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Do you think you are the right kind of person for that course?
 

Do you think you are the right kind of person for that course?

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Simon Grant of CETIS and the CRA discusses some issues around student retention

Simon Grant of CETIS and the CRA discusses some issues around student retention

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    Do you think you are the right kind of person for that course? Do you think you are the right kind of person for that course? Presentation Transcript

    • Do you think you are the right kind of person for that course? Simon Grant Joint SIG meeting, Strathclyde 2008-05-22
    • Predictions about yourself
      • How have you known (or failed to know) in advance that you were right for that course (or job)?
      • Discount "did well at previous stage"
      • Pair up with a neighbour, and share your views on how you might know
      • In 5 minutes, let's have three ways someone might know in advance about their own suitability
    • Go institutional
      • What are the problems with institutional assessment
        • how does it fail to capture the kinds of things we know from our own experience?
        • what could be done to make it better?
    • Self-assessment of suitability
      • How could this happen more reliably?
      • How can it fail to happen, or go wrong?
      • Form groups of 3 or 4
      • take up to 10 minutes
      • answer any part or aspect of the questions
      • write down agreed paragraph
      • allow each other to be creative
    • Different personalities
      • People have different personalities in several different contexts, e.g. at or with
        • family
        • work
        • club
      • Different expectations of dress, behaviour, speech
      • Become internalised – not conscious
      • Educational institutions may only engage one
      • Emotions, performance, values all tied in
      • “ a coherent and characteristic way of seeing, thinking, feeling and behaving” - Rita Carter, Multiplicity, 2008
    • Transfer?
      • Being assessed in one context is not a reliable guide to performance in a different context
        • we know that
        • idea of different personalities helps thinking through
      • Even filling in application form may cue a personality
      • Do questions on the application form help you to tell about your personality in the course/job context?
      • What would help you
        • to recognise your personality in that context?
        • to present that?
    • Different jobs or courses
      • Different courses / jobs may require different qualities
        • may engage different personalities
      • Helen and I presented in Newcastle recently
        • Teacher was suspended after pupils discovered “raunchy internet video” in which she acted, prior to her teaching career
        • Different standards appropriate to different situations
      • Prevailing values differ between jobs and courses
        • Do you know what they are, official and unofficial?
        • Do you have personalities that can cope with them?
      • What happens when values conflict?
    • Coping with conflicting values
      • Good to be aware of one's own values
        • but these are not always consistent
        • often they vary with personality
        • may not be conscious, as personality becomes internalized
      • Good to be aware of the values at course or job
        • but these are not always consistent
          • official line v participants
          • different participants
        • what is important is what works for you and situation
      • Vital dimension to “being right for a course” beyond “abilities”
    • Ways forward
      • Enhanced PDP processes
      • Enhanced assessment processes
      • Enhanced selection and admission process
      • All supporting personality and values awareness
        • include education about the "social portfolio" and its consequences
        • consider also the positive power of the social network
        • help learners relate their personalities and their abilities, qualities & values to the choice of courses and jobs
    • Realistic contingencies
      • We do need to help people be realistic about their suitability with respect to a course or job
      • We have to check they are self-assessing effectively, and if not, take remedial action
      • Surely this kind of education should part of the role of HE and FE, if not earlier?
    • More issues
      • What about when "they" go poking around in your social networking profiles?
      • Your consent is vital before others access information about you, but is by itself far from perfect
        • standard package of information may be expected
        • using non-standard info may mean opting out of an opportunity
        • real freedom in a course or job market implies choice of profile with different selections of information in each, relevant to different personalities or identities
      • Freedom to present true information about just one of your personalities
        • if you can evidence the ability to live up to it in context
    • Finally
      • Thanks for your attention
      • Time for questions and discussion