TLC Monthly Webinar for Tutor Coordinators

1. TLC Monthly Webinar for Tutor Coordinators June 27, 2012 1:00 – 2:00 pm

2. Agenda • Refresher on use of webinar platform, Collaborate • Questions • Assisting volunteer tutors with the content of instruction • Math • ESL • Sharing • Next TC webinar – a new schedule will come out for the next program year, starting in August

3. Navigation of Collaborate • To talk… • To type… • To note approval, etc… • Raise hand… • Yes/no

4. Questions for Tutor Coordinators Tutor Coordinator Strand of Summer Institute • What would you like to see addressed? Tutor Coordinator Webinars • Would you like to see them continue next program year? What can TLC do to further support you in your role as a Tutor Coordinator?

5. MathGeneral Information for Tutoring in Math(Handout - MATH_TLC_Gen_Info_Tutors) What do adults need to know? Numeracy / Mathematical Literacy • The functional application of math. • Knowledge and skills required to manage the mathematical demands of situations. • Math in the home, community, workplace. Common Core State Standards for Mathematics (more detail in additional handout) • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

6. MathGeneral Information for Tutoring in Math(Handout - MATH_TLC_Gen_Info_Tutors) General Hints for Teaching Math • Get students comfortable with numbers. • Talk about math and math operations in everyday life. • Involve doing, not just seeing. • Teach concrete, then representational, then abstract. • Understand the language. • Beware of misconceptions and misinterpretations. • Make the practice challenging and fun.

7. MathGeneral Hints for Teaching Math (Handout - MATH_TLC_Hints_Teaching_Math) • Get Comfortable • Provide a Low Anxiety Environment • Attitude Matters (and is Contagious) • Talk about Math and Math Operations in Daily Life • Involve Doing, Rather that Just Seeing • Teach Concrete, then Representational, then Abstract • Ask Questions that Promote Mathematical Thinking • Make Your Own Problems • Have the Learner Teach the Subject Back to You

8. MathGeneral Hints for Teaching Math, continued (Handout - MATH_TLC_Hints_Teaching_Math) • Understand the Language • Decide the Strategy • Math Thinking Strategies • Problem Solving Strategy - Thinkfinity Making Math Manageable • The Four Step Method to Solving Math Problems • Beware of Misconceptions and Misinterpretations • Explain Everything • Make the Practice Challenging and Fun • Practice, Practice, Practice • Help the Learner Visualize

9. Math Concrete to Representational to Abstract(Handout - MATH_TLC_Conc-Rep-Abstract) Concrete to Representational to Abstract • Emphasize teaching students the concepts and skills of math before memorizing facts, rules, or operations. • Be more concerned with the process of doing math than with getting a correct answer. Knowing how to find the answer is a lifetime skill.

10. Math Concrete to Representational to Abstract(Handout - MATH_TLC_Conc-Rep-Abstract) • Concrete: Use three dimensional, real objects to demonstrate the skill or concept. Allow the students time to practice, and use a variety of manipulatives. Objects to use might include candy, blocks, popsicle sticks, chips, macaroni noodles, toys, or the students themselves. Students should master the skill before continuing. (The skill should be automatic.)

11. Math Concrete to Representational to Abstract(Handout - MATH_TLC_Conc-Rep-Abstract) • Representational: Use drawings to solve problems. The drawings are used the same way that the objects were used in the concrete practice. The learner could use pictures of dots, lines, circles, or stars to represent the objects. Students should practice until they master the skill before continuing.

12. Math Concrete to Representational to Abstract(Handout - MATH_TLC_Conc-Rep-Abstract) • Abstract: Demonstrate the problem at the abstract level, using only numbers and symbols rather than objects or drawings. Students practice problems on their own until they master the skill, before moving on to a new skill or concept.

13. Math

14. MathGames and Activities that Practice Math Skills (Handout - MATH_TLC_Games_Act) • Games with Cards • Games with Dice • Other Games • Commercial Games • Activities

15. MathResources for Teaching Math (Handout - MATH_TLC_Resources for TC Webinar) • Focus on Basics – Numeracy http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9a.pdf •  GED Teachers’ Lesson Bank Mathematics http://www.floridatechnet.org/GED/LessonPlans/Mathematics/Mathematics.htm • Goodwill Community Foundation, Tutorials on math basics and money http://www.gcflearnfree.org/ • National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html • Math.com http://www.math.com • Pennsylvania Adult Ed Resources - click on Teachers, then Math http://paadultedresources.org • Tutoring Adult Learners Using the Internet • Math Section: https://sites.google.com/site/tutoringandtheinternet/home/math-resources

16. Math(Handouts – as seen in the Tutor Coordinator Team Room)

17. ESLGeneral Information for Tutoring in ESL(Handout - ESL_TLC_Gen_Info_Tutors) What does a tutor need to know? • All the characteristics of adult learners apply to adult ESL learners. • Relate to learners’ needs and goals. • Relate to lives outside of the classroom. • Build on their knowledge and experiences. • ESL learners are tremendously varied in what they already know and what they need to know. • Tutors are teaching/modeling culture as well as language. • Be aware of body language. • Be aware of Second Language Acquisition Stages. What do adult ESL learners need to know? • Four Basic Language/Communication Skills • Listening • Speaking • Reading • Writing

18. ESLGeneral Information for Tutoring in ESL(Handout - ESL_TLC_Gen_Info_Tutors) How to proceed • Aim for meaningful communication. • Aim for success, not perfection. • Lessen anxiety. • Maximize exposure. Listening and Speaking • Sounds, into words, into sentences, into conversations • Appropriate patterns of stress, rhythm, intonation, pauses • Idioms • Total Physical Response • Dialogues and Role Plays

19. ESLGeneral Information for Tutoring in ESL(Handout - ESL_TLC_Gen_Info_Tutors) Reading • Phonemic Awareness • Decoding • Fluency • Vocabulary • Comprehension Writing • Letters, into words, into sentences, into paragraphs and longer • Start with short writing tasks, and build to longer. • Fill in the blank, yes no answers, sentence completion, lists Integrate listening, speaking, reading, and writing • Language Experience Approach • Use authentic materials whenever possible. • ESL Teaching Toolbox and backup plans

20. ESLLanguage Teaching(Handout - ESL_TLC_2nd_Lang_Acq_Stages) Second Language Acquisition Stages • Silent and Receptive Stage • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency • Characteristics • Students • Strategies • Teachers/tutors need to: • Learning Tasks • Assessing Comprehension

21. ESLLanguage Teaching(Handout - ESL_TLC_2nd_Lang_Acq_Stages) Second Language Acquisition Stages Early Production Stage, example • Characteristics • Students: • Begin to respond verbally with one or two words. • Begin to understand words often repeated in a familiar context. • Students build listening vocabulary. • Students progress to a few words/phrase to respond to questions or express ideas. • Relate words to their environment. • Begin to focus on contextual clues. • Use routine expressions. • Mispronounce words (no need to correct them) • Will repeat or recite memorable phrases. • May not tell you if they do not understand.

22. ESLLanguage Teaching(Handout - ESL_TLC_2nd_Lang_Acq_Stages) Second Language Acquisition Stages Early Production Stage, continued • Strategies • Teachers/tutors need to: • Encourage listening and not force speaking. • Ask Yes/No and choice questions. • Ask who, what, where, listing questions. • Allow students to draw and illustrate answers. • Use labeling and diagramming.

23. ESLLanguage Teaching(Handout - ESL_TLC_2nd_Lang_Acq_Stages) Second Language Acquisition Stages Early Production Stage, continued • Learning Tasks • Name • Label • Group • Respond • Discriminate • List • Categorize • Tell/Say • Chant

24. ESLLanguage Teaching(Handout - ESL_TLC_2nd_Lang_Acq_Stages) Second Language Acquisition Stages Early Production Stage, continued • Assessing Comprehension • Know: Where is the … • Comprehend: Draw and label the … • Apply: Show me how you know … • Analyze: Show how you would sort … • Synthesize: Predict (tell) what comes next • Evaluate: Why did ___ choose ___

25. ESLTeaching Strategies(Handouts - ESL_TLC_LEA and ESL_TLC_TPR) • Language Experience Approach • To link the learner’s experience and speaking ability to the written word when the learner has little or no writing ability. • To record learners' own ideas and oral language and use the stories to increase literacy skills. • Total Physical Recall • Total Physical Response (TPR) is a teaching technique in which learners acquire new English vocabulary by listening to and carrying out spoken commands.

26. ESLStrategies and Activities(Handout - ESL _TLC_Strategies_Activities) A note on activities, and games in particular: Tell the students why you are doing the activity or playing the game, otherwise they might think the activity is not serious and be hesitant to participate. Some Examples from Handout • Determine Readability • Use Graphic Organizers to Increase Comprehension • Vocabulary Flash Cards • Make a Chart • Using Letters and Sounds to Segment Words • Finger Tap • Listening or Speaking Games • Drawing

27. ESLESL Teaching Toolbox, Adapted from Assembling an ESL Teaching Toolbox, produced by ProLiteracy Worldwide for use on www.thinkfinity.org(Handout - ESL_TLC_Teaching_Toolbox) Visual Aids • Magazine Picture Files • Dictionary • Realia (objects or activities used to relate classroom teaching to real life) • Maps • Calendars • Money • Clock • Samples of Everyday Text

28. ESLESL Teaching Toolbox, Adapted from Assembling an ESL Teaching Toolbox, produced by ProLiteracy Worldwide for use on www.thinkfinity.org(Handout - ESL_TLC_Teaching_Toolbox) Activities • Games • Use commercial games the way they are supposed to be played, or make up your own rules. Use the tiles as building blocks for words. Examples: Scrabble, Boggle, Smart Mouth, Bananagrams • Make your own vocabulary flashcards and use them for Memory/Concentration or Go Fish games. • Make your own bingo games to practice listening and reading skills. • Play guessing games such as Twenty Questions, I-Spy, or Hangman. Other Strategies • Back-Up Plans • Sometimes lessons finish early, students are tired or sick, or you have misjudged your content and moved on. Have a few ideas to fill in for these occasions. • Have a newspaper handy for a variety of activities. • Have the student select a magazine picture to describe, or create a story. • Freewrite. Have the learner select a topic, or suggest one; respond to an article in the newspaper.

29. ESLESL Sample Lesson Plans, Adapted from I Speak English by Ruth Johnson Colvin(Handout - ESL_TLC_Sample Lessons) • Content Objective Shopping at the market for food • Level I Students • Level II Students • Level III Students • Level IV Students

30. ESLESL Sample Lesson Plans, Adapted from I Speak English by Ruth Johnson Colvin(Handout - ESL_TLC_Sample Lessons) Content Objective Shopping at the market for food, example for Level II Students • Work with real foods or pictures of food items. • Practice listening comprehension by showing the pictures, saying the names of the food items, and making up a short sentence about each food or group of food items. • Have students make a shopping list from the pictures. Group the list according to food type. • Ask students to make flashcards of food items, and on the back note the food group to which it belongs. • Ask students to cut coupons out of the newspaper you have brought and have them sort the coupons according to food category and item. • Read and discuss with the student the contents of the coupons. • Practice simple and complex substitution drills such as: Harold bought lettuce, tomatoes, and carrots to make a salad. Martha bought steak, potatoes, French bread and wine to prepare a special meal. • Make plans to go to the market with the student later, pointing out names of food items, comparing prices of different brands, and figuring out the final prices after using coupons.

31. ESLYear-Long Guide for Working with Low-Literate English Learnersfrom: Albany Park Community Center, Chicago. Lindsay Crammond and Amy Jaret. received from PAACE Conference 2011, Beginning ESL, presented by Nancy Krygowski and Allegra Elson(Handout - ESL_TLC_Yr_Guide_Working_w_Low-Lit_ELL)

32. ESL(Handouts – as seen in the Tutor Coordinator Team Room)

33. ESLResources for Teaching ESL • ESL Wiggio, facilitated by Susan Finn Miller http://adulteducationeslwiggio.wiggio.com • PA Adult Ed Resources, Teachers, ESL http://www.paadultedresources.org/english-as-a-second-language.html • Tutoring Adult Learners Using the Internet • ESL Section: https://sites.google.com/site/tutoringandtheinternet/home/esl-resources

34. Highlights and Challenges • Please share highlights of your past month. • Are you facing any challenges for which you would like input from your peers?

35. Thank you! Future Tutor Coordinator WebinarDates will be Announced Hope to see you at the Summer Institute!