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Following a screening within the college, it was confirmed that J. did have dyslexia and strategies were put into place to support his future learning such as the allocation of a Learning Support Advisor to work with him when required. This was the initial step in then finding ways that work could be differentiated in ways that suited J.

When developing worksheets for a class, it became important that if separate worksheets were appropriate for different level students, all sets would lead to the same answers or conclusions. For example, higher level learners may be asked to write an answer in a few sentences, whereas J. may be given multiple choice answers or a cloze exercise. The important thing being that when, as a group, we could go through work and J. would feel confident giving answers along with his peers.

Mentoring was also beneficial to J. He would often understand things better if he was helped by one of his peers. Because of this, J. would work well in small groups with particular learners making sure that the groups were chosen carefully.

There has been a definite change in J's self-efficacy. Gross states that “this is brought about best through actual experience in facing previously feared or avoided situations” (Gross, 2009, p.832). J. appears to be developing an intrinsic motivation to learn and is now intending to move on to a foundation level course.

案例2-Case 2

B. has many barriers to learning including behavioural problems and a lack of appropriate social skills. B. knew many of the learners in the group that she was joining and immediately wanted to do the work that they were doing despite the fact that her initial assessment had shown her to be at a lower level of ability than her friends were currently at. It was explained to B. that she needed to work at her literacy skills to attain the level that they were at; after all, they had been on the course for some weeks already. B. did not understand this and refused to do any work that was below the level of her peers. When given the work above her current level, she became disruptive in class due to the fact that she was unable to do the work.

B. had previous bad educational experiences which had, in part, led to her exclusion from school. She had not been in education since the age of 11 and so her basic skills were poor.

B. did not have any further learning difficulties other than her social and emotional barriers to learning and so strategies to motivate her have had to be developed. As with J. differentiation has to be applied to outcomes as well as the work that is devised for B. When work was set for B, it soon became apparent that she responded well to praise when she had completed tasks well. Often she would rush to have her work marked before continuing with other tasks. B. also responded well to kinaesthetic learning styles and she enjoyed games such as bingo and card games. It became obvious that she was deeply satisfied by the feedback she received and that this provided her motivation.

　　据不完全统计，2019年中国留学生的数量以超过120万。随着留学生活的开始，各种网课和留学作业纷至沓来，不少中国留学生不堪重负。而为了减轻学业压力，很多留学生选择网课代修，网课代修代上机构如雨后春笋般涌现，正所谓物极必反，留学生越多，网课代修需求就越多，代修需求越多代修机构就越多，代修机构越多就会导致坑蒙拐骗的人越来越多。那么如何评价一个网课代修机构是否靠谱？下面essayquality网小编就和大家说道说道。

　　首先是专业的网课团队

　　对于一个学术辅导机构来说，专业而优秀的学术团队就是其核心竞争力。只有在优秀而又专业的网课团队的支撑下，该机构才能为客户提供优质满意的代修服务，才能不断的增强自身的影响力，扩大品牌知名度，从而达到吸引源源不断的新客户下单成交。网课代修是靠实力说话的行业，因为在美国留学的中国留学生最多，竞争也就越大，发展机会也就越多，然而美国网课代修机构发展的关键就是网课团队实力的高低。好的代修团队能够为客户提供满意的分数，赢得客户的口碑，品牌自然也就会越来越响亮。所以在网课代修这个行业中，有一个优秀而又专业的代修团队才能分得最大的一块蛋糕，我们留学作业网虽然目前还不是食得这块最大蛋糕的机构，但是我们作为最早开设网课代修的服务机构，我们一直在为这个目标而努力。

　　其次是严谨完善的网课审核制度

　　网课订单审核是代修过程中的重要的环节。在接单网课订单时，订单核定在一开始就决定了网课成绩的高低。一门网课如果不能严格按照我们的审核标准接单，就会让我们的团队去代修不太擅长的科目，比如一些比较偏冷门的科目，比如地理天文相关的网课，之前我们客服接到过一个美国客户的天文学的网课，时长两个月，网课作业也非常多，因为其完成难度大，当然价格也是非常诱人，然而客服在跟我们代修团队对接的时候发现几乎没人可以接单，而且有接单也不敢保证能够保证达到客户想要的分数，最后我们还是请求客户另寻高明。因为这门网课时间长，难度大，作业多，在代修过程写作中倾注的时间和精力白白却不能给客户一个满意的分数，这也不是我们想要的结果，故而也只能放弃。所以对于优秀的美国网课代修机构，只有在最初的审核的过程中保持严谨的态度，不盲目接单，才能保证网课的成绩，才能证明我们的保分模式不是浪得虚名。

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