Guidance for Academic Skills and Student Support at WIC, UK

This report focuses on the student support services provided at WIC, UK, emphasizing the development and enhancement of various academic and professional skills. The report includes a portfolio that outlines different teaching methods and strategies employed at WIC to equip students with essential skills for higher education and future careers. Key areas covered include developing skills such as resilience, communication, and leadership, utilizing library and electronic resources effectively, fostering team management skills, and managing stress. The report also highlights the importance of teaching students how to build a biography and avoid plagiarism. The report references various books and journals to support its findings and recommendations, providing a comprehensive overview of student support services and their impact on student success.

GUIDANCE FOR
ACADEMIC SKILLS AND
STUDY WITH
CONFIDENCE

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
PORTFOLIO...................................................................................................................................3
Support services for students at WIC..........................................................................................3
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Various skills are required in the students pursuing the higher education and if they have not
developed those skills then it is the responsibility of the supervisor to teach them about it and if
they have they need to enhance them. The report consisted of a portfolio in which various
teaching methods at WIC, UK were mentioned which can help the supervisors to teach the
students in enhancing various skills which can prove to be beneficial for their future whether in
the workplace of some sort of pursuing Higher Education.
PORTFOLIO
Support services for students at WIC
Every school have some services to support the students in various phases. The
institutions develop and implement strategies to provide various services to the students such as
enhancing and developing skills, skills which can help the students to retrieve the information
from the library and many electronic sources, skills for planning, building a biography, helping
to avoid plagiarism, improving the reflection skills, team management skills, relieving stress and
many other student services (Häkkinen and et.al., 2017). These can be provided as follows:
Developing skills: There are various skills which can help the students to develop skills to face
the upcoming challenges in future. These can be resilience, communication, leadership and
proactivity. Teaching the students these skills and making them ready to face the challenges is a
significant task. For this, students must be taught about the collaboration which can act as a value
as well as skillset. This will not only help them at the classroom or workplace but will help them
in collaborating with anyone on the planet and allowing them to reflect on the learnings they gain
through the exercise will make them realize the importance of collaborative and connected
world. The students must be given exposure so that they can open discussions and experiences
which will make them comfortable in communicating with others. The activities which can be
prove useful in enhancing such skills are school trips, visits to a workplace or Q&As with a local
employer, debating sessions etc. can be proved to the good ways to show the students open
mind-sets in action (Hsia, Huang and Hwang, 2016). The schools can also call an inspirational
speaker which can bring an extra dimension to the thoughts of the students.
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Also, all the students possess specific skills and strengths and it is impossible for the teacher to
analyse the strengths of each student provide them curriculum according to their strengths. But
they can pinpoint the classes’ elements which can appeal to the strengths and interests of
particular students. The front loading techniques can be useful to bring such topics to the
teaching’s forefront which can help in tapping natural curiosity in the students.
Furthermore, the teachers can provide various opportunities to students for transferring the
school learning to the situations of real-life. For this, the students can be taught about the
problem solving skills by asking the students about the ways in which they will approach and
address the scenario and the steps they would be facing while trying to solve it (Al-Rahmi and
Zeki, 2017). Then a problem solving plan can be helpful by setting approach which can help in
tackling the challenges systematically with the scenarios of real-life in inspiring the students.
Information from library and electronic sources: The discovery of new information is being
done and also shared at much faster or an ever-growing rate. This can be evident from the
predictions that 50% of the students cannot remember the facts or became unable to memorize
the knowledge gained today and if can memorize also that cannot be accurate or complete which
can help in the future. So, this is must for the students to understand the ways in which they can
find the accurate information along with critically evaluating its usefulness and reliability. The
teachers can build certain research-based tasks and the projects into their teaching which can
help in providing a basis for developing the skill-set for performing different works. They can
also try the life skills lessons which involves the case studies to expand their thinking. As the
technology is getting advanced day by day, the source of information is not limited to the books
in the libraries but it gets expanded to the internet and electronic sources (Dhawan, 2020). The
teachers must teach the students about the best ways in which they can extract the information
from the online sources and platforms.
Team management skills: The works done by team gives greater output than when it is done
individually. So, the teachers must teach the students team management skills. They can do this
by giving the tasks which needs to be done collaboratively in a team. This gives various
opportunities to the members to communicate with each other and manage with each other by
focussing on the goals. They must be provided with the tasks which can only be won by
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possessing unity among the members of team and they could get the rewards for wining such
tasks.
Stress-management: Students mostly get stressed due to the workload which may be academic
most of the times. It must be managed and the teachers are responsible for making them ready to
manage it. They must involve the students in all the activities which can help them to develop
communicative as well as the team management skills (Boholano, 2017). Because working
together brings many misunderstandings so they will gain opportunity to manage those conflicts
which will help them to manage the problems coming in the future.
Along with all the mentioned above teachings, the students must also be taught about the
building a biography and the ways in which they can avoid plagiarism which can help them to
pursue higher education.
CONCLUSION
The report focussed on the student’s services which must be provided to them for many
purposes which can help them in the future at workplaces and many other places. These can be
developing various skills. Portfolio was made in which the student union discussed the student
services at WIC. Various team management, stress management etc. which can help them in
pursuing the higher education.
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REFERENCES
Books and Journals
Al-Rahmi, W.M. and Zeki, A.M., 2017. A model of using social media for collaborative learning
to enhance learners’ performance on learning. Journal of King Saud University-
Computer and Information Sciences. 29(4). pp.526-535.
Boholano, H., 2017. Smart social networking: 21st century teaching and learning
skills. Research in Pedagogy. 7(1). pp.21-29.
Dhawan, S., 2020. Online learning: A panacea in the time of COVID-19 crisis. Journal of
Educational Technology Systems. 49(1). pp.5-22.
Häkkinen, P. and et.al., 2017. Preparing teacher-students for twenty-first-century learning
practices (PREP 21): a framework for enhancing collaborative problem-solving and
strategic learning skills. Teachers and Teaching. 23(1). pp.25-41.
Hsia, L.H., Huang, I. and Hwang, G.J., 2016. Effects of different online peer-feedback
approaches on students' performance skills, motivation and self-efficacy in a dance
course. Computers & Education. 96. pp.55-71.
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