ABSTRACT
This chapter provides a critique of the traditional use of the supervision session and encourages teachers to broaden their repertoire of practice teaching methods, both inside and outside the practice tutorial. The practice tutorial provides an opportunity for direct teaching, for rehearsal, reflection and assimilation. Both teachers and the student should decide how practice tutorials will be recorded. Students might want to make notes in their practice files, according to the different units in the practice curriculum; they, too, need to collect information in such a way as to help teacher compile the assessment report. Consider bringing a number of practice teachers together as well as a number of students, because it is often instructive for students to see the perspectives of different practitioners, too. Much of the activity-based learning in Mark Doel and Steven Shardlow benefits from small group learning in which a number of practice teachers and students take part.
