A TIME FOR COLLABORATION NOT COMPETITION
For too long now the teaching and tutoring sector have been two distinct, separate industries, which have attracted friction between one another. The National Tutoring Programme offers the opportunity to redefine tutoring standards and refocus on communication working with schools, not against them.
The NTP Tuition Partners pillar calls for tutors to support and participate with a large numbers of schools. For this to be an effective and smooth partnership, communication with school colleagues is going be vital. "School liaison will be a critical part of any tutoring model" - NTP
This blog covers:
TEACHNG vs TUTORING
How does tuition differ to teaching in a school?
The school you're placed into will keep a detailed record of the learning needs for each student. This information should be made available for you to access either via your register system (eg. 'Sims'), the SENCo, or Departmental Head. If for some reason it's not, be sure to enquire about it.
You should be able to see their past academic performance, their current working grades and expected grade predictions; all of which will influence your planning and the pitch of your lesson.
As you are likely to be working with small groups, your lesson resources and activities will need to be differentiated around the individual learners needs.
WHAT IS DIFFERENTIATION?
This means teaching the same content using a variety of instructional and scaffolding techniques based on the ability of each individual student in your class. This applies to all students regardless if they have any additional SEND requirements.
WHAT ARE SOME METHODS TO ACHIEVING THIS?
Alongside Bloom's Taxonomy as a tool for this, teachers can differentiate their instruction in accordance to meet the needs of their learners.
Match questioning and learning objectives to appropriate tiers of Bloom's Taxonomy for a student's ability. For example lower ability students might be required to 'identify' and 'describe', where as higher ability might be challenged to 'compare' and 'discuss'. Lower level might need this modelled or help from a pro-forma template, where as higher ability students might only need some specific or general interventions. Review their individualised educational programme if they have one.
Adapt teaching to fit the students learning style including Visual (imagery, graphics, video); Auditory (oral, listening speaking, mnemonic strategies); Kinaesthetic (modelling, practical work, tactile representation); Read & Write (note taking, reading, writing, essays)
Allow students to demonstrate their mastery using activities that favours their learning style. For example, visual learners can summarise key points in labelled diagram. Kinaesthetic leaners can construct a model that illustrates the key concept. Auditory learners can provide an oral report on the topic, whilst read and write learns could produce a report.
Facilitate environments where students work most effectively, optimising the physical and psychological elements of learning. For example, create a calm distraction-free environment for students to work solo if they prefer, allow others to participate in pairs or read in a group to discuss the assignments. Consider assigning student who work well together.
To learn more about differentiation gain access to the units in PRESET Tutor Training create a training account now
THE STUDENT STATE
I. STUDENT READINESS - GROWTH
Is your student ready to receive instruction and learn new material, are they receptive to learning? Identify the benchmark of their current knowledge and aim to pick up from here. Factors that influence this can be external / internal, physical / psychological. A good task will stretch a student from what they already know out of their comfort zone past what they can do independently. Consider varying instruction, altering the task difficulty to match learner readiness, adjust scaffolding, provide tiered / levelled assignments as well as creating a positive & safe space for learning.
II. STUDENT INTEREST - MOTIVATION
Adapt teaching to resonate with interests of your students and use this 'hook' or metaphors to build upon the existing framework of knowledge they have so the student can draw conclusions between previously learnt information and similar concepts. Consider grouping students based on shared interests or ability. Consider methods of making the material relevant to your audience.
III. STUDENT LEARNING PROFILE - EFFICIENCY
Learners vary in how they prefer to process content that best suits their needs. Most people prefer a combination of methods, and there are many factors that can impact and individuals learning including environment, cultural influences, visual, auditory, kinaesthetic.
To access to the units in PRESET Tutor Training create your account now
THE IMPORTANCE OF COLLEAGUES
As you're now part of a team, colleagues are your team mates. They an important source of support, expertise and experience, so take the time to know them and how to work alongside them. Make sure you know the Who's Who? of key staff members.
POLICY & PROCEDURES
Ask faculty leaders for a copy of school and departmental policies. These will be school-wide policies that you will need to teach in accordance with. Especially relevant ones will include the schemes of work, behavioural policy, marking & feedback policies, teaching & learning formats.
For any concerns regarding your school placements always get in touch with your departmental head, as well as your tuition agency.