Support :

Supporting the Student

Paul Kawachi FRSA

kawachi@open-ed.net

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

1 - needs for support

Needs Analysis

should be performedat the outset and continuously

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

Vocational intrinsic motivation to learn :

enculturation within one’s job

Academic extrinsic motivation to learn :

want to pass exams, get good grades

Academic intrinsic motivation to learn :

pursuing own intellectual interests

Academic intrinsic motivation to learn :

acculturation into new discipline

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

4 - the five domains of learning

COGNITIVE

AFFECTIVE

METACOGNITIVE

ENVIRONMENT

MANAGEMENT

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

http://OpenTeacher.blogspot.com

QQ 60338304 Open Teachgoogle group Open-Teachor email : kawachi@open-ed.net

You can download these slides freely from the website

http://www.open-ed.net / library / supporting.ppt

or by email to me at

kawachi @ open-ed.net