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Specialist Tuition. The impact on content question Hilary Burns & Nicola Stephens Dyslexia Coordinator & Specialist Tutor for University College Falmouth and University of Exeter (Tremough Campus) minimise impact, maximise intellect. The challenge in HE of maintaining academic standards - PowerPoint PPT Presentation

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  • The impact on content question

    Hilary Burns& Nicola StephensDyslexia Coordinator & Specialist Tutor for University College Falmouth andUniversity of Exeter (Tremough Campus)

    minimise impact, maximise intellect

    H.Burns, 16.6.12

  • * HJB*

    The challenge in HE of maintaining academic standards

    Our challenge is twofold:

    to minimise impact on subjectand minimise impact of dyslexia

  • A Thought before going over the wall No theory can develop without eventually encountering a wall, and practice is necessary for piercing this wall. (Deleuze, 1972)

    I have a theory, can we practise?

    hilary.burns@falmouth.ac.uk

    Thank YOU for your time today.

    Intellectuals and Power: a conversation between Michael Foucault and Gilles Deleuze (1972). Transcript [online] http://www.mendeley.com/research/intellectuals-power-conversation-between-michel-foucault-gilles-deleuze/#page-1 [accessed 17.6.2012].

  • Workshop Aim: A look at the question of where the boundaries lie when we look at an essay question on 3 theoretical levels

    wordconceptcontextual

    The workshop invites participants to come to some agreement about our boundaries.

  • The Plan

    The background

    Recap on ADSHE guidance on 1:1 work

    The challenges &

    Testing the boundaries

    The guiding precept for navigating boundaries in essays

    A model essay upon which to experiment.

    Using this guide, where shall we start?

    Over to you.

    ADSHEEssayWord WorksGuideRationaleChallenges/ Testing boundariesLast wordcontextIn theory

  • The context.Historically level playing fields; subject knowledge vs. general intelligent layperson knowledge.

    What guidance do I provide for students who require more support than is appropriate from a dyslexia support session? [Specialist 1:1 Dyslexia Tutor Audit]

    See Questions Handout: the guiding precept arose from negotiating Q. 2-4 particularly. We essentially reduced content worries to the smallest denominator in the first instance.

    a starting point and a compass

  • A Tutor-led sessionA coaching/personal tutorial session

    from R. Lehany & S. FreemanADSHE Presentation , BDA Conference, 3.6.2011

  • A reminder from ADSHE

    It is multi-sensory, metacognitive, uses modelling, and monitoring, provides over-learning, has relevance, is little and often.

    from R. Lehany & S. FreemanADSHE Presentation , BDA Conference, 3.6.2011relevancy and modelling

  • Students can expectEstablish prioritiesAssistive Tech. useEffective study skillsTime man. & organisationAddressing learner anxietyDecoding briefsReading for researchPreparing for graduation or work placementAcknowledgements to UoW for centre pic.from R. Lehany & S. FreemanADSHE Presentation , BDA Conference, 3.6.2011

  • Is it ok to challenge a students thinking when addressing learner anxiety?

    Is it ok to challenge a students thinking when decoding briefs/essay work?Decoding briefsAddressing learner anxietyrelevancy and showing by doing?Challenges methodology, relevancy and text work

  • Testing boundaries

    Teach how to think HE-style in the face ofthe challenges experienced in processing language.

    relevancy and modelling

  • A guiding precept for navigating boundaries in essays4 notional levelsThey are all words, with varying degrees of connection to subject.

  • In the beginning, there was the wordWordWorks

    Wordwhat does it mean, where did it come from, how can we use it, how can we remember it? ConceptContextare you using this word/this concept correctly in this sentence? Contextualare you using this word/concept correctly in this essay?

  • *HJB*

    "The productivity of Foucault's concept of power/ knowledge lies in its refusal of an epistemology which opposes essence/appearance, ideology/science." (Bhabha 1982, p.318). Evaluate.

    HJB

  • 1)BE ITSELF if it does not have a subject-specific context

    power is in common usage: political - personal (charisma), Foucaults use of power is not (invisible and invidious in the spheres of consciousness and knowledge).

    2)BE A CONCEPT, as long as it is not subject-specific

    Most of us have a concept of power and often very good, but, again, will depend on the subject under consideration, e.g. so not Foucautian power as it is specific.

    3)BE A CLUSTER of words (not subject-specific).lies in a refusal of an epistemology which opposes essence/ appearance can still be reduced to word level, and reconstructed at sentence level... A theory to build in redundancy

  • When the whole is greater than the sum of its parts

    Till the soil carefully with the student, watch what you plant and make sure there is a trellis ready and lots of . good manure.

    Start with word works for clarification on students abilities and strategies.

    Keep coming back to word works to check.Read the words on the label every time you plant

  • Where shall we start in facilitating the students understanding of the brief Is it word?Oooo I know

  • Where shall we start?Tell the student what they need to do in order to answer the question?Explain who Foucault was?Model researching Foucault together?Tell the student he was a post-structuralist?Explain Foucaults concept of power/knowledge?Check understanding of forward slash/comma (e.g. symbols)?Break up question into smaller segments?Rephrase question for them?Ask student what they understand by the sentence and see in what way(s) they are able to respond?Check understanding at word level?Just check understanding of action word evaluate?

  • Facilitating rephrasing, think wordworks

    The productivityof Foucault'sconcept of power/knowledgelies in its refusal ofan epistemologywhich opposesessence/appearanceideology/science.Evaluate.

    the usefulnessof this theoristsmodelof power and knowledgelies in its refusal of a way of thinkingwhich opposesessence appearanceideas science.Assess, weigh-up.

  • RationaleSignals to the student your focus and remit;theoretically intuitive to attack at word level; prepares the groundwork for the student in a way that suggests careful tilling of the soil is required;offers opportunities to promote or increase automaticity in using key words (so processing delay is reduced and critical analysis enhanced).It is true that the student may have discourse-level command of the essay (know in essence what its about) but starting with word works will help to ensure that the student gives the appropriate priority to her/his ideas. If you make this level your compass, you will protect yourself against over-stepping boundaries.

  • (Jenny Lee, 2001)

    The word to learnThe strategy (to remember word)Write it (as you say strategy)necessary1 collar & 2 sleevesnecessarycirrhosisc i rr hosiscirrhosisepistemology

  • Final Thoughts

    It is in the nature of power to totalise (Deleuze, 1972, op cit.)

    This was not my intent.

    Thank YOU for your participation.

  • Temporo-parietal junction; the home of wordsTemporal lobeParietal lobejunction

    **Really glad Roz opened with talks about us unlocking our potential too!

    [Deleuze in conversation with Foucault about his notions of power and emprisonment, 1972]

    *How this all came about QUESTION SHEET -In small groups (or pairs) answer the questions. Be prepared to feed back/nominate spokesperson.

    The guiding precept is to help us navigate content: a starting point and a compass (not an end point).

    *Start with a reminder from Ros Lehany and Sally Freeman about some fundamental boundaries.ADSHE are inviting us to drop study skills. Adshe email from Ross Lehany 15th JUNE 12. Our service is being renamed dyslexia skills. This promotes the work of Carole Dweck; her research indicates that if you teach skills and strategies to D students they will choose to take on more challenge as opposed to the traditional approach of reinforcing intelligence, hence Dyslexia Skills. Meanwhile to reflect the growing fragmentation of labels, our tutors will remain specialist tutors until our guiding body (ADSHE) publishes the results of their 2-year research in HEI's into acceptable terms. *Its all these things because holding and evaluating ideas requires good working memory/processing speed.

    *Start and keep coming back to WordWorks. Subject can be breached at all levels, but less successfully at this theoretical Word level, viz. its all words, from nouns to concepts, to clusters of words, to ideas.

    A guiding precept as a starting point and a compass, not an end point.Or to look at it another way.

    When it comes to avoiding impact on content, work in concentric circles the further that you get from the word level, the further you get from your input.So we can heavily lean on the guiding precept here (middle)

    *

    WORDPower - Most people have an intuitive notion of what it means political power, social power, cultural (charisma), economic (loads of money), biological power (laundry!) but it shifts depending on the subject under consideration. CONCEPT - Power subject dependent zero-emission coal power! Biological power! CLUSTER of words: lies in a refusal of an epistemology can all be reduced to word level for clarification, whereas

    [Note: Foucaults epistemology that considers constructs equal opposites has not entered common usage.] Tick those you would consider.* How often does a student attack the essay in one frame of mind to realise that the emphasis is misplaced. So we need to understand the words that functionally drive the essay and the words that define it.

    *You can construct a list of y