New Ways to Learn

Use this guide, created by staff and students, to learn about the different teaching styles at Warwick, and how you can make the most out of your learning.

Teaching styles vary by subject, so what you will experience will depend on your course.

Andre, Undergraduate WBS

Understanding different types of teaching

Lectures

What to expect from lectures

Lectures are large-group presentations given by a subject specialist (your lecturer) on a specific topic.
Lectures usually take place in a tiered lecture theatre to a large number of students - sometimes the entire course cohort.
The purpose is to provide you with core knowledge for your subject, an overview of key topics and suggest ideas for further research and self-study.

What you'll do

Listen actively - lectures are usually not interactive and do not involve discussion.
Take notes on key concepts, theories, ideas and links between modules.
Note down questions and ask your lecturer afterwards, via email or during their office hours.

Casie's tip: "To prepare, set aside 30-60-minute to read or review lecture slides. Afterwards, consolidate your notes in your own words and style - this will help you to retain key information and ideas.”

Seminars

What to expect from seminars

A seminar is a small, interactive group session led by a tutor or lecturer. They usually include around 10 to 30 students, depending on your module and department.
Seminars typically follow lectures and provide space for discussion, debate, and deeper exploration of key topics.
They are all about learning through conversation in a supportive environment.

What you'll do

You'll be expected to come prepared - read assigned materials beforehand.
Share your ideas and contribute to group discussions through expressing your thoughts, and engage with your classmates.
Ask questions to clarify anything you're unsure about.
Take notes - capture key points, arguments or reading suggestions and review afterwards.

Casie's tip: “Set aside at least an hour before your seminar to read, review, and note down any questions or ideas you want to discuss. The more you speak up and share your perspective, the more you’ll get out of the session!”

Wet Labs

What to expect from wet labs

Many Science, Engineering and Mathematics (SEM) courses include laboratory sessions, often referred to as 'labs.'
Wet labs are practical, hands-on sessions where students carry out experiments in a controlled environment.
Labs are a great chance to apply what you've learned in lectures, get familiar with lab equipment and develop your scientific skills through real-life practice

What you'll do

Read the lab instructions beforehand and complete any required safety briefings or courses.
Work collaboratively with a partner or in small groups.
Follow safety procedures, and ask for clarity if needed.
Record observations and results accurately during the session.

Student top tip: "Before your lab, take time to read through the instructions and understand the goals of the experiment. Come prepared with questions and stay curious. Labs are all about learning by doing, so don’t be afraid to get ask for help!"

Dry Labs

What to expect

Dry labs are practical sessions where students use specialist software and electronic equipment in a computer room.
Dry labs involve computer simulations, data analysis, or electronics work.
They don't involve chemicals or biological materials like wet labs. Instead, they help to enhance students' technical and analytical skills.

What you'll do

Guided by an academic member of staff, you will complete structured activities.
You’ll usually work in pairs or small groups.
Use software tools to solve problems, run simulations, analyse data, or build and test computer systems. It all depends on your course!

Student top tip: "Make sure you understand the tools and software you’ll be using before the session. If something’s unclear, ask! Dry labs are your chance to build confidence with technology and develop your analytical skills. So dive in and don’t be afraid to experiment."

Tutorials

What to expect from module-based tutorials

These are small group sessions (usually 4–7 students) designed to support your understanding of a specific module.
They are mostly common in Science, Engineering and Medicine subjects.
They’re interactive, focused and discussion-based.

What you'll do

Review lecture content.
Discuss key concepts and theories.
Work through set tasks with guidance from your tutor.

Student top tip: "Tutorials are a great place to fill in knowledge gaps and boost your confidence with tricky topics, so come prepared with any questions or ideas you want to explore further. I’d recommend setting aside at least an hour before to do your pre-work."

Workshops

What to expect

Generally, workshops involve the practical application of knowledge by completing tasks.
Workshops are common in many courses, such as Maths Theatre and Performing Studies
However the style and format of workshops can vary depending on the subject.

What you'll do

You’ll apply what you’ve learned with support available from lecturers and Graduate Teaching Assistants (GTAs).
In Maths, workshop typically involve working through set exercises or worksheets.
In Theatre and Performing Studies, workshops could include drama exercises, group activities or performance based tasks.

Supervisions

What to expect

When working on your dissertation or final year project, you’ll be assigned a supervisor - an academic member of staff. One-to-one meetings with them are called ‘supervisions’.

What you'll do

You’ll discuss your progress, ask questions and receive tailored advice to support you in writing your dissertation, or project.
You'll be able to ask them specific questions, discuss key concepts in your work and extend the scope of your project.

Example/Problem Classes

What to expect

These group sessions (usually 20-30 students) are led by Graduate Teaching Assistants
They are practical sessions, in which students solve problems based on work you've done independently.
Examples/Problem classes are common for courses such as Mathematics.

What you'll do

These sessions are a chance to actively practice your subject knowledge alongside fellow students.
Ask questions and clarify anything you’re unsure about to solve the problems you've been set.

Participating in discussions with confidence

University learning is all about discussing and exploring academic ideas with your tutors and course mates. During teaching sessions, you're expected to share your thoughts, ask questions and contribute to discussions.

Participation isn't about having the 'right answer'. It's all about developing your understanding through discussion, engaging with different perspectives, and building confidence in expressing your ideas. The most important thing is to get involved and be a part of the conversation.

Here's a few tips from Anika (UG Psychology)

1. Fake it until you make it!

'Initially, I was too shy to participate, overthinking my responses and battling imposter syndrome. However, I realised that everyone is in the same boat - no one knows everything and it’s ok to be unsure. Imitating confidence, reminding yourself you are okay, and being optimistic gradually builds these skills into your identity until you realise that participation is not as scary as it seems.'

2. Set small, achievable goals

'Don't jump straight into thinking you will need to answer everything. Setting small goals, such as answering one question in the first seminar, builds confidence and makes participation less daunting.'

3. Know the content

'To answer questions or respond to people, you need to know what to say without overexplaining yourself. Having notes in front of you is a good way to practice what you will say and ensure your response is clear and concise, even if you aren’t confident.'

Note-taking: finding methods which work for you

Try different styles. Bullet points, diagrams, mind maps, colour coding, digital or handwritten. Experiment and find what works for you.

Focus on understanding what's being said, don’t try to write everything down. If your lecturer uses PowerPoint slides, avoid copying them word-for-word. Lectures upload slides to Moodle (or my.wbs for WBS students). Focus on understanding the main ideas and concepts that your lecturer is discussing instead.

Capture what's not on the slides. If your lecturer writes on a board, tablet, or screen, it'll be helpful for you later on if you note this down. This content may not be on the slides or online materials.

Expand on them. If your notes from a teaching session are short, take time to add more details. Do this while it's still fresh in your mind. (Within 24 hours is best!)

Use your notes regularly. You make notes for a reason – use them! Reviewing your notes between sessions helps you spot gaps in your understanding. It also helps you find links across modules and prepare for seminars, assignments, and exams.

Try Microsoft OneNoteLink opens in a new window. All Warwick students are get Microsoft365, which includes Microsoft OneNote. This tool helps you keep all your notes organised in one place. For example, you can create a tab for each module.

Learning at Warwick

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