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GTA Training Student Support Dr Elaine Clark Fellow in Action Learning and Health Care Management

GTA Training Student Support Dr Elaine Clark Fellow in Action Learning and Health Care Management. 19 th October 2011. But to begin…. Your name The name of your most memorable teacher? Why was that teacher so memorable?

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GTA Training Student Support Dr Elaine Clark Fellow in Action Learning and Health Care Management

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  1. GTA TrainingStudent SupportDr Elaine ClarkFellow in Action Learning and Health Care Management 19th October 2011

  2. 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?

  3. Student support…what does it mean?

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

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

  6. 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

  7. Planning…

  8. 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

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

  10. 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

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

  12. 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

  13. Understanding the learner

  14. 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

  15. 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

  16. Finally…

  17. Any questions, comments or queries? Elaine Clark Elaine.clark@mbs.ac.uk Tel: 0161 275 2921

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

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