support : supporting the student paul kawachi frsa [email protected]
TRANSCRIPT
1 - needs for support2 - academic and non-academic support3 - motivation to learn4 - the five domains of learning
1 - the tutor’s role2 - supporting the supporter3 - other issues : professional development4 - continuous support
overview
2 - academic and non-academic support
Academic support includes teaching, library, learning resources, and other students
Non-academic support includes administration,employer, technical, legal, social and family
2 - academic support continued
Academic teaching support includestemplates or scaffolds
Scaffolding can be temporary or introduced at each stage of learning
3 - motivation to learn
There are four motivations to learn :- vocational- academic- personal- social
Vocational extrinsic motivation to learn :
seeking qualification for a better job
Vocational intrinsic motivation to learn :
acquiring skills for own future desires
Academic extrinsic motivation to learn :
want to pass exams, get good grades
Academic intrinsic motivation to learn :
pursuing own intellectual interests
Personal extrinsic motivation to learn :
prove one’s capability to others
Personal intrinsic motivation to learn :
desire for self improvement
Personal intrinsic motivation to learn :
challenge - steady, recurrent, sporadic, one-shot
curiosity - sensory ( use combined multimedia ) - cognitive ( use novelty, inconsistency )
fantasy - near bridging, hugging - far bridging, modelling
Social extrinsic motivation to learn :
extracurricular sports, club activities
Social intrinsic motivation to learn :
integrative, affiliative, lifelong learning
Social intrinsic motivation to learn :
acculturative S-T integrate into the discipline
affiliative S-Ss become a group member
interactive S-C negotiate meaning
aesthetic S-P lifelong learning
Which is better – extrinsic or intrinsic motivation ?
extrinsic is sometimes (not always) mechanical and short-lived,whileintrinsic is always deep, personally meaningful and long-lived ( = in long-term memory )
Each type has its own benefits :before an examination, extrinsic is efficient while in the early stages and in mid-courseintrinsic is effective and more efficient
The best policy is a strategic mix of both . . .
extrinsic and intrinsic motivationsare related to a student’s individual Approach to Learning
There are 3 approaches plus learning styles and pathologies1 deep meaningful intrinsic2 surface syllabus-bound extrinsic3 strategic achieving organized good-attitude
The learning styles and pathologies
- comprehensive holistic field-dependent- operational serial field-independent
- globetrotting dancing-around- improvidence inflexible no-initiative
extrinsic and intrinsic motivationsare related to a student’s individual Approach to Learning
- deep meaningful approach, relating ideas to each other, with questioning and use of evidence,and intrinsic motivation to learn- surface reproducing approach,bounded by a syllabus, with fear of failure
COGNITIVE DOMAIN OF LEARNING
the aptitude, prior knowledge and skills necessary for performing a task or test, notably the reflective critical thinking skills
AFFECTIVE DOMAIN OF LEARNING
the motivation, attitude and decision to initiate performance, including the will to reduce own autonomy in order to achieve group tasks
METACOGNITIVE DOMAIN OF LEARNING
understanding how the task is performed, and the ability to self-monitor, evaluate and plan own future learning and help others learn
ENVIRONMENT DOMAIN OF LEARNING
social or physical forum and virtual or augmented reality in which learning occurs, including group size to suit each learning task
MANAGEMENT DOMAIN OF LEARNING
coping with massive amounts of information to obtain appropriate material in a suitable quality for learning, and time management
5 - the tutor’s role
- interpret the content / be content expert- moderate, troubleshoot, and confirm delivery- motivate the student- monitor and advise the student- assess learning, and report to administration- offer career support
5 - the tutor’s role continued
- stay abreast of the field- professionally self-develop- mentor other tutors- advise the university- survey students demographics- publish and share with others
5 - the tutor’s role continued
- motivate the student
the tutor should perform initial Needs Analysisand repeat continuously since needs change,particularly because one purpose of educationis to change the student’s mind
6 - supporting the supporter
- identify the respective care-giver(s)- meet with the supporters- expressly advise the supporters- continuously monitor the supports provided- intervene appropriately in case of need
6 - supporting the supporter
How to expressly advise the supporters
There are five Domainsin which to advise and to motivatethe supporter
How can we motivate the parent ?
expressly . . . to achieve higher grades
Cognitive - collaborate as equalAffective - involvement and valuesMetacognitive - support the child’s autonomyEnvironment - provide structureManagement - keep a tidy desk
expressly . . . to achieve higher grades
Cognitive - collaborate as equal, question meaning,
practise new-new, new-old, old-new, old-old
Affective - involvement and values, develop attitudes,
develop curiosity etc ( the intrinsic motivations )
Metacognitive - support the child’s autonomy, initiate the motivations
illustrate modelling of learning to future life
Environment - provide structure, soft music, space, health,
positive-friends, PTA
Management - keep a tidy desk, hourly schedule ( with away time ),
homework, study together
expressly . . . to achieve higher grades
How to encourage the student to engage, to interact with various meanings in the mind, to re-organize, to learn
Cooperative vs Collaborative
Parents can help build characterin the student from age 3 or 4 years
Of the four parenting styles ; -- allow freedom - authoritarian- disengaged- tough love
‘tough love’ parenting is best to build character
a balanced mixture of confidence, warmth,and consistent discipline ; which develops
application - effort, self-attribution ( affective )empathy - social turn-taking ( environment )self-regulation - organization ( management )
improves mobility and opportunities
be fully aware of Attribution Theory
AptitudeEffortsDifficulty
be aware ofintrinsic motivations, extrinsic motivations,and learned helplessness ( amotivation )
7 - other issues : professional development
- support methods vary according to factors- reflective self-development- pro-active participation in forums
8 - continuous support
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