module specification

This CORE module forms the central specialist tutoring practice component of the course in which trainee tutors must complete thirty hours of one-to-one tutorial support in a further or higher education institution.

It runs across the course year and brings together the frameworks offered in the two theoretical modules DL7000 & DL7001, facilitating an integrative approach to theory and professional practice.

DL7002 enables participants to share their experiences, concerns and ideas with regard to their specialist SpLD tutoring practice.

Delivery is workshop and discussion based, including small-group exercises, case studies and role-play which all feature large in this module.

Professional specialist SpLD / dyslexia tutoring standards, values, models and attitudes are at the core of this module, particularly those of the professional bodies, i.e. the BDA, PATOSS, ADSHE.

The approach is learner-centred, ethical, professional, developmental and holistic: we are working with the whole person.

DL7000 & DL7001 are co-requisite, by semester

N.B. for 2013-14 only, this does not apply to continuing students on this programme.

This CORE module aims to:

1. enable participants to put into practice the principles and theories studied in this and the co-requisite modules DL7000 and DL7001

2. equip participants with a range of appropriate strategies suitable to help learners overcome the barriers to their learning and achieve academic success to realize their full potential

3. provide participants with the opportunity to undertake practical supervised tutoring experience to enable them to develop learning and teaching strategies appropriate to the individualized learning styles, approaches, needs and preferences of students with SpLD / dyslexic difficulties; and to be observed in the process and to reflect, evaluate and enhance practice

4. provide participants with the opportunity to observe experienced SpLD tutors in FE /HE conduct one-to-one tutorial sessions in order to gain practical understanding and critical assessment of tutorial practice; and to observe a peer on the course in practice and be observed by a peer

5. offer participants the opportunity to carefully document and evaluate their tutorial support, using individual learning plans and critically evaluative reports to critically reflect upon and enhance their professional practice in an on-going systematic and rigorous manner

This module brings together the frameworks offered in the two theoretical modules (DL000 & DL7001) in the delivery of one-to-one tutorial support to students with SpLDs / dyslexic difficulties in FE & HE.
The importance of working with the learner at the centre of the process is  crucial to the course approach, as is working from the learner’s strengths and achievements and the use of appropriate and individualized learning and tutoring strategies.Basic and advanced specialist tutoring strategies are covered, as are the analysis of spelling, reading and writing difficulties and the need for each learner to become aware of the academic requirements expected by her / his own subject area.

Tutorial and learning strategies will be implemented during the thirty hours of one-to-one tutorial support and tutors will be expected to reflect critically on their own practice, enhance their practice and demonstrate this development to meet their individual learner’s diverse range of needs.

Tutorial practice is to be undertaken in an ethical, confidential and professional manner, as set out in the course guidelines.

Critical, open discussion is at the heart of the learning experience, and students are actively expected to participate within the workshops and to share their experiences, concerns and ideas with regard to their trainee practice.

Specialist learning strategies will be role-played in class and implemented in real-life trainee placements during the minimum thirty hours of one-to-one tutorial practice that participants will be expected to undertake during the year - in which participants are also required to reflect critically, analytically and in a scholarly manner on their own developing practice and on the impact for the individual learner - and produce evidence of effective and developmental learning and tutorial practice.

One such piece of evidence is the observation and review of specialist SpLD tutoring practice by peers and the course team.

The weekly workshops run across the year, from the February start of the course until the end of the following January.

Additionally, in this module we critically appraise different styles and approaches used in specialist one- to-one tutorials, including the discussion of videoed dyslexia tutorials and an analysis of the screening and assessment of SpLD adults. 

The Course Leader actively works with a range of FE colleges, universities and other institutions to develop and maintain contacts to obtain and support trainee tutor placements, whilst trainees are also encouraged to nominate and obtain their own preferred placements and observe a range of trained tutors.

On successful completion of the module, students will be able to:

1. work effectively with learners on a 1-2-1 basis to develop their spelling, planning and structuring, writing, reading, oral skills, study skills, examination techniques and numeracy (where appropriate), time-management and organizational skills, in developing learners’ metacognitive development to promote autonomous learners, through the use of appropriate strategies, working with the individual

2. demonstrate in practice an understanding of the differences between short, working and long-term memory strengths and weaknesses which inform specialist tutoring and the development of strategies for individual learners

3. actively demonstrate flexibility in adapting teaching plans and strategies to accommodate the individual learner’s needs - at the point of need, preferences, changing requirements and the development of study and metacognitive skills, demonstrating a client-centred approach

4. critically evaluate the range of available technologies for helping overcome SpLD-related difficulties, modeling and supporting learners with the use of DSA-approved and other Assistive and mainstream Technologies to meet individual needs and preferences

5. demonstrate in practice a critical understanding of the distinction between specialist SpLD / dyslexia tutorial support and subject-specific tuition and use appropriate tutorial methods with different individual learners, apply appropriate boundaries and recognise when students need to be referred to other forms of support
6. demonstrate that their practice is suitable to meet the relevant professional bodies’ guidelines and standards, including those for Quality Assurance, Codes of Conduct and Ethical Guidelines.

7. manage a tutorial session within an allocated time to provide learners with constructive, specific and useful - appropriate (not subject-specific) -feedback on their work and progress; providing others, such as course tutors, with appropriate information about their students’ dyslexic learning profiles and needs in a confidential manner

8. maintain effective tutorial records to evaluate and develop their own learning and effectiveness as Specialist SpLD tutors, using critical reflection and evaluation to better meet the diverse individual needs and preferences of their wide range of learners, whilst assessing and monitoring individual student progress through detailed record-keeping.

1.  Written critical Reflections (minimum – four, plus one meta-reflection) which participants write on the topics covered in sessions.  These are informed by directed reading and through presentation of material, discussion, case studies and exercises in small groups in lectures, seminars and tutorials 
(20%) (formative and summative assessment)

2.  Observation of trainee tutors by course leader and course tutor – to be undertaken during the teaching year and timetabled by the course leader
(20%) (formative and summative assessment)

3.  A professional tutoring practice portfolio, which combines:

o A full, critical written analysis of thirty hours or more of specialist one-to-one SpLD tutoring undertaken during the year - through the medium of critically reflective Lesson Records  (formative and summative assessment)

o the Observation of two qualified dyslexia / SpLD tutors in FE or HE - combined with reflective assessment and report of these sessions (formative and summative assessment);

o Observation of trainee tutor peers combined with reflective assessment and report of these sessions (formative and summative assessment)

                                                                                                                                                                        (60%) (summative assessment)

KEY Text:  Mortimore, T. (2008) Dyslexia and Learning Style: A Practitioner's Handbook 2nd Ed Chichester: Wiley

Brunswick, N., (Ed) (2012) Supporting dyslexic adults in higher education and the workplace. Chichester: Wiley-Blackwell
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning: findings of a Systematic and Critical Review of Learning Styles Models, London: Learning and Skills Research Centre
Grant,D. (2010) That's the Way I Think: Dyslexia, Dyspraxia and ADHD Explained, 2nd  ed, London: Fulton
Pollack, D. (Ed) (2009) Neurodiversity in Higher Education: Positive Responses to Specific Learning Difficulties Chichester: Wiley
Riddick, B. (2009) Living With Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties/Disabilities 2nd Ed Abingdon: Routledge
Smythe, I. (2010) Dyslexia in the Digital Age: Making IT Work London: Continuum International
Journals: Dyslexia – An International Journal of Research and Practice; Annals of Dyslexia; The Journal of Further and Higher Education; The Journal of Learning Disabilities; Learning and Individual Differences

Web Sites: 

BDA: http://www.bdadyslexia.org.uk

PATOSS: http://www.patoss-dyslexia.org

ADSHE: http://www.adshe.org.uk