1 / 24

Specialist Tuition

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

ronald
Télécharger la présentation

Specialist Tuition

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 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 H.Burns, 16.6.12

  2. The challenge in HE of maintaining academic standards Our challenge is twofold: to minimise impact on subject andminimise impact of dyslexia

  3. 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].

  4. Workshop Aim: A look at the question of where the boundaries lie when we look at an essay question on 3 theoretical levels – word concept contextual The workshop invites participants to come to some agreement about ‘our’ boundaries.

  5. 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…. context ADSHE Challenges/ Testing boundaries Guide Essay In theory Word Works Last word Rationale

  6. 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

  7. what it is not… A Tutor-led session A coaching/personal tutorial session from R. Lehany & S. Freeman ADSHE Presentation , BDA Conference, 3.6.2011

  8. A reminder from ADSHE It is multi-sensory, metacognitive, uses modelling, and monitoring, provides over-learning, has relevance, is little and often. relevancy and modelling from R. Lehany & S. Freeman ADSHE Presentation , BDA Conference, 3.6.2011

  9. Students can expect Effective study skills Establish priorities Assistive Tech. use Reading for research Preparing for graduation or work placement Time man. & organisation Addressing learner anxiety Decoding briefs from R. Lehany & S. Freeman ADSHE Presentation , BDA Conference, 3.6.2011 Acknowledgements to UoW for centre pic.

  10. Challenges – methodology, relevancy and text work Addressing learner anxiety Is it ok to challenge a student’s thinking when addressing learner anxiety? Is it ok to challenge a student’s thinking when decoding briefs/essay work? Decoding briefs relevancy and showing by doing?

  11. Testing boundaries Teach how to think HE-style in the face of the challenges experienced in processing language. Modelling … so that includes thinking behaviour, e.g. critical analysis ? ? relevancy and modelling

  12. A guiding precept for navigating boundaries in essays 4 notional levels They are all words, with varying degrees of connection to subject….

  13. In the beginning, there was the word… ‘WordWorks’

  14. To model something we need a model question "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

  15. In this theory, a word can… A theory to build in redundancy 1) BE ITSELF if it does not have a subject-specific context– ‘power’ is in common usage: political - personal (charisma), Foucault’s 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……...

  16. 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 student’s abilities and strategies. Keep coming back to ‘word works’ to check…. Read the words on the label every time you plant

  17. Where shall we start in facilitating the student’s understanding of the brief …  Is it word? Oooo I know

  18. 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 Foucault’s 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’?

  19. Facilitating rephrasing, think ‘wordworks’

  20. Rationale • Signals 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 it’s 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. MUSP

  21. MUSP word list example (Jenny Lee, 2001)

  22. 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.

  23. Temporo-parietal junction; the home of words Parietal lobe junction Temporal lobe

More Related