Section 4 4.2: Key elements of good practice Following the author’s research, practice and as a result of the developmental workshops, are some of the key elements which underpin 1:1 specialist tutorial support. The teaching process needs to be collaborative, exploratory, investigative and power sharing rather than deficit laden & technicist. SpLDs are a way of processing information rather than a deficit. Tutors may need to challenge students’ pre-conceived notions of a medical model. Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. A environment for students to explore, learn from their mistakes and flourish. ‘safe’ Teaching of skills needs to be explicit, where skills are reviewed, leading to a deeper reflective learning.
Section 4 4.2: Key elements of good practice Following the author’s research, practice and as a result of the developmental workshops, are some of the key elements which underpin 1:1 specialist tutorial support. The teaching process needs to be collaborative, exploratory, investigative and power sharing rather than deficit laden & technicist. SpLDs are a way of processing information rather than a deficit. Tutors may need to challenge students’ pre-conceived notions of a medical model. Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. A ‘safe’ environment for students to explore, learn from their mistakes and flourish. Teaching of skills needs to be explicit, where skills are reviewed, leading to a deeper reflective learning.
Amended-Web-Based-Teaching-Pack-2.docx