helping people learn through project supervision katherine froggatt january 28 th 2015
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Helping people learn through project supervisionKatherine FroggattJanuary 28th 2015
Focusing on 1:1 supervision
Expectations Roles
Relationships Responsibilities
Learning
What project supervision do you do?
Metaphorical mappings of learning (Sfard, 1998:7)
Acquisition Metaphor Participation metaphorIndividual enrichment Goal of learning Community buildingAcquisition of something Learning Becoming a participantRecipient Student Peripheral participant,
apprenticeProvider Teacher Expert participant, preserver
of practice/discourseProperty, commodity Knowledge, concept Aspect of practice/discourse/
activityHaving, possessing Knowing Belonging, participating,
communicating
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Research 27(2), 4-13.
Can you describe different supervisor-student relationships?
Relationships between student and Supervisor (Brown and Atkins (1990) cited in Murray 2002:72)
Director FollowerMaster ServantGuru DiscipleTeacher PupilExpert NoviceGuide ExploreProject Manager Team workerAuditor ClientEditor AuthorCounsellor ClientDoctor PatientSenior Partner Junior professionalColleague ColleagueFriend Friend
Supervision roles (Mouton 2001)
Roles
Quality Controller
Adviser
Support (emotional,
psychological)
Expert guide
Who is the captain?
Supervisor behaviours
• Relationship behaviour– Friend– professional
• Task behaviour– Product– process
Learning through supervision
• What are your expectations of: – Students– Yourself as a supervisor
Discuss in pairs
Supervisor expectations of students• Show initiative, be proactive etc. basically be
independent • Be honest about how things are going• Produce quality written work that is not a first draft• Meet deadlines (or explain why not)• Meet regularly to discuss your progress (regularly
doesn’t necessarily mean weekly)• Be keen & enthusiastic
Learning through supervision
• With respect to supervision what are the responsibilities of:– Students– Supervisors
Discuss in pairs
Supervisor responsibilities
• Provide guidance about the research/project process (e.g. focus, methods, thesis/report structure, planning work)
• To be available in a timely way• Return work with constructive criticism in a
reasonable time• Arrange reviews and meet reporting as
required
Student responsibilities
• Ensure supervisor knows how he/she likes to receive feedback
• Arranges schedule of meetings• Raise problems/difficulties as arise• Maintains a record of supervision meetings• Submits work to supervisors in an agreed,
timely way
Identification of focus
Design of studies
Management of research
process
Ethical reviewRecruitment
and data collection
Analysis and interpretation
Dissemination
Project Cycle
At start of supervision process
• Discuss expectations• Agree ways of working
– Supervision meetings• Agenda• Deadlines for reading material• Summary notes
Creating a learning environment through supervision:• To be aware and reflect on:
– Context for project/research – Type of project/research – Stage of project/research– Personalities– Metaphors of learning
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