RAPPORT
Issue 5 (August 2020)
gives students the opportunity to be
open and discuss their needs and
understanding of what is required.
By doing it one to one, the student
engagement is higher because they
are in an environment where they
can be open. The students would
know that they can seek help if they
require. [T1]
For this study, I had introduced tutorial
meetings and requested that ILPs were
completed during the first session with
individual students. In respect of the
effectiveness of the ILP as a tool for
promoting student engagement, T1 noted:
[It was a] positive experience. I
looked at the ILP as a tool to help me
understand the students' needs,
keeping them on track, reminding
them of the process to help them and
offer support. This continuous care
allowed students to complete their
course. The ILP as a tool allowed us
to monitor the students…. I found
this study good because it
highlighted the potential of having
the ILP as a tool and a process to
engage students rather than just a
compliance tool. [T1]
Hopkins and Barnett (2015) consider that
ILPs are suitable interventions to improve
student achievement when engagement in
learning is found to be the main hindrance
to academic success. This view was also
suggested by the comments from T2:
The conjunction of the ILP and the
tutorial meetings made a difference
as it allowed us to converse with the
students and help them to take
responsibility of their study. The
student found it easier to speak to us
as Tutor or Support teachers rather
than their class teacher as
sometimes the issue is with the class
teacher. If we identify an issue
regarding learning style, we go back
to the teacher and discuss possible
solutions to assist the student. The
earlier we identify and resolve the
issue, the better chance we have to
complete students successfully. [T2]
Collaboration between the teacher and
students is an integral aspect of learning.
The fact that all students completed their
ILPs together with the teacher highlights
the significance of collaborative learning
and identifies the tutor's role more clearly
beyond the academic. The teacher works
with the student to create a tailored plan
designed to appropriately sequence and
organize the learner's coursework while
bringing to the fore his or her academic
challenges and strengths:
The individual learning plan helps me
to be part of my learning and feel
responsible for my learning. I felt I
was in charge of my study… I was
aware of my strengths and
weakness. [S1]
S1, in his online survey response, was
categorical about completing the individual
learning plan during the first tutorial
session:
I had an input in developing the
action plan. There are things that I
need to work on personally; like
getting work experience, volunteer
work, 5-year Plan for education and
career, build my networking of
people.
Involving students in the completion of
their Action Plan as part of the ILP helped
learners become more reflective and
aware of their responsibilities in their
learning journey:
I realised that the ILP is my action
plan. [S3]
I completed the learning plan with
the tutorial teacher and I found this
80