Analysing & capturing good practice in 1:1 tutorial support Bob Burwell & Barbara Kelly

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

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

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

4. 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

5. 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

6. 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

7. Case Studies

8. Case Studies • Chloe – mild dyslexia, low average ability, received support throughout school • Liam – mild dyspraxia with ADD • Andrew – high functioning, typical dyslexic student (identified at 8, lots of support previously) – a bit of a rebel! • Lamont – Milddyslexia, possible undiagnosed dyspraxia, finds academic language challenging • Ellie – severe dyslexia, non-traditional student, very high stress factors & emotional challenges • Rebecca – late identification of dyslexia, high functioning, mature student

9. 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?

10. Feedback

12. 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’ pre-conceived 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.