbridge tutorial system was established in the 1800s at the University of Oxford and the University of Cambridge in the United Kingdom. [1] It is still practised today, and consists of undergraduate students being taught by college fellows, or sometimes doctoral students and post-docs [2]) in groups of one to three on a weekly basis.
At the two campuses of St. John's College, U.S. and a few other American colleges with a similar version of the Great Books program, a "tutorial" is a class of 12–16 students who meet regularly with the guidance of a tutor. The tutorial focuses on a certain subject area (e.g., mathematics tutorial, language tutorial) and generally proceeds ...
Peer instruction is an evidence-based, interactive teaching method popularized by Harvard Professor Eric Mazur in the early 1990s. [1] [2] Originally used in many schools, including introductory undergraduate physics classes at Harvard University, peer instruction is used in various disciplines and institutions around the globe.
Lectures on Theoretical Physics is a six-volume series of physics textbooks translated from Arnold Sommerfeld's classic German texts Vorlesungen über Theoretische Physik. The series includes the volumes Mechanics , Mechanics of Deformable Bodies , Electrodynamics , Optics , Thermodynamics and Statistical Mechanics , and Partial Differential ...
Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional lectures, tutorial classes and examinations. [1]
Many university courses relying on lectures supplement them with smaller discussion sections, tutorials, or laboratory experiment sessions as a means of further actively involving students. Often these supplemental sections are led by graduate students , tutors , teaching assistants , or teaching fellows rather than senior faculty .
A didactic method (Greek: διδάσκειν didáskein, "to teach") is a teaching method that follows a consistent scientific approach or educational style to present information to students.
Mastery learning is an educational philosophy first proposed by Bloom in 1968 [8] based on the premise that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before moving forward to learn subsequent information on a topic. [9]