Course review: Adrian Davis, Study Skills Tutor and Learning Support Specialist
Imogen Barber
Adrian is a dedicated learning support specialist at the University of Wales Trinity Saint David. He recently completed the Level 5 CPD Certificate in Supporting Adults with Dyslexia and Co-occurring Difficulties, which also qualified him for ADG FE/HE membership with The Dyslexia Guild.
We caught up with him as he shared his journey from higher education lecturer to becoming a specialised study skills tutor. Adrian shared what he finds so rewarding about supporting dyslexic students and why he prefers being a “guide on the side” to “sage on the stage”.
From “sage on the stage” to “guide on the side”
After 25 years working in finance, Adrian returned to lifelong learning in the early 2000s, earning his doctorate and moving into higher education lecturing. However, interacting with students sparked a shift in focus. There was a group of learners who appeared highly confident during lectures, but their written work often told a completely different story.
Adrian reflects on the shift from lecturing to providing specialist support, particularly for dyslexic students, as a personal move toward an more impactful way of working:
“There’s a saying in education, you can be a “sage on the stage”, or a “guide on the side.” It’s the latter that really is what I always preferred doing… As a lecturer you sometimes wonder whether you’re actually making a difference, but if you are supporting in a one-to-one capacity you certainly know that you are.”
He points out that some of the coping strategies dyslexic students use are “strikingly creative” but often place an incredible drain on their energy. Adrian emphasises that this is where study tutors can play an important role suggesting strategies that might make things easier, as well as supporting student wellbeing.
Training that goes beyond “box-ticking”
In order to move into a formal study tutor role, Adrian needed to be a member of one of four Dyslexia/SpLD membership bodies. After researching the field, he opted for the Dyslexia Guild for his membership and completed the required training with Dyslexia Action, citing their reputation for practical, teaching-focused training.
“I needed to gain a Level 5 qualification to continue in the role, but it became much more than a box ticking exercise. The CPD units within the certificate point you how to signpost people onto things like assistive technology training. What goes into multi-sensory learning? What is metacognition? What are the difficulties with memory and executive function that go with dyslexia?”
Adrian mentions that another “key thing” was the chance to work with a tutor and having access to an online learning community.
“I think the key thing for me is that you get the chance to work with a course tutor who’s very accessible and knowledgeable. The web resources are also really good. They’re contemporaneous, well-referenced. You’re always getting something new. Actually putting together a portfolio, having it assessed, having your understanding, as it were, tested, and getting some feedback, constructive feedback, things you might have done better or things you did really well, is hugely important.”
Key Insights and “aha moments”
Throughout his study, Adrian found several “aha moments”, as he describes them, that reinforced his understanding of neurodiversity. Some of the things he found most useful were exploring metacognition, memory and dyslexia in a multilingual and multicultural context. By helping students understand their own cognitive processes, he found he could help them celebrate “quick wins” and reduce the frustration often associated with memory and executive function issues.
The course has provided Adrian with a “line of sight” on how to handle the practical challenges students face. He now encourages learners to view writing as a process rather than a finished product, and reads educational psychology reports alongside the student to set collaborative objectives.
Becomming a member of The Dyslexia Guild
Adrian is now an Associate FE/HE Member of The Dyslexia Guild (ADG FE/HE). He carries these postnominals with a deep sense of professional pride, noting that “those letters are more important than anything else I’ve got stuck on the end of my name.”
“It’s contemporary, it’s constantly got its finger on the pulse. It’s there to tell you what’s going on out there with learning differences and neurodiversity. That’s what I would expect from a professional body, and it does it well.”