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Susan Starkings Centre for Learning Support

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Title: Susan Starkings Centre for Learning Support


1
Susan StarkingsCentre for Learning Support
Development (CLSD)London South Bank University
  • http//www.lsbu.ac.uk/learningsupport/

2
Mathematics Support for Students on Vocational
Courses
  • By Susan Starkings
  • London South Bank University (LSBU)

3
Presentation to Cover
  • My background
  • Royal Statistical Society and ISI/IASE
  • Work Environment CLSD at LSBU
  • Skills for Learning Team History, Strengths,
    Weaknesses, Opportunities Threats
  • Mathematical/Statistical Examples
  • Resources
  • Summary Questions

4
My Educational Background
  • Mature student (24)
  • 1st degree Computing, Operational Research
    Statistics
  • Postgraduate Statistics and Statistical
    Education, Teaching Qualification
  • UK National Teaching Fellow

5
Work Background
  • FE College 8 years teaching Mathematics,
    Statistics and Computing
  • HE LSBU since 1991, faculty based 91-98,
    centrally based 98-to date

6
Examination Background
  • NEA/NEAB
  • London Guildhall University
  • Liverpool John Moores University
  • Validation University of Helsinki, Finland
  • Over 30 LSBU validation panels

7
The Royal Statistical Society www.rss.org.uk
8
The Royal Statistical Society (RSS)
  • Honorary Education Officer
  • Chair of the Education Group
  • RSS Council
  • RSS Executive
  • Guy Lecturer

9
International Statistical Institute and
International Association for Statistical
Education
  • Member of ISI
  • Vice President of the IASE 1998-2005
  • Conferences ICOTS, ICME
  • Website for ICOTS 7 http//www.maths.otago.ac.nz/
    icots7/icots7.php
  • Website http//isi.cbs.nl/index.htm
  • http//isi.cbs.nl/NLet/newsiase02-3.htm

10
CLSD Services for Students
  • Library Services
  • IT Support
  • Skills for Learning
  • Student Advice Guidance
  • Disability Dyslexia Support

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Skills for Learning
  • Study skills support classes
  • English language classes home and international
    students
  • Pre-Study English course (international students)
  • Maths support classes all students
  • Fast Track summer programme
  • Moving-On course

13
Study Skills Support
  • Southwark, Havering and Whipps Cross
  • Drop in Workshops
  • One to One
  • Topics covered Essay Report Writing Learn to
    Learn Speaking Skills Postgraduate Research
    Skills Postgraduate Dissertations and Theses

14
English Language Development Home and
International Students
  • Southwark and Essex
  • At Southwark students register for a ten week
    course (2 hours per week) in one or two of the
    following
  • Speaking
  • Writing
  • Grammar.
  • At Essex students attend a four week course (2
    hours per week) with optional Clinics in the
    afternoons.
  • There are additional English Language Development
    Clinics (drop-ins) at Southwark on Mondays 2 to 4
    pm and Wednesdays 3 to 5 pm throughout semesters.

15
Fast Track Summer Programme
  • 6 weeks Summer Undergraduate Course in Maths,
    Maths and Science, EU English with IT,
    Communications with IT
  • End of June to beginning of August (25th June
    3rd August 2007)
  • Taught Classes 10-1am every day
  • Optional 2-4pm workshops everyday (open to all
    university students)
  • Admissions Tutors talks
  • Exam at end

16
Clearing Fast Track
  • Two week course (3rd September 14th September
    2007)
  • Taught Classes 10-1pm
  • Optional Workshops 2-4pm (open to all university
    students)
  • Core Skills - Maths, Communications and IT

17
Postgraduate Fast Track
  • Two days 10-11th September 2007 or
  • Three Evenings 12 -14th September 2007
  • Students who have an unconditional offer at LSBU
  • Core Research Skills and IT

18
Moving On Course
  • Southwark
  • 6 week course for LSBU graduates (15th January to
    21st February 2007)
  • IT plus Communications for Career Development (2
    x 3 hour sessions per week)

19
Maths Support
  • All Sites
  • Drop in Workshops
  • One to One
  • Scheduled Sessions on various topics
  • Nursing Sessions
  • PGCE Sessions (Teacher Training)
  • Maths Pre-entry for Social Workers

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The Skills for Learning Team
  • Manager - Susan Starkings
  • Academic Team - Catherine Boyle
  • - Graham Barton
  • - Plus 50-70 Sessional/HPLs
  • - IT Library academic staff
  • Administrators - Ahmed Mohamed (F/T)
  • - Vacant Post (P/T)

24
Responsibilities
  • Manage the Academic Admin staff, conduct
    appraisals, recruitment of new staff etc.
  • Develop new innovative ways of providing
    service to LSBU students
  • Manage budgets of p/t teaching hours and
    operational budget of Pre-Study English course
  • Organise programmes of support for students
  • Manage quality assurance
  • Ensure that the unit complies with QAA
    requirements, HEFCE guidelines

25
Responsibilities
  • Training and mentoring of academic support
    staff
  • Scholarship research
  • Teaching/academic/professional activities
  • Updating academic knowledge education
    initiatives
  • Be active in LSBU central processes e.g.
    validations
  • and projects ( e.g. Change Academy Project)
  • Develop teaching materials

26
  • Established unit within LSBU (since 1998) and
    grown significantly since then.
  • Service 1998 2006-07
  • Fast Track U/G 60-80 350
  • Fast Track P/G - 91
  • Fast Track Clearing - 25
  • Pre-Study English - 100
  • Moving On - 98
  • Maths for Social Workers 25
  • Foundation 40 0
  • Maths Support 238 1352
  • Study Skills 342 1533
  • English - 3577

27
Strengths of the Skills for Learning
  • Experienced Academics with expertise in
    Mathematics, Statistics, English, Study Skills
    Communications IT
  • Classes/support provided at Essex Southwark
    campuses
  • Student centred teaching
  • Run a good informal staff development programme
  • Teaching resources on web and in teaching room

28
Weaknesses of Skills for Learning
  • Limited access for disabled students
  • Turn over of staff
  • Training mentoring takes up a lot of time

29
Opportunities
  • Widening Participation agenda just keeps growing
  • Increase usage levels by students
  • Greater/closer working relationship with the
    academic staff

30
Threats
  • Faculties wanting to do their own thing
  • Academic Staff moving to other institutions or
    LSBU faculties

31
Examples
  • Teaching Qualifications
  • Business Studies
  • Nursing
  • Social Work
  • Engineering
  • Postgraduate

32
Postgraduate Certificate in Education(PGCE)
Initial teacher Training (ITT)
  • All have to pass tests in Numeracy/mathematics,
    English and ICT
  • Cannot get their Qualified Teacher Status without
    passing

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PGCE/ITT Questions
  • Number of marks available
  • Mental arithmetic 12 marks (12mins)
  • Interpreting and using statistical information
    7marks
  • Using and applying general arithmetic 9 marks
  • Test is timed 48 minutes. 36 minutes for the 16
    longer questions.
  • The total marks 28 and the pass mark is 60 i.e.
    candidates must get at least 17 marks to pass.
  • For the numeracy test an on-screen calculator is
    available for use on all questions except the
    mental arithmetic section.

35
Example Mental Arithmetic Questions
  • 1. The entrance fee for an exhibition is three
    pounds seventy five. What will be the total
    entrance fee for a school party of 50 pupils?
  • 2. Two-fifths of a class of twenty-five pupils
    were girls. What percentage were boys?
  • 3. All 300 Year 11 pupils in a school took GCSE
    English. The number of pupils gaining grade C or
    above increased from 85 in the mock exam to 93
    in the actual exam. How many more pupils gained
    grade C or above in the actual exam than in the
    mock exam?

36
Example Longer Questions
  • Range of statistical questions graphs, averages
    etc.
  • Mathematical questions areas, percentages,
    fractions etc.
  • Interpretation
  • On screen calculator can be used
  • http//www.tda.gov.uk/skillstests/numeracy/testcon
    tent.aspx

37
Example Longer Questions
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Example Business Studies
  • Increasing by a Percentage
  • Suppose we want to increase 200 by 10
  • We get 10 of 200 (the increase) and add this to
    200.
  • A quicker way is to multiply 200 by 1.2 i.e. 200
    x 1.2 240 but why 1.2? 20 as a fraction is
    0.2 so we want to increase the original number by
    a faction 0.2 i.e. we want the original number
    0.2 of the original number. This is altogether
    1.2 of the original number or the original number
    x 1.2.
  • As a formula New value Old value (1
    increase/100)

42
Example Nursing
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Maths for Social Workers
  • The following are the expenditures for a
    department for 2004
  • Monthly expenditure for 2004
  • Month
  • Jan Feb Mar Apr May Jun Jul Aug
    Sep Oct Nov Dec
  • Amount()
  • 227 254 212 227 220 236 254 234
    543 545 550 652
  • Display this information graphically
  • What is the average expenditure for the year?
  • Comment on the years expenditure for this
    department and its possible future expenditure.
  • ( 10 marks)

47
Maths for Social Workers
  • As a social worker you will be expected to
    complete expenses clams. During December you
    incurred the following expenses, which you need
    to claim for
  • Attendance at court incurred travelling 53 miles
    round trip.
  • Train fare to Plymouth 64.
  • Overnight accommodation in Plymouth cost 49.95.

48
Maths for Social Workers
  • Lunch in Plymouth cost 8.90
  • General travelling to visit clients 247 miles.
  • Mileage allowance is 32 pence per mile.
  • What is the total cost of expenses for December
    that you will claim back?
  • ( 6 marks)

49
Engineering Example
  • An oil company has to decide whether to drill a
    potential oil site. Estimates of the net returns
    ( million), which can be high, medium of low,
    are given in the table below along with prior
    probabilities
  • High Medium Low
  • Net return 10 3 -10
  • Probability 0.4 0.4 0.2
  • A test drill may be made that will give one of
    two indications of the likely return from the
    site good or poor. From past experience ,
    the probability that the test drill indicates a
    good return is 0.9 for sites that actually give
    a high return, 0.5 for sites that give a medium
    return and 0.2 for sites that give a low return.
  • (a) Draw a decision tree for the problem showing
    all course of action open to the company.
  • (b) Analyse the tree to obtain the expected value
    of a test drill.
  • (c) Advise the company how they should proceed if
    a test drill coats 200,000

50
Postgraduate Students
  • Calculus
  • Convex and concave functions
  • Survey design
  • Questionnaire design
  • Hypothesis testing
  • Drug calculations
  • On-line maths tests for accountants etc.

51
Resources
  • In house resources worksheets, tests etc.
  • Math Centre Website
  • http//www.mathcentre.ac.uk/
  • Contains - teach-yourself booklets, revision
    booklets, guides case studies, exercises, quick
    reference leaflets etc.
  • Math Tutor DVD- Rom Discs
  • http//www.mathtutor.ac.uk/
  • Contains Interactive exercises, tests, video
    tutorials

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Math Centre
55
Staff Page
56
Student Page
57
Math Tutor
58
Teaching Led Institution
  • Research on resources to aid teaching is
    paramount
  • Personal research is how to support students with
    appropriate resources
  • Share findings with others
  • Skills required by tutors is very different to
    those in academic faculties

59
Awards
  • Personal award of a National Teaching Fellowship
    (2006) from The HE Academy
  • Team Award for University Learning and Teaching
    Team Excellence Award (2007)
  • from London South Bank University
  • Guy Lecturer (2006) by the Royal Statistical
    Society
  • Honorary Fellowship at Eliot College (1998) from
    the University of Kent

60
Projects
  • Fully integrated Blackboard Site for students
  • Interactive Grammar Project
  • Student Mentoring
  • Study Skills

61
Summary
  • Keep pool of staff able to teach at the level
    required (i.e. Pre-entry to Postgraduate)
  • Administration Organisation increases as the
    service expands
  • Running all year has holiday issues
  • Funding
  • Teaching materials resources
  • Evidence Evaluation of success

62
Quotes from Students
  • I do appreciate what the tutors did for me
  • The best aspect of the support class was the
    amount of knowledge I have attained in such as
    short period of time.

63
Kazeem Allimi student 2006
  •  
  • The course has helped me develop various skills
    to build my future, I enjoyed it and feel that it
    has given me the time to improve my Mathematics,
    I am now doing a degree in Business and Finance.
    I would like to encourage students who feel their
    school/college qualifications are not up to
    standard to go for it, it is highly
    recommended. 

64
Marilin Aas
  My friend recommended this course to me, and
it was a good decision I have made in joining the
course, it has made me gain confidence and helped
me tackle my weaknesses. After completing this
course, I now have a clearer idea of what I want
to do for living.
65
Skills for Learning Team
  • Any Questions ?

66
Susan StarkingsCentre for Learning Support
Development
  • London South Bank University
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