Analysing & capturing good practice in 1:1 tutorial support Bob Burwall & Barbara Kelly 31st May 2013 Unseen processes ‘SEEN’ Typical Needs Assessor’s recommendations for tutorial support ADSHE: 7 underlying principles for effective dyslexia support Multisensory Overlearning teaching Metacognition Modelling & ‘mentoring’ Relevance Little & often Motivation (+ Critical thinking?) Appropriate body of knowledge for Dyslexia Tutors Disability & employment issues Social & medical models of disability Thinking, teaching & learning models, approaches & styles HE curriculum process, practices, cultures & underlying rationales Parameters, concepts, research, assessment & teaching methods regarding SpLD & Dyslexia + 1st hand accounts by dyslexic adults Appropriate body of knowledge for Dyslexia Tutors + The Philosophy & practice of adult/lifelong learning Literacies, academic literacies & numeracies Participative research & practice methodology Models of counselling Epistemological issues & the dominant paradigms within disciplines A joint investigative approach http://3.bp.blogspot.com/-zD1UfaM2h2k/ThDSGMsFLlI/AAAAAAAABOQ/VQe401dzhpY/s1600/ball+of+wool.jpg Enables both tutor & student to unravel how their SpLD impacts on their past, present and future life. •http://www.gettyimages.co.uk/detail/98109785/Flickr Case Studies Case Studies Chloe – Liam – Andrew – high functioning, typical dyslexic student mild dyslexia, low average ability, received support throughout school mild dyspraxia with ADD (identified at 8, lots of support previously) – a bit of a rebel! Katy – Ellie – Rebecca – dyslexia, mature student, widening participation, chaotic lifestyle, poor organisation severe dyslexia, non-traditional, very high stress factors & emotional challenges late identification of dyslexia, high functioning, mature student 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? 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. What wider philosophies underpin your teaching to enable this student’s learning development? Feedback Our key elements of good practice 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’ preconceived notions of a medical model. Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. 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.