Transcript UNDERSTANDING LEARNING STYLES

HOW STUDENTS LEARN
HOW SUPERVISORS TEACH
SUPERVISING and EVALUATING
STUDENTS
 October
9, 2013
 Ramapo College of New Jersey
 Social Work Program
 Field Instructor Training
Agenda
 Introductions
 Learning
Contract/Field Liaison/Agency
Contact
 Learning/teaching Styles
 Students with disabilities
 Supervision of social work students
 Student evaluation
Ramapo College Social Work
Program Website
 http://ww2.ramapo.edu/sshs/social/fieldin
struct.aspx
Completing the Student
Learning Contract
 How
to complete it—for TPI students it is
due on Thurs. Oct. 10
 How
to match possible agency tasks with
the competencies/practice behaviors
 What
are the issues and problems you are
having when attempting to complete it?
Student Learning Contract
A
contract is a written or verbal
agreement between two parties spelling
out each other’s expectations
 The field instructor and student will spell
out, in writing, the expectations for the
student in field, and the field instructor’s
role in the student’s education
 http://ww2.ramapo.edu/sshs/social/fieldin
struct.aspx
Roles of the Field Instructor
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As a Field Instructor you are not only supervisors and mentors
but teachers.
It is therefore important to understand who your students are
and how they learn best.
It is helpful to pay attention to these issues early in the
student’s placement.
Research suggests:
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Learning style differences influence students’ and
field instructors’ perceptions of the field placement.
The relationship between field instructors and
students can be enhanced by recognizing and
responding to learning style differences.
THE LIAISON CONTACT
RCNJ
Social Work Program will switch to new model of Field
Liaison Contact.
Visits
will take place with new agencies and/or field instructors or
if a situation warrants a face to face visit.
Electronic
Liaison Contacts will be used as a way to reduce stress
on field instructor’s busy lives in trying to schedule regular visits with
the field liaison each semester.
TOPICS TO COVER
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What are the learning goals (what competencies
working on) (review of Learning Contract)
What are the client (individual, family, group,
organization) assignments – what are the learning
experiences from these contacts
What are the other assignments, meetings, recordings,
projects etc – what are the learning experiences from
theses
What are the next steps for the student ? New clients,
meeting, projects
STUDENT/FIELD INSTRUCTOR ISSUES
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Mental health counter transference issues—student
can’t separate their issues from those of the clients
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Compassion fatigue
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Vicarious trauma
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Self –care and burnout—how do we handle these
issues? With students, supervisees and ourselves?
Who are our students?
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The students in the our program reflect a range of:
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Cultures
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Practice experience
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Socio-economic background
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Educational achievement
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Age – which may range from 20 year old to students in
their 50’s
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We must pay attention to these difference
Student Age
 Some
of the students are “returning students.”
 Many
are just two – three years from high school.
They have been moving from children to
adulthood. Their forms of learning are also
moving along the continuum.
 Recent
discussion on the Millennial Generation
as this young generation is referred to.
Generational Generalizations:
Characteristics of Millennials
1. Special (grew up in a child-focused world)
2. Sheltered (their parents have been fearful for their safety
and strong advocates for their success)
3. Confident and Optimistic (“can-do” attitude)
4. Team-Oriented (used to organized group activities)
5. Achieving (used to high-stakes testing and zero-tolerance
behavior policies)
6. Pressured (many face “trophy” child expectations)
7. Conventional (a return to manners and comfortable with
parents’ values)
Why is it important to
understand learning styles?
 Field
instructors teach, not just supervise.
 Research suggests:
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Learning style differences influence students’ and field
instructors’ perceptions of the field placement.
The relationship between field instructors and students
can be enhanced by recognizing and responding to
learning style differences.
What is meant by the term
Learning Styles?
Learning Style Quiz
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In order to understand the learning style of
your student,
You must first know your own style of learning
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Lets take a brief quiz for the next five minutes
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Add up your A’s B’s C’s
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Learning Style Quiz review
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Add up your scores
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First category A = Visual Learner
Second category B = Auditory Learner
Third category C = Kinesthetic Learner
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Hold on to this quiz. When we learn more
about what these mean we can talk about
how it helped you learn something about
yourself
Learning modalities
Different ways individuals receive and
process information
1.
Visual
2.
Auditory
3.
Kinesthetic
Visual learners
 Learn
best from information they can see
or read.
 Prefer written instructions
 Prefer visual aids to accompany verbal
instructions
 Learn how something is done through
observing others do it
 Enjoy information that is presented visually
Auditory learners
 Need
to hear information to retain it
 Prefer verbal instructions over written ones
 Remember information through verbal
repetition
 Prefer to discuss ideas aloud in order to
further process information
 Enjoy group discussions and activities
Kinesthetic learners
 Prefer
to learn through experience
 Obtain the greatest benefit by
participation in an activity
 Remember information that they
experience directly
 Enjoy acting out or recreating situations,
such as role-playing
 Enjoy hands-on activities that involve
active, practical participation
How and when do you teach?
 As
field instructors what are the
opportunities for teaching your student?
Teaching opportunities
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Unit meetings
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Formal classes
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Debrief after time in field
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Other staff
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Editing student written
work
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Evaluations
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Attend committee
meetings
Supervisory session
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Walk – in – open door
modeling
Teaching strategies for differing
learning styles
 What
teaching styles would you use for
 Visual Learner
 Auditory Learner
 Kinesthetic Learner
Teaching strategies for visual
learners
 Provide
reading materials about the agency
 Demonstrate how something is done, rather than
tell
 Allow students to observe others
 Provide written instructions
 Encourage students to take notes
 Give students a quiet place to work
Teaching strategies for auditory learners
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Rephrase important points to increase
understanding
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Ask students to discuss in their own words their
understanding of the information being
discussed
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Invite questions
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Provide students with opportunities to talk to
other social workers and staff members about
their job functions and responsibilities
Teaching strategies for kinesthetic
learners
 Provide
opportunities for students to be involved in
agency activities quickly
 Use role plays to act out client scenarios
 Provide early opportunities for students to have
client contact
 Develop assignments that will be interactive
Teaching the student with disabilities
Ms. Barbara Wexler, Office of
Specialized Services, RCNJ
Ramapo BSW Supervision
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Bart Mongiello LCSW
Christian Health Care Center
Mental Health Programs
How students learn
How supervisors prepare
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October 9, 2013
Ramapo College of New Jersey
Social Work Program
Field Instructor Training
Agenda
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Introductions
Initial Contacts
Company Policies
Students with disabilities
Supervision of social work students
Student evaluation
Interview
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Expectations
Give the student expectations at
interview
What to wear
Who and when to follow up with contact
Introduce to other staff
Schedule first day and time
Day One
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First Hour
Set Schedule
Check List
Review Everything
Get involved
First Hour Q & A
You don’t want to hear
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What should I wear
I don’t know where to go
I don’t know what to say
Can I take notes in group
Safety questions
Supervision–
three main functions
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Accountability—be there for student
Educational—teach
Supportive—listen
Students are a large time committment
You and the program are there for the
student the student is not there for the
program
Supervision
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Meeting Agenda – to have one or not
How to negotiate it
Process Recording
Keeping notes of supervisory session
In the supervisory session
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Fundamentals
Teach skills – interviewing, assessment,
intervention planning
Reflective Therapy - Rogers
Validate student feelings
Provide feedback
Discuss social work values
Integrate theory and practice
What was your experience of being
evaluated?
Field Evaluation
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http://beap.utah.edu/secure/router.php?ID=0000
FP0000
Instructions to access this will be emailed
End of each semester
Reviewed jointly by student and field instructor
Completed by Field Instructor on line
Use Learning Contract as a base
Related to competencies and practice behaviors
Signed by field instructor and student
Print out a copy for your records and submit online
Other questions ?
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Thank you for
participating
Please complete an
evaluation form
Pick up CEU certificate