•18 May 2020, 19:52•Edited by Nigel Gibson on 19 May 2020, 10:02
Section 4, Activity 4
This thread is for section 4, activity 4
What does teaching mean to you?
Watch the video in activity 4 and make notes about how the tutor fulfills their role. How does the tutor support students? How do they demonstrate this skill to you?
Correspondence tuition (supporting students through your marking feedback, emails, and tutorials) is a different skill to many other forms of teaching – so you may like to think about how you can apply your transferable skills to this new situation.
Reflecting on your own experience, how do you support people, learners or students with similar issues? Draw on all of your experience, both within work, academia and in informal settings.
Write a post that demonstrates your experience. Comment on another post, is it clear what they do?
These are examples of the types of posts we might expect to see:
"I support learners by helping them find their own path, and helping them over come obstacles. I do this by discussing their individual needs with them, rather than forcing an particular approach on them. Sometimes this means pointing them at material they can self study, and sometimes it means working through the study with them."
"I need to provide the support at the right time, this may be proactive after noticing a student is not studying consistently, or reactive by responding to a student request."
Use the "Reply" button below to contribute to this discussion.
Teaching for me is much more than just delivering information or imparting knowledge, the question of how that is done is the core of what teaching is there to do. Firstly there is the age and development of the learner to consider, adults will learn differently to children for instance so can take on the direct challenge of more abstract problem solving than young children, not recognising tis would be to the detriment of the learning.
As well as subject content, study skills are an important skill to develop, important in any teaching context but none more so that distance/independent learners who do not have a teacher physically present most of the time to encourage and remind them. Study skills are also different with different age ranges of learners since adult and particularly distance learners will often be trying to fit study around other commitments. Study skills for such learners are therefore more than pure study skills and also very much about lifestyle management.
Assessment and feedback are important but to get the most from feedback students need to be motivated to take on board any feedback and not just make a judgement from their overall score as the latter does not feed into reflection and improvement. For distance learners I feel written feedback should be detailed since the in person feedback opportunities are more limited.
I agree, the pedagogical approaches taken in teaching are just as important. It can be difficult for some students to get used to a continuous assessment/feedback approach if they have only known exams.
Learners learn in different ways, and different methods will work for different people. As tutors we should be approachable so that the student knows to come for help as they need it, but we also need to be proactive in determining what a particular student might need.
It might mean (to take maths as an example) that a student might find a different approach to solving a problem easier than another method (using a grid method to expand brackets for example). In engineering it might be that analogies might help. In other subject it might be the use of pictorial, or modelling aids which might help a student. But throughout, it should be that these techniques can be used to aid the student's path to becoming more independent in their problem-solving.
It might also be that to tackle a problem a student might need more scaffolding help to take a step by step approach initially, before developing the skills themselves to break down a problem into smaller steps.
I think the video is interesting and I can see how it overlaps with my current role. I think for me the main thing in teaching is the ability to communicate, and to be to put the student at the heart of of learning and allowing them to take responsibility is key. I support coaching models and find that this works best with adults.
I am a qualified vocational
assessor, so have a wealth of experience in assessment using a variety of
methods, from simulated work products to workplace observations. In vocational
education, when a learner submits a piece of work, it is marked and feedback is
given for improvement where necessary by a 1-1 meeting or email. Tutorials are
structured around specific support required, so I teach only where there are
gaps in knowledge or skill, as their workplace experience may prove competency
in many learning outcomes and assessment criteria already.
I have had to support students
with access to technology, navigate attendance and progress concerns and help
ready for job or college applications/interviews. I like to start off finding
out as much about students as possible in terms of where they are at and where
they have been, to discuss and agree the best place to start and an action plan
to move forward.
When students start a project in our laboratory, I first help them to navigate the health and safety regulations in place. They are new to them and I try to explain them to them in a practical way.
Later there are issues about where I find this or that. I am their point of reference for all the day-to-day issues arising.
When they start to get results, I am the person they contact to make sense of what the results mean. There, I try to always apply the scientific method to understand what a set of data means. We try to educate these future researchers and I am proud to instil on them resilience, analytical skills and group working skills, fundamental for an enduring career in research.
I support learners by working with them to understand their needs (both to assist in studying and in their goals - what they want out of the course). This lets me tailor things to their requirements, whether it be just by the speed we cover topics, giving further examples or reading, assisting with alternate explanations or giving practical examples I have seen.