The home of QuickScan and StudyScan
the original dyslexia screening programme
the original dyslexia screening programme
An update on the use of Quickscan to ascertain learning Styles at West Kent College
Preparations were made in June 1999 to make sure that all tutor groups could be assessed for learning Styles by the half-term break in October. The tutor co-ordinators allocated times for all tutors of full-time and substantial part-time students to bring their students for assessment. Over the summer, learning support had been allocated another five computers, so we now had ten computers to use. This effectively meant that we were able to assess a tutor group in one hour, and ensure that each tutor had the details and information about their students from the beginning of term.
We had run additional insets on Learning Styles for staff in the induction period at the beginning of term, which included suggestions on how students could best use their preferred modalities. Recommendations were made on using a multi-sensory approach for all students -- greater use of colour, mind mapping, tape recordings, 'study buddies', discussions and so on enables the students to take a more active part in learning. Latest research (Govier,1998; O’Boyle,1995; Shaywitz,1995) indicates that these techniques are particularly suitable for male students, although it enables all students to learn more effectively.
We needed two members of staff to oversee students taking the Quickscan assessment as it does get extremely busy once the students have completed the questionnaire and have received the printouts. Students ask questions about Learning Styles; any students whose printouts recommend that they would benefit from additional support, need advice on how to receive this support. It is also necessary to make an appointment for any student who has dyslexic tendencies to evaluate his/her needs.
By the October half term, 1400 students had taken the assessment and details of their learning Styles has been placed on the database. Each member of staff was able to access this information, as required.
We found that the staff reacted much more positively to the assessments as they became aware of the benefits to the students. Many tutors tried the Quickscan questionnaire when they brought their students for assessment.
Staff also requested more inset training in order to be able to deliver more effective advice for students during tutorial periods.
Initially, our intention had been to assess only full-time and substantial part-time students but there had been requests to assess some part time students and evening class students as well. These requests have continued as new classes began again in January.
We have found that the liaison has improved between teaching staff and support staff as a result of assessing the students. We have had a much greater number of referrals of students with difficulties and, hopefully, have been able to offer a better service to these students.
This means of assessment enables us to identify and meet the needs of students from the beginning of the course.
Students are naturally interested in how they learn. Many do not appear to have learnt effective study skills and this enables them to discover new techniques and strategies which should help them to achieve qualification aims. Alternative ways of learning can help them to cope in the classroom situation which does not always teach to their preferred modalities. It can also make learning more fun!
If a student needs support, and this need is identified in the early stages of the course, the student is much more likely to accept support. The students retention rates are improved and the students do not have to endure failure.
Currently, we are supporting an additional 40+ students as a result of the Quickscan questionnaire.
Students who were offered support in September and October are still returning to us to ask for this support now, as they find that their courses become more demanding.
Plans are already underway to make further improvements.
Space has been allocated for learning Styles on the database for September 2000.
Further insets are planned to improve staff knowledge of learning Styles and effective means of teaching to each modality.
Learning support is producing its own independent database to evaluate how support is helping students to achieve qualification aims, and to improve retention figures.
An update to the case study "Helping students to learn more effectively", first published in January 2000.
Author: Isabel Martin
College: West Kent College
Focus: Dyslexia
Publication Date: March 2000
Queries: 01732 358101 x2403