19 th October 2011 GTA Training Student Support Dr Elaine Clark Fellow in Action Learning and Health Care Management

But to begin…. Your name The name of your most memorable teacher? Why was that teacher so memorable? One thing you are concerned about or would like to know more about in terms of supporting your students?

Student support…what does it mean?

Student support Provision of environment, feedback, knowledge and skills which enable each and every student to achieve the maximum that their potential allows!

Objectives To provide you with knowledge, skills and resources which will raise your confidence in supporting students to become motivated and engaged in learning.

Outcomes Have awareness of the need to, and methods for, planning sessions Have awareness of some of the barriers to engagement and how these might be tackled to maximise motivation Have awareness of additional sources of support for individual students

Planning…

Lets start at the beginning… Consider your course objectives and learning outcomes? How does the session you are teaching align with those – is it an introduction, a reinforcement, an exploration, a consolidation? What are the various aspects of learning which you are going to cover: knowledge, skills, confidence, etc

Planning your sessions Consider –Learning objectives –Learners – level of knowledge, prior knowledge –Practical requirements – time, venue, etc

Kolb’s learning cycle Learning is experiential, which means it involves both theory and practice Differences in “learning styles” mean people experience learning differently Key aim is to promote reflective practice

I hear and I forget, I see and I remember, I do and I understand Confuscious

Magic 7 (Cottrell, 2001:101) PREPARE Settle: ice-breaker or brief activity to bring group together Orientate: Check for previous learning, link to objectives of session, set qu.s to be answered Outcomes: clarify what students will be able to do by the end of the session INPUT Active learning: activities/inputs, exploration, appeal to multiple intelligences (Gardner, 1985) REFLECT Check for learning: clarification, reflection explore what sense it makes to the individual RECONFIRM Futures: indicate how learning will be developed in next session, how does it relate to assessment! RETAIN Anchor achievement: ask students for a final comments about where there are now

Understanding the learner

Barriers to learning… Environmental: formal seating Affective: “I am always useless talking in groups”, “I cant present!” Cultural, societal: “I don’t challenge lecturers!” Content: complex subject, language, missing sessions Learning style: types of intelligence Additional needs: finance, disability

Additional support Student guidance centre: confidential advice on any issue relating to study Counselling service: confidential help for any personal issues affecting work Disability support office: assist students with additional needs, eg dyslexia University language centre

Finally…

Any questions, comments or queries? Elaine Clark Tel:

References Cottrell, S (2001) Teaching study skills and supporting learning Palgrave: Hampshire Rogers, J (1971) Adults learning OUP: Milton Keynes