Tutoring: Reaching New Levels
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This presentation was developed for a leading non-profit in need of an orientation program for new after-school tutors of at-risk children. Development and facilitation time for this three-session course was donated by the generosity of the Drake Resource Group consultant community. For more information on Drake Resource Group, please visit us @ www.DrakeRG.com.
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Tutoring: Reaching New Levels
- 1. Tutoring Workshop Reaching New Levels © 2010 Drake Resource Group. All rights reserved.
- 6. Module One Can we talk? Communicating Effectively © 2010 Drake Resource Group. All rights reserved.
- 12. Module Two Am I ready? Motivational Techniques and Teaching Aids © 2010 Drake Resource Group. All rights reserved.
- 15. Scenario You begin going to a personal trainer to improve your fitness level. What are some things your trainer could do to motivate you? © 2010 Drake Resource Group. All rights reserved.
- 18. Activity What are some creative ways that you have taught math or reading? © 2010 Drake Resource Group. All rights reserved.
- 24. Module Three How are we doing? Evaluating Effectiveness © 2010 Drake Resource Group. All rights reserved.
- 30. Workshop Debrief What are you going to do differently? Resources and Q & A © 2010 Drake Resource Group. All rights reserved.
- 32. Questions “ TEACHING: The earth doesn't move every time, but when it does, what a RUSH!” -- Cameron Beatty Tutoring © 2010 Drake Resource Group. All rights reserved.
- 33. Contact us! Sue Drake Founder & President www.drakerg.com © 2010 Drake Resource Group. All rights reserved.
Notas del editor
- State the following: Welcome to OMNI’s Tutoring Workshop Thank you for making time tonight to attend the workshop. Our agenda is tight, so let’s get started.
- Review Agenda
- Discuss workshop objectives Ask if there are any questions
- Before we get started, we wanted to take a few minutes to talk about the differences between tutoring and teaching. Click Mouse A Tutor instructs the individual student. A Teacher instructs the group. Click Mouse A tutor follows a customized program that addresses the skill deficiencies of the individual student. A teacher follows the prescribed curriculum for the grade level: Usually defined by the district and has limited flexibility. Click Mouse A tutor starts material at a level that the student understands and builds from there. A teacher presents the material at one level for the entire class. Could by the highest, lowest, or average. Click Mouse A tutor is constantly monitoring the student’s level of understanding. A teacher may not be sure how well each student has learned the content. Click Mouse A tutor gives immediate feedback. A teacher often gives delayed feedback. Click Mouse A tutor can tailor rewards and reinforcement to the individual. A teacher often rewards and reinforces learning selectively. (Group rewards, no rewards) Click Mouse A tutor consistently looks for gaps in learning so they can fix the problem, review and reinforce. A teacher cannot hold back the class for an individual who is struggling.
- Explain the Personal Trainer Analogy Click Mouse to bring up bullet points As we were developing this workshop, our team came up with an analogy that we thought would help us talk about these tutoring skills. A tutor is very similar to a personal trainer. Whether you use one or not, you may know someone who does. A personal trainer works with one individual at a time and develops a customized workout program based on that individual’s needs. Unlike the group aerobic, pilate or yoga classes, which are taught by a “teacher.” A personal trainer and a tutor also have the advantage of motivating individuals based on personal goals, which is much more difficult in a group situation.
- Introduce Module One In this module, we’ll spend about 30 minutes, talking about communication.
- Using our personal trainer analogy, when you first start with a trainer, you spend time talking to make sure your trainer knows what you are looking for. The same is true for tutors. You and your student need to open up the lines of communication in order for you to best meet your students needs. Review objectives
- Let’s take a few minutes and divide into small groups. We’ll take 5 minutes for each group to think about a time when you had a special relationship with a teacher/coach/career mentor, etc. and identify the characteristics that made that relationship special. We’ll come back together and discuss the characteristics we’ve identified. After 5 minutes, ask each group to share characteristics, list them on flip chart. Summarizes how these are important characteristics for tutors. Transition to Tips for building rapport.
- Review Tips: Click Mouse to bring up each tip. Find out what interests them Focus shift to look at things from the student’s perspective, work at their pace, let them set goals Use analogies that connect with the student’s interests Share your own experiences with the student when appropriate Use open ended questions and self discovery techniques Be willing to deviate from your agenda to meet the student’
- As a large group, take a few minutes (No more than 5) to discuss questions about trust.
- Click Mouse to bring up Tips for Building Trust. Show commitment by attending sessions regularly and on time. Demonstrate that you have spent your time preparing for the session Set individuals up for success by showing them what they already know. Respect confidentiality! Ask if there are any questions. Transition to Module Two, Are we ready? Now that we’ve begun to establish rapport and trust with our student, it’s time to begin helping them meet their defines goals.
- Introduce Module Two In this module, we’ll spend about 60 minutes, talking about motivational techniques and teaching aids.
- Our objectives for this module are… Review objectives
- State These are four requirements,
- Read scenario. Ask What are some things the personal trainer may do to help you? Brainstorm in small groups. Ask for a presenter from each group to share any unique thoughts. Write all suggestions on flip chart paper.
- Ask How does your list compare to this one? Ask As a tutor, how might these benefits apply to motivating a student? Discuss as a large group. State Here are a few ideas we came up with? (go to next slide)
- Review list on slide. Transition Just as a personal trainer uses exercise equipment, stopwatch, etc., a tutor has their own set of teaching aids.
- Brainstorm as a large group what creative ways to teach math or reading? Write ideas on flip chart paper. Transition Here are a few more teaching aids.
- Click mouse to automatically bring up each bullet point (One mouse click brings them all up) Add any of these items to the group’s list. You can use games to help practice and review concepts. Use can use everyday items to reinforce math facts or reading skills: (use coins to help with math or the sports section or other printed materials help reading something of interest) Create some of your own worksheets (scramble words, code deciphering, matching exercises) Flash cards (traditional math flash cards or the new triangle math exercise) State Here at OMNI there are several resources available to you. (NOTE: find out what those are) Transition Finally, every personal trainer has their own way of doing things to structure a fitness session. As a tutor, there are some teaching techniques you can use.
- State Here are a few ideas you can do during your tutoring session: To prepare for each tutoring session, write down in advance what you plan to do and gather the materials you need HAND OUT Tutor Session Plan Worksheet (Tutor Session Plan.doc) 2) Refer to things that interest the student to demonstrate the learning point (White Sox World Series win, school activities, recent movies, music, sports, hobbies, etc.) Use a variety of teaching methods Visual = draw pictures, show pictures, use magazines or newspaper images; to learn to spell write each letter of a word on an index card in a different color Auditory = explain concepts, repeat them in different ways, have the student read out loud or read to them Experiential = play a game to review concepts, act out a scene in a book, etc. Ask questions to hear what the student is thinking to determine how much they understand or find out what they would like to do? People like to make their own choices so the student may have some new ideas, too. Find a way to visually compare the challenging concept with something that the student is familiar with. Tie to the two concepts together. If the students understands a familiar analogy, they will most likely be able to transition that understanding over to the concept they are struggling with.
- And, finally, you need to motivate your learners so they will retain what they learned. The following are some tips that will help you increase your learner’s ability to remember what they learned with you! First, here are some results from educational research studies that focused on the retention of learning. They found a relationship between learning methods and retention of learning. Source used: (web search: learning retention) Beyond Bells and Whistles , Jannette Finch & Elaine Montambeau (2000) The College of Charleston - S.C. (percentages taken by the authors from the National Training Laboratory)
- Align your instruction, review, and assessment methods to the student and the information to be learned! Use a plan like the OMNI Tutoring Session Outline. Reflection is not a luxury! Use it so the child can make connections to their prior knowledge and retain it. Have the child explain in their own words what they learned as they learn it! Self-generated material is better recalled. Source used: How to Teach So Students Remember . Marilee Sprenger (2005). Association for Supervision and Curriculum Development. (taken from an abstract in ERIC)
- Repetition is important to retaining learning. Begin your session by clearly stating the key learning points in an introduction. Repeat, via feedback, the key learning points as they occur in the session. Finally, summarize the key learning points when wrapping up the session. Use the suggestions from the “Teaching Aids” slide in this presentation to involve the child in learning activities that are varied and fun. This helps long-term memory by building multiple avenues to stored information. When possible, always have the child perform an activity where they apply what they learned. Try to create as close to a real situation as possible. That helps the child retain knowledge and develop confidence that what they learned has practical application.
- Introduce Module Three In this module, we’ll spend about 30 minutes, talking about evaluation.
- Review module objectives
- Review information on goals
- Explain SMART objectives A simple acronym used to set objectives is called SMART objectives. SMART stands for: 1. Specific – Objectives should specify what they want to achieve. 2. Measurable – You should be able to measure whether you are meeting the objectives or not. 3. Achievable - Are the objectives you set, achievable and attainable? 4. Realistic – Can you realistically achieve the objectives with the resources you have? 5. Time – When do you want to achieve the set objectives? If time allows, ask participants to provide an example of a SMART objective for their current student. Provide feedback.
- Explain the 4 teaching/design principles. If time, ask participants to share how they can use these principles with a current student/topic.
- Explain: Not only do we want to make sure our student’s are achieving their goals, we also want to make sure we are meeting our goals. Ask your student for feedback. Listening to their ideas will help you provide information in a way that has impact for your student.
- State: We are at the end of our workshop today. I’d like to get some feedback from you. ASK: What are you going to do differently as a result of this workshop? List responses on flip chart.
- Share resources Ask participants if they know of others.
- Ask for questions… Thank participants for their time and participation.