Discussion Group
Mentoring
Things to consider:
-
Identify ways for your mentor to answer any
questions that students may enquire about in post lecture break out groups, and the method of delivering
any feedback gained during this.
-
Ensure your student partner knows any core
readings for your module, and is able to explain them in broader context for struggling
students in the Reading Focus Group.
-
Make sure the mentor has sufficient knowledge of
the assignments related to the course, and what is required in them in terms of
module content for walk in group
sessions.
-
To start to develop ideas for group sessions for
mentees when holding a reverse
lecture, so that each weekly topic can be engaged with to its maximum
capacity.
-
Discuss timetables including dates and times,
where you and your mentor can initiate meetings to develop the project or when
to be available for any Online Group
Forums.
Teaching Assistant
Mentoring
Things to consider:
-
Have you narrowed down and identified areas of
your course that you and your mentor need to focus on in terms of course
development and lesson implementation?
-
Does your mentor have basic knowledge of your
lecture content so that they are ready for any re-cap mentor sessions where this will be reviewed and
explained.
-
Go over any activities you would like your
student partner to aid you with, and make certain that they are able to
demonstrate these activities to pupils and retrieve any materials that may be
required for the session when Assistant
mentoring.
-
Do you need to supply your students with key
materials of the course in order for them to feedback about the curriculum development of a
certain module, and arrange ways to better improve or create a new lesson plan?
Placement
Mentoring
Things to consider:
-
Are there students on your course that you have identified
that may require the use of a One to One Mentor?
-
Have you selected a particular class that your
student partner can help in? Preferably a class that your student is comfortable
and knowledgeable enough to be an academic
tutor in.
-
Do you have the relevant resources so your
student partner can focus on a particular skill and provide walk-in or one to
one tutorials on that skill?
-
Were the mentors successful in the examination
process when they did it? And is their knowledge of the exam and what is required in it sufficient to teach to
others.
-
Do your mentors know what readings and
theoretical frameworks are involved in exams? And can they explain them in
depth to others?
-
Are there any exam techniques you can supply in exam revision sessions?
Induction
Mentoring
Things to consider:
-
Do your mentors know properly about the services
each of their faculty offers? E.g. student services, CAS, Student’s Union
-
Prepare a list of common questions that are
asked to staff, so that mentors could get a brief picture of what may come up
for preparation’s sake for University
Mentoring.
-
Are there areas of your course induction that
need to be improved? And if so, what measures do you need to take to fill in
those gaps.
Workshop Mentoring
Things to consider:
-
Are your sessions catered for all types of
people in your workshop e.g. does it enable less confident, capable students to
have equal input to the sessions?
-
Have you identified parts in your course where
sessions can hone practical skills for students on your course and created
possible activities in order to showcase them?
-
Have you identified ways to correctly display
techniques to other students in workshops and direct mentees when they perform
them incorrectly?
Employability
mentoring
Things to consider:
-
Have you identified the criteria to enhance employability?
E.g. how to make a good C.V or Covering letter.
-
Organise workshops to go through each of these
employability attributes and devise ways to create a portfolio of some kind.
-
Create a list of interview skills that can be
taught in a workshop and acted out in some kind of scenario setting.
-
Offer work experience or internship
opportunities to mentees so that a career path can be identified.
-
Create a timetable when the mentors will be
available for appointments or walk in sessions.
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