slide1
Download
Skip this Video
Download Presentation
CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010

Loading in 2 Seconds...

play fullscreen
1 / 18

CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010 - PowerPoint PPT Presentation


  • 110 Views
  • Uploaded on

BEGINNING and ENDING a TUTORING Session. CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010. Outcomes. Learning Outcomes Set up a positive climate for the session Negotiate realistic learning objectives Engage the student to participate in the session.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' CENTRAL ARIZONA COLLEGE DISTRICT TUTOR TRAINING Tamara Cochran 8/12/2010' - khoi


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

BEGINNING and ENDING

a TUTORING Session

CENTRAL ARIZONA COLLEGE

DISTRICT TUTOR TRAINING

Tamara Cochran

8/12/2010

slide2

Outcomes

  • Learning Outcomes
    • Set up a positive climate for the session
    • Negotiate realistic learning objectives
    • Engage the student to participate in the session
  • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.
slide3

Misconceptions

  • Tutors hurry to explain / help by doing the work
    • Student may be very pleased by tutoring method
    • Doing student’s work is ineffective & unproductive
  • Primary tutoring goal to promote independent learning
  • Tutor’s responsibility to demonstrate & foster
    • Study skills
    • Problem solving abilities
  • Fuller T., & Campbell B. (2010). Online Tutor Training Manual. http://www.taskstream.com/main/?/fuller42/TutorTrining.html.
slide4

Credit

  • MacDonald, R.B. (1994). The Master
  • Tutor: A Guidebook for More
  • Effective Tutoring. Williamsville,
  • New York: The Cambridge Study Skill
  • Institute.
  • Braun, S. (n.d.). The Tutoring Cycle: A 12
  • Step Process. www.jjc.edu/services-f or-
  • students/.../The%20Tutoring%20Cycle.pdf
  • Paul, R. (1993). Critical Thinking: How to Prepare Students
  • for a Rapidly Changing World. Foundation for Critical
  • Thinking.
  • Vega-Rhodes, N.M. (2009). Beginning and During a
  • Tutoring Session. San Jacinto College North, p. 7-9.
slide5

Tutoring Cycle – Beginning Session

1. Greet and Set Climate

2. Identify Task

12. Close & Goodbye

11. Arrange & Plan for

The Next Session

3. Break Task

Into Parts

4. Identify Thought Process

10. What Next?

5. Set Agenda

9. Confirmation & Reinforcement

6. Address the Task

8. Tutee Summary of Underlying Process

7. Tutee Summary of Content

slide6

TUTORING CYCLE – Step 1

  • Step 1: Greet & Set Climate
    • Greet the student by name
    • Record “Time In” in tutoring log
    • Display friendliness
      • Smile, gesture, small talk, etc.

MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.

slide7

TUTORING CYCLE – Step 1

  • Step 1: Greet & Set Climate
    • Provide efficient seating arrangements
      • Sit side-by-side
      • Sit to the right of a right-handed person
    • Encourage student to initiate the first task
      • To open books, notes, syllabus, assignments or write, explain, etc.
    • Keep hands off the student’s work

MacDonald, R.B. (1994). The Master Tutor. Williamsville, New York: The Cambridge Study Skill Institute, pp. 25 – 26.

slide8

TUTORING CYCLE – Step 2

  • Step 2: Identify Task
    • Give student opportunity to take control & determine focus
    • Engage student in session
    • Assess needs by listening, observing & questioning
    • What does student wish to work on?
      • Given opportunity, students voluntarily state it
      • Provide student chance, don’t be too eager

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.

slide9

TUTORING CYCLE – Step 2

  • Step 2: Identify Task
    • Acknowledge student’s request
    • “You said you needed help with math/writing; what specifically would you like to work on today?”
    • Build on student’s knowledge & ask for clarification
          • Use empathetic statements
          • “Fractions can be difficult.”
          • “Writing a paper can be frustrating.”

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

Vega-Rhodes, N.M. (2009). Beginning and During a Tutoring Session. San Jacinto College North, p. 7-9.

slide10

TUTORING CYCLE – Step 3

  • Step 3: Break the Task into Parts
    • Depends on time & prior knowledge of student & task
    • May help student feel less overwhelmed & better able to tackle large problems
    • Now that you’ve identified what student wants to work on, help student break task into manageable pieces

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

slide11

TUTORING CYCLE – Step 3

  • Step 3: Break the Task into Parts
    • Example 1:
      • Student: I don’t understand mitosis.
      • Tutor: Let’s understand it, diagram it, and label the parts. Where can we find this in your text/notes/workbook?
    • Example 2:
      • Student: I don’t understand transitions.
      • Tutor: Let’s first define a transition. According to your text/notes, where do transitions usually go? Let’s identify some transitions…

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

slide12

TUTORING CYCLE – Step 4

  • Step 4: Identify the Thought Process
  • One of the most critical steps in tutoring
    • Ask student to explain general approach learned in class
      • “How are you trying to do this?”
      • Guides you to instructor method
    • Show student how to use all possible materials or resources

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 28 - 31.

slide13

TUTORING CYCLE – Step 4

  • Step 4: Identify the Thought Process
    • Guide student to explain method, strategies, & presentation of task
    • Scaffold task while allowing student to:
      • Work pieces of task
      • Explain pieces of task to you
    • Talk about different problem-solving steps
    • Providing answers only meets student’s short-term needs

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for

Critical Thinking, p. 28 - 31.

slide14

Tutoring Cycle – Ending Session

1. Greet & Set Climate

2. Identify Task

12. Close & Goodbye

3. Break Task into Parts

11. Arrange & Plan for Next Session

4. Identify Thought Process

10. What Next?

5. Set Agenda

9. Confirmation & Reinforcement

6. Address the Task

8. Tutee Summary of Underlying Process

7. Tutee Summary of Content

slide15

TUTORING CYCLE – Step 9

  • Step 9: Confirmation and Reinforcing Confidence
    • After student explains process, offer positive reinforcement
      • Confirm student really did understand or improve
      • “Good job, you seem to really understand…”
      • Be specific & use thoughtful praise applied in key spots
    • Congratulate for working hard & not giving up
    • Reassure student that she can now do similar tasks independently

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 26.

slide16

TUTORING CYCLE – Step 10

  • Step 10: What Next?
    • Look at the syllabus together with student
    • “Where do you go from here in this class?”
    • “What will you do next and how will what we’ve done, today, help?”
    • Reinforce connection between current
    • content & future content

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40

Braun, S. (n.d.). The Tutoring Cycle: A 12 Step Process. www.jjc.edu/services-for-students/.../The%20Tutoring%20Cycle.pdf

slide17

TUTORING CYCLE – Step 11

  • Step 11: Arrange & Plan for the Next Session
  • Let student decide about another session
    • “Should we meet next week/just before exams/different tutor?”
    • “What will you do to prepare before next session?”
    • “What should we do?”
  • Confirm time & date of next session
  • Be sure student knows the person to contact to cancel
  • Keep goal in mind: eventually become obsolete to student

Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, p. 38-40.

slide18

TUTORING CYCLE – Step 12

  • Step 12: Close & Goodbye
  • Be sincere & thank student for contributions
    • “You really came prepared & that helped, thank you.”
    • End session on a positive note
      • “You made a lot of progress!”
      • “I’m glad session helpful to you.”
      • “Pleasure working with you.”
    • Record session on tutor log sheet
ad