Tutorial Staff Project 2011

Topic outline

• General
  
  

  General

  Tutorial Programme 

  • News forum
• Topic 1
  
  

  Topic 1

  

  Learner Activities

  • Assess your skills as a student URL
  • Tutor Support Document File
  • This activity helps you think about your skills and your approach to learning. It should provide a good starting point for a first review session and could usefully be repeated later in the programme.

• Topic 2
  
  

  Topic 2

  The Students' View

  Learner experiences

  This video explores the Learners' views on what tutorials mean to them and  highlights how essential it is to meet learners' needs.
  ..

  • Helping learners to set individual targets and to review their progress towards them provides a significant challenge to the whole learning and skills sector, but the challenges in this area seem to be particularly widespread in land-based subjects. The main challenges identified in inspection reports for land-based providers include:

    • the need to establish a coherent approach to managing learner entitlement
    • better and more coherent implementation of current practices
    • improvement in the planning skills of tutors
    • rigorous monitoring and evaluation
    • better record keeping skills
    • sound quality assurance mechanisms to detect weaknesses

  • ---

    The Tutors' View

    In this video reviewers and managers discuss the significance of progress reviews to their colleges and other providers, and the role that everyone needs to play for them to be effective.

    .

    Students were asked about what they wanted from a tutorial. The results were collated by their learning level and are available below:

  • Level 1 Students' View File
  • Level 2 Student View File
  • Level 3 Students' Views File
• Topic 3
  
  

  Topic 3

  

  Tutor Activities

  • Test your Personal Tutor skills URL
  • How well prepared are you to support learners' progress, to help with effective individual learner management and progress review? We have developed an activitiy to help you evaluate and develop your skills and to assess what progress you've made.

• Topic 4
  
  

  Topic 4

  Target Setting

  This activity explores what makes a good target, target writing is very important in ensuring learners acieve their full potential. The S.M.A.R.T model for writing targets supports you in setting targets which are pecific

  Specific

  Measurable

  Achievable

  

  Time bound

  Realistic

  • Start the SMARTER targets activity IMS content package
• Topic 5
  
  

  Topic 5

  Signposting Learners:

  Welcome to

  Student Services

  Our focus is our students' futures and happiness at Otley College. We are available throughout the college day to provide a wealth of support.

  The Student Services Team are located in T Block next to Reception and can be contacted via phone on .

      

  
  

  Head of Student Student Adviser Education Welfare Officer Administrator
• Topic 6
  
  

  Topic 6

  Group & 1:1 Tutorial Structure

  • Tutorial Entitlement IMS content package
  • ---

    Example Tutorial

    click the link above to view the video clip on carrying out a 1:1 tutorial

  • Example Tutorial File
• Topic 7
  
  

  Topic 7

  Using the e-ILP

  • video clip of ILP use
  • help sheet handout to aid ILP completion
  • Exemplar ILP
• Topic 8
  
  

  Topic 8

  Active listening

  Active listening means listening to what learners think and feel. Good listeners do have things to say, but they also know when to stay quiet and leave the way clear for learners to talk.

  Active listening increases the value of progress reviews.

  • You get to know learners better.
  • Learners find out things about themselves.
  • It can establish an ideal situation for creative thinking and action planning.

  .

  Active listening requires a set of skills that need continuing professional development. They include:

  • Verbal skills. Good listeners choose their words carefully, showing interest and encouraging learners to talk.
  • Body language. How you react is very important. Eye contact, posture and physical closeness all make a difference.
  • Looking after yourself. You need to put your own concerns and worries aside.

  • Questioning Techniques Page
• Topic 9
  
  

  Topic 9

  • Ten steps to understanding your learners

    You may not ask learners any of these questions directly, but you should try to gather information about all of them.

    1. Why are they doing the programme? Has their commitment level changed as they have found out more?
    2. How do they feel about education and training? Have they had any negative experiences that they need to put behind them?
    3. How confident are they? Be alert to both under confidence and over confidence.
    4. Do they have positive self-esteem? Do they recognise their strengths as a learner?
    5. How supportive are their personal relationships?
    6. Are they vulnerable to problems in their lifestyle? Problems with attendance and punctuality may sometimes be an indicator here.
    7. Are health issues making a difference to their performance? Avoid the trap of offering amateur diagnoses.
    8. How much existing skill and knowledge do they have? Use the results of initial and diagnostic assessment.
    9. Do they have a flexible approach to learning? Can you help them match their approach to the situation?
    10. Do they know how to set objectives for their learning? And can they link them into a comprehensive plan?
• Topic 10
  
  

  Topic 10