Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Core skills 6
1. Core skills 6: Supporting
Learning
Jordan Napier & Mandy Moffat
Welcome! We’ll get started at 2.05pm.
As you arrive, say ‘hello’ in the chat-box.
2. Ways of working…
• Informal
• Ask questions in the chat box
• Keep your mic muted (unless
you’re speaking)
• Enjoy!
3. By the end of
this session,
you will be
able to:
Consider how to create a
supportive learning
environment (whilst teaching in
a blended approach)
Discuss ways of identifying
students who may be struggling
6. The learning environment is…
The context in which
learning occurs
The range of components
and activities within which
learning occurs
7. Excerpt from
‘Dear Life’ by
Rachel
Clarke
‘Our instructor already warned us that if we
didn’t break several ribs while pumping the
chest, we would certainly be failing. Worse
still, he told us with disconcerting relish ‘if you
don’t do it properly, the patient’s brain will be
mush…
…I remember us clustering around our CPR
mannequins taking it in turns to save the life
of a rubber torso…the doctor scrutinized our
clumsy efforts, scowling from the sidelines
and barking real-time feedback…
…mainly what I took from this teaching
session was a healthy dose of anxiety’
8. Taken from
Teaching by
Humiliation:
Why It Should
Change by
John Belsey
‘The sense of dread that surrounded us as the
professor’s teaching ward round approached was
a feeling I can still recall with uncomfortable
clarity. As we moved from patient to patient, we
each prayed that we would not be the one
targeted for humiliation that day. As the smirking
audience of junior doctors, therapists,
pharmacist, ward sister, and (worst of all) student
nurses looked on, my heart would sink as I heard
the dreaded words: “So, Belsey, what can you tell
us about the problem this patient has?”
You knew that however well you presented the
case, somewhere along the line you would trip up
and give the predatory professor his opportunity
to expose your inadequacies.’
12. Influencing the
learning environment
'As teachers we can exert a degree of control
over the social and psychological
environment. We can choose whether to be
confrontational or supportive; whether to
encourage or humiliate; and whether to
promote active participation in learning or
passive receipt of knowledge'
Claire Macrae
17. Steps everyone can take to support them...
Offer to chat
01
Listen
02
Signpost to the
right place (student
support team,
disability services,
GP...)
03
19. In the Dundee
MBChB/ScotGEM
programme…
You can always highlight concerns about
students you think may be struggling;
sip@Dundee.ac.uk (years 1-3)
pip@Dundee.ac.uk (years 4-5)
for specific or more complex support issues
please contact the Academic Mentor
team academicmentor@dundee.ac.uk
20. Take home messages…
WE CAN INFLUENCE THE LEARNING
ENVIRONMENT TO MAKE IT MORE EFFECTIVE
FOR SUPPORTING LEARNING
EVERYONE WHO TEACHES HAS A ROLE IN
IDENTIFYING STRUGGLING LEARNERS AND
SIGNPOSTING THEM TO APPROPRIATE SUPPORT
21.
22. References
MASLOW AH (1954). Motivation and Personality. Harper and Row, New
York.
Macrae, C. (2017). Getting Started with...Learning Environment.
University of Dundee
Belsey, J. Teaching by Humiliation (2014): Why It Should Change.
Journal of ethics. Url: https://journalofethics.ama-
assn.org/article/teaching-humiliation-why-it-should-change/2014-03
Clarke, R. (2020). Dear Life: a doctor's story of love and loss. Little,
Brown.