: Case study: Making learning connections or maintaining privacy?

At a college open evening a potential student asked about Italian classes. The college didn’t offer this language but an Italian, part-time teacher colleague of yours overheard the request and told him that she gave private Italian lessons on her days off.  Pleased, he asked for her mobile number which you saw her give him. A few weeks later you met him in the corridor and he told you he was studying for ‘A’ levels in the college now. He still wants to learn Italian but has lost your colleague’s  mobile number and asks you for it. You know the Italian teacher is desperately looking for more work. Should you give him the number?

Last modified: 3 June 2013

: Case study: Assessing learning or assessing a performance?

A group of students in the drama class at college have been working all term towards a theatre production. The leading player has studied hard and learned her lines well but her acting is wooden. Two weeks before the performance date a new student transferred to the drama class from another course .  She is a natural, confident actor and quick at learning her lines. The performance is next week. You have just heard that there will be a mock inspection of the college on the day of the performance. Who do you choose to play the lead part?

Last modified: 3 June 2013

: Case study: Specialist help or peer support for dyslexia?

 

A friend has dyslexia and he is trying to decide which college to go to learn Construction Skills. The big college offers all people with dyslexia a full diagnostic test to check out their needs before starting the college course. This will mean that he has to wait a few months before he can start the course and receive the correct support via a learning support worker. The other college is a small college with no specialist learning support workers but has a store of equipment in regular use e.g.  audio recorders,  computer software to read text for learners and coloured overlays for the computer screen. Some of the teachers and several of the learners on the course have dyslexia themselves. What would you advise him to do? Wait a while and go for the specialist support at the big college or go immediately to the small college and rely on support from the teachers and fellow learners?

Last modified: 3 June 2013