Case Study 2: Planning and teaching for effective learning (A1, A2, V3) 

How do I plan to support students at risk of Failing or that we do not know will get through?

Contextual Background: 

As a Tutor at Camberwell within the Fine Art Foundation Painting Specialism, planning for effective learning is key. Through mostly one-to-one tutorial feedback and assessments over weekly contact time I am often playing catch up in supporting students who are at risk of failing or may struggle to complete their studies for various reasons.

Evaluation:  

Given ‘distance provision’ (Addison 2014) and lack of formal Attendance Assessment, planning for engagement and support with limited contact hours and poor attendance makes it challenging to; assess student’s experience, identifying suspected struggling students early on, and to track progress effectively to provide timely support. Missing such opportunities impacts on development, communication and performance. Beyond early interventions in Implementing mechanisms such as providing early assessments, frequent check in emails, academic performance monitoring, and proactive outreach when the student shows signs of disengagement, I want to facilitate supportive approaches within teaching and pastoral care preparing for affecting and addressing individual challenges.

Moving forwards 

In planning to enhance support for ‘At Risk’ students, I draw inspiration from practices and strategies encountered through reading, observations and experiences as a learner. Earl (2013) underscores the importance of planning, likening it to the skeleton of the day. I aim to implement a multifaceted approach:

Personalised support: Inclusive and compassionate one-to-one sessions provide platforms to understand challenges and offer tailored assistance, additional resources, or referrals to support services. Both recognising awarding gaps as (Lyon, 2023) suggests developing a sence of belonging. In encountering sensitivities and vulnerability of ‘at-risk’ students. I acknowledge the overlaps between tutorial skills and counselling or listening skills (Stephens, 2024). This insight underscores the importance of relational teaching and emotional support in creating a safe space for students to express themselves.

Inclusivity through relevant and inclusive contextual references, ensuring access to instructional briefs and checklist explanations, creates an atmosphere of inclusivity. (Addison 2014) argues for open frameworks to meet diverse motivations, while Ahmed’s (2019) exploration of ‘Using things’ in shaping both objects and users, offers valuable insights for Fine Art education where objectives often involve perceptual, extra-rational, and tacit learning.

Promoting Engagement: as emphasised by Pekrun (2016) involves harnessing positive affective states to influence motivation and learning. Planning reflective questions prompts students to consider their observations, experiences, and efforts, striking a balance between gentle, cautious probing and more fearless questioning to encourage sharing.

Alternative tutorial methods, such as facilitating discussion and sharing in small groups, exploring students singular challenges, presents opportunities to enrich the curriculum through collaboration and inclusivity. Considering room arrangements and supporting real-world applications (providing exhibition tickets) encourages engagement beyond the classroom.

Opening lines of collaboration and communication: with colleagues, course leaders, and academic advisors, are vital to ensure a coordinated approach to student support, as between students and relevant stakeholders, facilitating holistic support and addressing needs comprehensively.

Encouraging self-reflection: is another cornerstone of my approach, guiding students through actionable steps to achieve particular objectives and help them identify challenges, strengths and areas for improvement. Managing my own emotional responses and maintaining professional boundaries, especially when students share personal or sensitive experiences is equally important (Stephens, 2024)

Through continual reflection on interventions and adjustment of approaches, I aspire to extend levels of support to at-risk students, increasing their chances of success and development.

References 

Addison, T. (2014). Doubting learning outcomes in higher education contexts; from performativity towards emergence and negotiation. NSEAD/John Wiley & Sons. pg. 316

Ahmed, S. (2019). The use of uses, Duke University press.

Earl, R. (2013).

Lyon C. (2023) CCW FAD Attainment Data and our awarding gap, UAL

Pekrun, R. (2016). Students’ Emotions and Academic Engagement: introduction to the special issue. Contemporary Psychology 36, 1-3

Stephens, T. (2024). Observation Record ROT Form, UAL