The document discusses resource groups for students with AD/HD and whether they are effective. It outlines that resource groups were created to help students with time management, starting tasks, forgetting things, and seeking counseling. The resource groups allow students to meet others with similar challenges, share experiences, and learn from each other. Student feedback indicates that the resource groups provide a place to talk freely and feel understood, as well as see that others can help too. The groups are self-governed with facilitators and extra topic meetings. Students view the facilitators as equals rather than authorities. Meetings involve setting goals, discussing challenges, and completing checklists. While resource groups are not effective for all, they do seem to help most students
it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Development circle professional teaching in higher ed session 5Julia Morinaj
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
Development circle professional teaching in higher ed session 5Julia Morinaj
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
1. Resource Groups for students with AD/HD, does it work?
1. Why resource groups?
2. What has been done so far?
3. Does it work?
4. Plans for future
NTNU Student Service Section, Name, title of the presentation
Advisor Reidar Angell Hansen
2. Why?
• Students with time management issues
• Starting problems
• Forget to do things
• Compulsory work not handed in
• Should have been to counselling earlier in the
semester
• Meet other students with the same challenges
– Exchange experiences
– Learn from and with eachother
Name, title of the presentation
3. “It’s good to be able to talk to other people, get
things off your chest and be understood. It’s also
nice to see that you can help other people.”
Resource group participant
Name, title of the presentation
4. How?
• Self governed
• Facilitators
• Extra meetings with special topics
– Medicine
– Openess
– Sleep
– How to Cope with exams
Name, title of the presentation
5. “I see the facilitators as equals, and it’s good that
they’re not people in authority.”
Resource group participant
Name, title of the presentation
6. What happens on meetings?
• The circle
– What to do the coming week?
– What did you do last week?
• Topics regarding AD/HD and different issues are
discussed
• Personal challenges (not at UNI)
• Report with check list
Name, title of the presentation
7. “The resource group is the only place where
I can get any sort of help.”
Resource group participant
Name, title of the presentation
8. Does it work?
• Yes!
– …but not for all
• Newcomers
– Change within the group
• In the toolbox
– Resource group
Name, title of the presentation
9. “ The resource group is a small dose
of group pressure and support”
Resource group participant
Name, title of the presentation
10. Vision?
• Making the resource group better for the students
• Trying to find a recipe (never a recipe for all)
• Different approach for different people
Name, title of the presentation
11. Thank you for your attention
Name, title of the presentation