Objectives and competences
The aim of the learning unit is to acquire additional knowledge in the following areas:
• Basics of supporting social and emotional learning to provide tutoring support,
• Motivation and self-regulation in learning,
• Importance of reflection for personal and professional development,
• Working with students with special needs,
• Study adaptations for students with special needs,
• Encouragement and promotion of peer support,
• Formation of an inclusive university community and provision of support to students in diverse circumstances that may hinder their studies.
The student tutor will acquire the following competencies:
• Basics of counselling and establishing successful interpersonal interactions,
• Social and emotional competencies for creating a positive climate and inclusive environment,
• Active assumption and promotion of responsibility,
• Adaptation to new situations,
• Ability for self-reflection,
• Critical examination of the study experience,
• Transfer of knowledge and skills to others.
Content (Syllabus outline)
• Definition of social and emotional learning and the significance of social and emotional competencies for effective academic functioning
• Learning: learning strategies and motivational and emotional factors of learning.
• Foundations of inclusive communication.
• Ethics and ethical dilemmas at tutoring.
• Development of autonomous and responsible individuals.
• Short introduction to collaborative, caring and critical thinking.
• Inclusion of students with special needs.
• Support for students with special needs.
• Tutoring strategies tailored to the adaptations of students with special needs.
• Approaches to addressing general and specific problems of female and male students.
• Implementation of tutoring support.
Learning and teaching methods
• Thematic lessons and resource management in the e-learning environment,
• lectures,
• practical tutoring work.
Intended learning outcomes - knowledge and understanding
The student will:
• Explain selected concepts in the field of supporting quality learning and inclusive communication and connect them to tutoring practice,
• Demonstrate the use of inclusive and supportive communication techniques in a simulated tutoring session,
• Justify the importance of reflection for personal and professional development of the individual,
• Develop a personal reflection plan that includes regular self-assessment and goal-directed activities for further development in the field of tutoring,
• Differentiate groups of students with special needs,
• Describe the challenges faced by students with special needs in education,
• Analyse hypothetical cases of students with special needs and propose appropriate study support strategies,
• Define the concept of peer support and its role in the educational environment,
• Propose strategies and approaches for creating a more inclusive university community that supports students in various circumstances.
Readings
Splošno:/General:
• Zakon o visokem šolstvu
• Statut Univerze v Mariboru
• Navodila o izvajanju tutorskega sistema na Univerzi v Mariboru
• Predpisi s področja izobraževanja in študija
Strokovna literatura:/Professional literature:
• Košir, K. (2017). Pedagoška psihologija za učitelje: izbrane teme. Univerza v Mariboru, Pedagoška fakulteta.
• Košir, K. (2019). Kaj če mi ne bo uspelo? Strah pred neuspehom kot ovira pri poklicnem učenju. Psihološki inkubator, 7(12), 5–7.
• Batagelj, T. in Lekić, K. (2023). Kaj lahko naredim, da mi bo lažje? Veščine za vsakdan in viri opore v stiki: priročnik za mladostnike in mladostnice. NIJZ.
• Univerza v Mariboru in DŠIS (2023). Smernice za izvajalce pedagoškega procesa UM za inkluzivni pedagoški proces.
• Vršnik Perše, T. (ur.) (2021). Učenje in poučevanje v visokem šolstvu: Spoznanja in izzivi. Univerza v Mariboru.
Dodatno literaturo bodo nosilke določale sproti v vsakoletnem učnem programu. / Additional literature will be determined by the instructors as part of the annual curriculum.
Prerequisits
There are no specific prerequisites.
KOOD is intended for students who are engaged in tutoring activities.
