1. Analysing & capturing good practice in 1:1 tutorial support Bob Burwall & Barbara Kelly 31 st May 2013

3. Unseen processes

4. ‘SEEN’ Typical Needs Assessor’s recommendations for tutorial support

5. 7 underlying principles for effective dyslexia support ADSHE : 7 underlying principles for effective dyslexia support Multisensory Multisensoryteaching Metacognition Metacognition Modelling & ‘mentoring’ Modelling & ‘mentoring’ Overlearning Overlearning Relevance Relevance Little & often Little & often Motivation Motivation (+ Critical thinking? )

6. Appropriate body of knowledge for Dyslexia Tutors Disability & employment issues Disability & employment issues Social & medical models of disability Social & medical models of disability Thinking, teaching & learning models, approaches & styles Thinking, teaching & learning models, approaches & styles HE curriculum process, practices, cultures & underlying rationales HE curriculum process, practices, cultures & underlying rationales Parameters, concepts, research, assessment & teaching methods regarding SpLD & Dyslexia + 1 st hand accounts by dyslexic adults Parameters, concepts, research, assessment & teaching methods regarding SpLD & Dyslexia + 1 st hand accounts by dyslexic adults

7. Appropriate body of knowledge for Dyslexia Tutors + The Philosophy & practice of adult/lifelong learning The Philosophy & practice of adult/lifelong learning Literacies, academic literacies & numeracies Literacies, academic literacies & numeracies Participative research & practice methodology Participative research & practice methodology Models of counselling Models of counselling Epistemological issues & the dominant paradigms within disciplines Epistemological issues & the dominant paradigms within disciplines

8. http://3.bp.blogspot.com/-zD1UfaM2h2k/ThDSGMsFLlI/AAAAAAAABOQ/VQe401dzhpY/s1600/ball+of+wool.jpg A joint investigative approach http://www.gettyimages.co.uk/detail/98109785/Flickr Enables both tutor & student to unravel how their SpLD impacts on their past, present and future life.

9. Case Studies

10. Case Studies Chloe – mild dyslexia, low average ability, received support throughout school Chloe – mild dyslexia, low average ability, received support throughout school Liam – mild dyspraxia with ADD Liam – mild dyspraxia with ADD Andrew – high functioning, typical dyslexic student (identified at 8, lots of support previously) – a bit of a rebel! Andrew – high functioning, typical dyslexic student (identified at 8, lots of support previously) – a bit of a rebel! Katy – dyslexia, mature student, widening participation, chaotic lifestyle, poor organisation Katy – dyslexia, mature student, widening participation, chaotic lifestyle, poor organisation Ellie – severe dyslexia, non-traditional, very high stress factors & emotional challenges Ellie – severe dyslexia, non-traditional, very high stress factors & emotional challenges Rebecca – late identification of dyslexia, high functioning, mature student Rebecca – late identification of dyslexia, high functioning, mature student

11. Read through the case study, and discuss the following points: How would you structure your approach in response to a student who makes a comment like this? How would you structure your approach in response to a student who makes a comment like this? What teaching strategies, approaches or interventions would you adopt in order to successfully change the student’s approach to their learning. What teaching strategies, approaches or interventions would you adopt in order to successfully change the student’s approach to their learning. Try to be explicit with concrete examples of how you might work with the student both developmentally and practically. Try to be explicit with concrete examples of how you might work with the student both developmentally and practically. What wider philosophies underpin your teaching to enable this student’s learning development? What wider philosophies underpin your teaching to enable this student’s learning development?

12. Feedback

14. Our key elements of good practice The teaching process needs to be collaborative, exploratory, investigative and power sharing rather than deficit laden & technicist. The teaching process needs to be collaborative, exploratory, investigative and power sharing rather than deficit laden & technicist. SpLDs are a way of processing information rather than a deficit. Tutors may need to challenge students’ pre- conceived notions of a medical model. SpLDs are a way of processing information rather than a deficit. Tutors may need to challenge students’ pre- conceived notions of a medical model. Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. A ‘safe’ environment for students to explore, learn from their mistakes and flourish. A ‘safe’ environment for students to explore, learn from their mistakes and flourish. Teaching of skills needs to be explicit, where skills are reviewed, leading to a deeper reflective learning. Teaching of skills needs to be explicit, where skills are reviewed, leading to a deeper reflective learning.