Infography Block 2

PLANNING AND DEVELOPMENT PROCESSES IN TUTORIAL ACTION

1. The development of Tutorial Action

Types of intervention and stages

Teaching staff in the development of Tutorial Action

Development of Tutorial Action using the Specific (additive) and Mixed modalities

Development of Tutorial Action using the Integrated modality (Infusive)

2. The development of Tutorial Action through educational plans and projects

Planning in Tutorial Action

Preparation and contents of tutoring plans

Implementation and development of Tutorial Action plans

Assessment of Tutorial Action plans

COLLABORATIVE CONSTRUCTION OF TUTORIAL ACTION: RESEARCH ACTION

1. Preparation of Tutorial Action plan from a group perspective

2. Collaborative Tutorial Action

3. Educational contents in which to apply collaborative Tutorial Action

6. Theories that support Tutorial Action based on Action Research

5. Methodological process of action research

4. Action research methodology in collaborative Tutorial Action

According to European union guidelines, we can group the contents to work within TA in education in three large blocks:

Personal and social development

• Actions or programs aimed at the development of self-concept and self-esteem, emotional education, development of social skills and competences, acquisition of healthy-life habits, affective and social education, coeducation, environmental and consumer education...

Support for teaching and learning processes

• Focused on intellectual work or "learning to learn" techniques and programmes to improve learning and academic skills

Development of academic and professional guidance skills

• Works on self-knowledge programs, exploration of one's own interests, educational system knowledge and approach to the job environment and decision-making guidance for a professional future

Structured in three levels:

First level

Second level

Third level

• The specific plans to develop Tutorial Action become more specific and should be supported by:
• Prevention
• Promotion of personal and social development
• Personalized monitoring
• Promotion of students' integration and participation
• Responsible decision-taking
• Ensure educational consistency

• Regulatory level competent with the Educational Administration
• Establishes technical assumptions, defines functions and determines the basic organizational structures and principles of Guidance and Tutorial Action

• TA is summarized in the Annual Classroom Program prepared by every teacher and tutor

Stages or phases that delimit the tasks to carry out

Indications that must be added referred to:

• Analysis of the needs
• Justification
• Objectives and competences
• Contents
• Methodology
• Activities
• Assessment

• Programs to be developed by teachers and professionals
• General guidelines for reception and transit between educational stages
• Reception and integration measures for SEN students
• Coordination among teaching staff, tutors, teachers and educational guidance teams professionals
• Procedures and strategies to faacilitate communication, collaboration and coordination with families
• Description of procedures to collect and organize students' academic and personal data

Stages

Types of Intervention

• Planning or programming
• Making decisions of what to do in a deliberate, systematic and coordinated way
• Intervention
• The whole of programs, services, techniques, strategies and activities programmed in a strict and professional way
• Assessment and monitoring
• Consider evaluation criteria, specify procedures and have an active participation of the educational community as a whole

• Beneficiaries
• Direct
• Indirect
• Grouping
• Group
• Individual
• Origin
• External (specialists outside school)
• Internal (school staff)
• Purpose
• Reactive (correct problematic situations)
• Preventive (avoid problematic situations)
• Integration level
• Specific (dedicated time and space)
• Integrated (included in other fields)

Activities within Guidance

Coordination activities

• Adapt programming to the needs
• Classroom organization in all aspects
• Coordinate the assessment and monitoring between all the teaching staff
• Coordinate Common Action Lines
• Respect and implement the agreements of Stage meetings
• Help in conflict resolutions
• Share useful information for the students' development
• Collect necessary information from specialists (behavior, academic performance, integration)
• Coordinate information that parents must know from their children

• Collaboration in the POAT (propose ideas)
• Calling the adviser when necessary to follow upof the students
• Fill in the document referral to the Guidance Department when necessary to intervene
• Report SEN students
• Facilitate relation of families with the Guidance Department
• Report students' needs to the head of studies
• Ask for the necessary guidance for group work (learning dysfunctions, attitudes and behaviors)
• Programm the meetings with parents to inform of the pass to Secondary (sixth year students)

Characteristics of action research methodology

• It has a transforming purpose, involving critic reflection processes on actions or practices
• Developed in a participative way, in group through dialogue and consensus
• Systematic learning process that involves criticsl thinking
• It generates multiple types of learning: instrumental, dialogical, reflective...
• Develop training skills of a different nature and scope in all the agents involved
• It develops following a spiral process including four stages: planning, action, observation and reflection.
• Starts from a problematic situation or matter of interest for the group
• Promotes educational development, improves practice or actions and generates a systematic knowledge based on educational reality, research

Plan with a Multilinear modality

Plan with a Single modality

Plan with a Network modality

• Linear implementation model
• Lack of flexibility
• Strong time determination

• Addition of optional tasks and activities
• More flexible
• Possibilities of following different channels or ways to develop it

• The most advisable
• All the roles, tasks and activities options available
• Implementation has a permanent evaluative feedback

Levels to develop group TA

• Intervention with the group-class (students)
• Teacher cooperation, understood as support and collaboration among teachers through joint reflections
• Collective participation in the general TA plan of the school, in order to design, suggest and develop innovative actions aimed at improving professional actions

Benefits of collaborative TA

• Makes possible to integrate and support the TA of all teachers, marked by the POAT
• Coordinate and make actions more extensive, deep and persistent in time, with the corresponding higher impact of tutorial interventions
• Collaborative work among teachers promotes a collaboration culture that benefits both educational agents and recipients
• Group systematization of tutorial actions, as well as the evaluation of their impact and repercussion
• Makes possible to obtain a professional-global knowledge of the results of tutorial actions as a whole
• Deep and persistent performances
• Promotes a culture of collaboration
• Implies active participation

Specific modality

Mixed modality

• Work on contents through specific programmes with curricular implications in the different areas or subjects
• Activities to prevent or remove conflicts
• Consider Tutorial Action development is independent
• Promote integral development
• Centres of interest

• Incorporation of the contents to the curricular offer
• Specific activities (a weekly tutoring hour, concrete courses...)
• Specific Tutorial Action programming, non-integrated in the curriculum
• Parallel intervention with lower educational level
• Involves doubling means and resources
• Weak impact

Implement these dynamics through personal experiences to help students achieve a comprehensive education (goal of TA)

Dimensions

Characteristics

• Assessment of the coordination, design and preparation process
• Analysis of the plan's efficacy regarding Tutorial Action
• Assessment of the attention level of the POAT to academic and professional guidance
• Assessment of the level of incidence of the POAT regarding the different measures of attention to diversity
• Tutor-students relationship
• Tutoring-teachers realtionship
• Tutors-parent relationship
• Global assessment of the plan implementation

• Joint task of the sectors involved in its preparation, design and implementation
• Procedural nature to measure the results and permits a follow-up of the planning and implementation of the POAT
• Educational nature, contributing to improve and feed interventions back, and therefore to the modifications that must be made
• Continuous nature throughout the process

CHARACTERISTICS OF INTEGRATED MODALITY

• Integration in all curricular areas, stages, levels and elements of didactic planning.
• Transversal areas such as Education for Peace, Moral and Civic, Environmental, Gender Equality, Consumption, Vial Security, Health, Sexual Education...

FORMS OF APPLICATION OF THE INTEGRATED MODALITY

Interdisciplinary (crosscutting) curricular integration

Integrated program systems

Curriculum Integration

• Includes the contents in a transversal way with the subjects and the educational levels
• It takes a lot of training time and progressive application

• Interrelation of different programs
• Requires good coordination between tutor and adviser (counselor)
• Produce a synergic effect

• It requires involvement of teachers with an exemplary coordination between them
• Integral, comprehensive dimension of Tutorial Action

Change and learning through action

• Perceives humans actions as a complex, multidimensional process in which intervene:
• Action systems: cultural model accepted by the school community
• Perspectives on action: ways of carrying it out
• Levels of action organization: ways to understand Tutorial Action

Collaborative and social construction of knowledge

• Transfer from social to personal through internalization processes, which involve incorporating to the individual level (intra-psychological) which used to belong to the social level (inter-psychological)
• Learning and training only occur in social processes
• Deep understanding of the issues
• Construction of superior psychological functions (voluntary attention, memory and logical thinking)

Agency in learning

• Social Cognitive Theory
• Agentiatlity means self-efficacy as "people's judgements to assess their ability to establish actions that lead to desirable outcomes
• Based on initiative, asertiveness and persistence

• Social Cognitive Constructivism Theory
• Based on considering teacher as a guide and on the development of autonomy and responsibility through active learning
• Socio-cultural Theory
• Agentiality considered as an agent's ability to perform an action
• It requires a mastery of certain instruments and a proper knowledge of the situation

The methodological procedure followed in action research poses a cyclical dynamics of planning, action, observation and reflection

Stages of a collaborative TA process using action research

1. Identification of the themes or problems to deal with2. Collaborative identification of recipients and diagnosis of problems 3. Collaborative analysis and debate of the problems and preparation of action plans 4. Consensual planning of TA 5. Implementation of the planned action 6. Intervention implementation and assessment7. Systematization of the results obtained

The reality

Some opinions

• "The responsibility of the teacher only pertains to the disciplinary teaching"
• "The offer made by schools for participation of families in decision-making on eductional aspects is preactically non-existent
• "The social and emotional development of students is beyond my scope of action"
• "Tutoring is a task of experts"
• "Each institution, family and school has a role and autonomy in its own functions, considering that they should not intrude on one another"

• We understand Tutorial Action as that jointly designed and implemented by different educational agents, students, families, teachers, environment, etc.
• We can establish a close cooperation between families and teachers (among other agents) and turn a problematic or conflictive situation into learning opportunities (not only for students, but also for teachers and parents).