Learning Advisor
- Suyoung Kim
- Jun 8, 2023
- 4 min read
Where is my key teaching philosophy coming from? 
Learning Advisor is like a facilitator.
Advisor’s role is to shake the bubble tea using the tool of social-emotional learning for all students to know how their talents can be mixed up together.
How can the advisor help them to show their learnings by sharing their own learning styles in a collaborative and inclusive learning environment?
Students learning success is strongly related to social-emotional learning and how educators help students to set their learning goals and lead them to have more self-efficacy with a caring mind
By Sharon
CASEL (Collaborative for Academic, Social, and Emotional Learning) defines social-emotional learning as “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
1) What is the role of the learning advisor to support all students’ academic learning success both online and in-person based? -I can give constructive feedback to students on how they can increase the connections between the task and learning goals for each module.
-I can help the students to have a virtual social-emotional skill meeting by accomplishing the task with achievable goals and sharing their learning difficulties through Google documents.
-I can support inquiry-based learning using a collaborative learning plan based on this inquiry stance. “What effective communication skills can help students engage more in classroom activity as an educator?”
-I can prepare KWL and an empathy map sheet to check where their learning is and how they feel about their learnings.
2) How can I prepare for English learning support programs and services using learning strategies and social-emotional skills? -Help students have resourcefulness: Sharing the secrets of visual research and showing them a specific example of how they are paraphrasing the keywords.
-Support students’ application skills: Sharing authentic notetaking skills and how students can apply their thinking skills to summarize the reading text based on the keywords
-Help students to realize their metacognition by asking themselves: “Why these tasks and assignments were given to them, and how can we meet the requirements?” I support those questions “How can students increase reasoning skills to solve the task using assistive tools?
-Support students’ authentic problems with a constructivist approach: Students construct different knowledge based on their cultural background and respect for their learning styles to share other students’ learning improvement.
-Support writing partner workshop: Sharing their writing correction using Google document before submitting the assignments
-Support students’ storytelling in the inclusive group check-in time: Making the connection between previous learning and their current learning using inviting personal story cards
3) How am I teaching, and supporting adult students using specific skills? How can I visualize the potential advisor working in the GBC?
Open group class in Sharon Global Academy (For adult students)
-I usually use One and one feedback time by promoting a student growth mindset.
-I try to make a safe environment for them and ask what they need by using check-in time and humour.
-I use the annotating note method using Padlet to record students' improvement to archive the evidence of their work and improve my next learning instruction.
-To check students' conversations during the discussion, I am participating in students' group discussions and checking students' language and their cognitive skills and how to communicate and support their reasoning.
-For adult students, I do not have their profile, but I record their concerns, characteristics, learning styles necessary skills to increase their thinking skills logic methods, further research materials like idea bank, and how to research quickly to find the solution.
-To give students differentiated learning tasks I prepare the workbook with two different versions, and supportive materials to help their level of vocabulary.
-If students have pressure by the assignment, I give them more time to finish the essay task or do homework with process chart steps.
-I can give students who are hard to apply their knowledge to the task by preparing the questions sheet to know what they are doing to increase meta-cognition skills.
-I can prepare and create a learning environment to welcome differentiated productions using an innovative technology tool.
-I can try to give them a choice of doing the activity with independently, in large groups, in small groups, and chatting with the teacher to accommodate different learning styles and characteristics.
-I can use organizational, and thinking-build apps and research the area of how without resources can cultivate students' critical thinking skills.
-I can share communication interaction apps to check students' emotions effectively, and their learning difficulties and provide their immediate accommodation.
Future learning environment by working as the tutoring and learning Centre advisor
-I will bring motivational videos, pictures, and writing to meet their different learning acceptance and if students are difficult to read their articles because of speed, or memory disabilities, I will give them a thinking connection card to easy to catch up with their previous knowledge (On the left: Previous K / In the middle: Simple Qs / On the right: New Knowledge)
-To stimulate students' background knowledge, I will invite them to Google documents using a short reading process or underline the evidence by using Today's lesson
-To create a positive learning environment, I will bring FNMI ethics (respect, care, trust, integrity) group ceremony to prevent bullying issues or reduce anger problem
-To reduce students' academic anxiety levels, I will prepare for virtual comfortable meetings to relax their emotional issues and put a growth mindset norm to see them. I can have discussions with a caring mind about what are their current issue like discrimination, racism, intersectionality
-I can prepare for portfolio conferences to engage more students in peer assessment and evaluation.
-I can give them a single-point rubric activity to know how their achievements are evaluated.
-To prevent students' off-topic while they are doing the task, I can give them a short concentration direction by using simple words and explicit words.
-To help students give peer feedback without confusion, I can give checklists and performance criteria and less instruction to cultivate their critical thinking skills.
https://www.pinterest.co.kr/pin/740771838720157571/
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