15 credits at level HE5
You will explore the role of mentoring, coaching and tutoring in supporting the individual learner. You will examine and compare the models associated with these different forms of helping and analyse the skills that are needed in order to undertake the role of mentor, tutor or coach. There will be the opportunity to critically explore your own skills and effectiveness in helping the individual learner and to take action in professionally developing your own abilities to undertake these important roles. You will engage in thinking about the andragogical context of individual support in terms of effectiveness, efficiency and equity.
Models of mentoring and coaching. Meeting the needs of individual learners. Planning, implementing, monitoring and evaluating mentoring, tutoring and coaching.
Tutoring, mentoring, counselling and coaching skills. Equity and diversity issues in mentoring, tutoring and coaching. Mentoring and coaching in work-based learning situations.
Developing skills for effective learning such as reflective thinking, critical thinking and meta-cognition. Emotional intelligence. Individual and social learning .Learner motivation. The role of feedback in learning and assessment. Professional support for learners. The boundaries of helping roles.
LLUK Values and commitments included in this unit:
AS1, AS2, AS4, AS6, AS7, BS1,BS2, BS3, DS1,DS2,DS3, ES4, FS2,FS4
LLUK Standards included in this unit:
AK1.1; AP1.1; AK2.1; AP2.1;AK2.2; AP2.2; AK3.1; AP3.1; AK4.2; AP4.2; AK5.2; AK7.1; AP7.1; BK1.1; BP1.1; BK1.3; BP1.3; BK2.5; BP2.5; BK2.6; BP2.6;BK2.7; BP2.7; BK3.1; BK3.2; BP3.2;DK2.1;DK2.2; DP2.2;EK3.1; EP3.1; EK4.1; EP4.1; EK4.2; FK1.1;FP1.1; FK1.2; FP1.2; FK2.1; FP2.1;FK4.1; FP4.1;FK4.2; FP4.2
Learning and teaching will be achieved through lectures, seminars and individual/group tutorials. Learning and teaching will be achieved through a blended learning approach (a combinations of face-to-face and electronic based resources and communications). Assessment requires you to use emancipatory research approaches to provide comparative narratives relating to students in one-to-one learning and teaching situations. You will also undertake an analysis of personal competency in relation to the skills required for effectiveness in one-to-one teaching and learning situations
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||1. Understand and compare different models of mentoring and coaching and tutoring
1.1 Explain differences between mentoring coaching and tutoring
1.2 Compare the effectiveness of different helping approaches depending on the needs of the individual and the andragogical context in which they take place
|2.||2. Understand the skills and techniques that are used in undertaking the role of tutor, mentor or coach
||2.1 Explain the different skills and techniques required for tutoring, mentoring and coaching|
|3.||3. Be able to select, reflect upon and evaluate helping strategies depending on the needs of the individual learner||3.1 Justify, reflect upon and evaluate the selection of a particular helping strategy in relation to perceived learner needs|
|4.||4. Discuss the multi-agency approach to supporting the development and progression opportunities for learners
4.1 Explain the range of resources which are needed in order to advise, guide and support learners
|5.||5. Analyse the contribution of one-to-one help in the development of learners
5.1 Analyse the processes involved in one-to-one teaching and learning in terms of emotional, intellectual and social benefit
|6.||6. Understand the need for professional development in one-to-one teaching and learning situations
6.1 Use ethical and appropriate methods to identify areas for personal development or improvement in the skills and techniques needed for one-to-one teaching and learning, as evidenced in a personal analysis.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Comparative narratives of 3,500 words||Personal analysis of 500 words|
There are no prerequisites for this module.
No restrictions apply.
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Atkinson, T. and Claxton, G. (2000) (Eds.) The Intuitive Practitioner Buckingham: Open University Press
Clutterbuck, D. (2004) Everyone Needs a Mentor London: CIPD
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De Bono, E. (1987) Six Thinking Hats London: Penguin Group
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The Coaching and Mentoring Network (2003). Online. Available: www.coachingnetwork.org.uk
Wallace, S. and Gravells, J. (2005) Mentoring in Further Education Exeter: Learning Matters
Yin, R.K. (1994, 2nd. Ed.) Case Study Research: Design and Methods Thousand Oaks, California: Sage Publications
|Host Subject Group:||Education|
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