Tutor guidance for use of simulations

These simulations have been designed to complement Social Work taught courses, across the BA (BSW), MA (MaSW), BA apprenticeship, and fast track provisions such as Frontline and Step Up. We hope you enjoy using them and that your students value the learning afforded by their use. Some tips and guidance follow that will help both instructors and students to maximise the benefits of working through this content.

The simulations can be used in two main ways – small group work or individual work. See guidance for each option below.

 

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You can set this as a group activity in the classroom, giving the students a set time to navigate the material.

  1. Tutors should thoroughly familiarise themselves with any activity before it is set for the students
  2. Tutors should give advance notice that an internet-connected device needs to be brought to class and establish expectations of what students are expected to achieve in the activity (commensurate with the level of study)
  3. A tutor’s presence should be used to facilitate and keep the students on track and respond to any questions that arise
  4. In the context of social work theory and application of the law, although it is recommended that you encourage the students to problem solve as much as possible, you are there to prevent them experiencing unresolved confusion
  5. Reminders about how much time students have got will be helpful
  6. Once the activity is over, it is essential that you, as the Social Work tutor or practice/field educator, support the students with clarifying their learning by requiring them to share and discuss their reflections. This will be essential on points of law, risk assessment and the management of ethical dilemmas that are raised
  7. Students should provide their reflection sheets to you for feedback, which could be provided either verbally or in written form. Doing so will contextualise and consolidate the learning, affirm where students have acted in an appropriate manner and will identify where students can improve their interpretation of the material and application of appropriate law and theory

Guidance follows a similar path:

  1. The tutor or practice/field educator must set out the expected time to be spent on the material and arrange for the submission of the reflection document and follow-up tutorials
  2. Follow-up with each student is essential to contextualise the learning, affirm where students have acted in an appropriate manner and identify where students can improve their interpretation of the material and application of appropriate law and theory
  3. Students should provide their reflection sheets to you for feedback, which could be provided either verbally or in written form. Doing so will help to contextualise and consolidate the learning, affirm where students have acted in an appropriate manner and will identify where students can improve their interpretation of the material and application of appropriate law and theory

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