Options and Choices

Options and Choices: Tutorials and One to Ones

Here is a selection of some of the main strategies that might be used to address respective needs in terms of tutorials and one to ones. These are just the main strategies so additional links to further useful resources are also included.

Some of these might be considered universal or inclusive approaches that can be applied for the benefit of all learners, whereas others may be more specific interventions that may be needed over and above these to benefit students with specific needs.

As you work through these, think about which of these you do already. Are these things that you could apply in all your teaching? Which of them would most help Katarina or Sean in their situations?

Tutorials:

Before meeting a group of students for the first time, check any reasonable adjustments they may be entitled to.
At the earliest opportunity discuss with the student what they are happy to have disclosed to a wider group (implicit or explicit disclosure). Often either form of disclosure will be unnecessary, and even if it is necessary, just saying how someone might need to be accommodated (e.g. speak directly to them) is sufficient.
Ensure sensitivity to the different needs of students in your class – review how initial sessions so and explore any emerging issues.
Offer a gentle introduction to tutorials – explain what they are in the lesson beforehand. Give a clear outline of what will happen. Hand out clear guidance to all students on what to expect in their first tutorial.
Facilitate tutorials so that all students are able to participate fully in a way that is appropriate to them (as you get to know your students, this will become easier)
Provide structured, consistent tutorials that include: a review of previous tutorials; overviews of material to be presented; summarise key points (including ideas and concepts) at the close of the session and produce a written summary of this for further reference; check understanding of expectations arising from the tutorial
Offer for students to buddy up with someone they are comfortable with in the first tutorial.
Ensure the learning environment is appropriate for the tutorial?
Is the room accessible to wheelchairs, is there room for a student’s support worker if necessary, hearing loops?
Are their minimal distractions – noise, lighting, interruptions etc
Provide all information in accessible formats. If possible these should be provided in advance so that students have the opportunity to read through them and prepare any study strategies they may need (e.g. pre-loading onto a laptop for a student with a visual impairment).
Allow for recording of tutorials (where this is appropriate and following University guidelines on use of information).
Where a student needs time to collate their thoughts, offer to come back to them later in a group discussion
Offer breaks if these appear necessary
Set ground rules, such as one person to speak at a time. Where a student has a hearing impairment it would be beneficial to ask everyone to look towards them when speaking.
Ensure all materials are accessible. For example, videos should have closed captions and accessible font sizes should be used.
Where a support worker is present, ensure you are aware of their role and communicate this to other students. However, always ensure that you address the student not them.
Additional considerations when teaching online:
Many of the principles above apply equally in an online environment but just need to be delivered differently. Considerations might be:
As with face to face teaching, it is important not to assume that students are disengaged because they not fully participate all the time or play a proactive part in discussions and activities. At the same time, it is good to check afterwards.

One to Ones:

Before meeting a student for the first time, check any reasonable adjustments they may have been entitled to.
Ensure you are aware enough of their situation to ensure sensitivity to their needs.
Offer a gentle introduction to one to ones – explain what they are in advance. Give a clear outline of what will happen – an agenda perhaps.
Provide structured, consistent one to ones that include:
- A review of previous meeting and agreed actions
- Summarise key points (including ideas and concepts) at the close of the session and produce a written summary of this for further reference.
- Check understanding of expectations arising from the meeting

Ensure the student is aware of the preparation they need to do in advance of the next one to one. This might include:

Completing an update on an agreed form
- Completion of actions from the previous one to one (if there are any)
- Preparatory reading (if relevant to the purpose of the one to one)
Ensure the meeting environment is appropriate for the meeting?
- Is the room accessible to wheelchairs, is there room for a student’s support worker if necessary, is a hearing loop available?
- Are their minimal distractions – noise, lighting, interruptions etc
Provide all information in accessible formats
Allow for recording of one to ones (where this is appropriate and following University guidelines on use of information).

Reflecting on both the student case studies and the suggestions above:

How does your practice support the needs of students with regard to tutorials and one to one meetings?
What changes to teaching and learning strategies could you make in these situations?
Who do you need to involve?
What are the main barriers to you accommodating students’ needs with regard to tutorials and presentations? How can these be overcome?