Effective help seeking involves a number of strategies designed to engage and motivate a potential helper, make the helping task easier for both helper and asker, and if useful, develop a positive relationship with helpers so they will continue to be a part of the student's support network.
The educator leads students through an activity in which students help one another complete a task. Students identify possible barriers to assistance as well as strategies for helping one another. The educator records helpful interactions and students reflect upon them after the completion of the activity. These activities can be done in small groups or in whole-group instruction.
The strategies below can increase the success of the help seeking and getting process:
Students discuss why it can be so difficult to ask for help and what can be done to make asking for help more effective, productive, and enjoyable; they make a list of effective help-seeking strategies they have used or observed.
Students discuss how their process for asking for help and support has improved and describe the lessons learned from using the help-seeking strategies.
Help seeking can be a highly positive adaptive strategy for learning if students can overcome perceived social barriers and apply a few effective strategies, such as asking well-formed questions and expressing gratitude for the help; these strategies can improve the productivity, usefulness, and enjoyment of the helping process and support the growth of useful social support networks.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the getting help and support competency, including items such as evidence of discussions about help seeking, videos or audios of actual student help-seeking sessions, evidence of improvements in students’ help-seeking skills, examples of how students’ learning has improved from being better able to get the help and support they need, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the getting help & support activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)