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One-on-One Instruction

One-on-One Instruction. August 10, 2009. One-on-One Instruction. Tutoring. teaching another person in a one-on-one or small group setting. What Does a Tutor Do?. Explains instead of lectures Asks questions and listens actively Asks tutees to summarize learning Manages silence

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One-on-One Instruction

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  1. One-on-One Instruction August 10, 2009

  2. One-on-One Instruction UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  3. Tutoring UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell teaching another person in a one-on-one or small group setting

  4. What Does a Tutor Do? • Explains instead of lectures • Asks questions and listens actively • Asks tutees to summarize learning • Manages silence • Gauges comprehension • Utilizes drawings and diagrams • Provides reinforcement • Lets the tutee do the work UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  5. Tutoring and Metacognition • Keep learning process moving • Probe learner’s knowledge deeply • Stimulate “creative tension” • Structure involvement  modeling, coaching, fading • Push learner to deeper level of understanding • Avoid: • corrective feedback too early in process • giving information too much too soon • Always focus on process of learning UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  6. Tutoring in Practice • Staring an activity • brief introduction • direct learner to an activity • ask open-ended question • “What do you think of…?” • Directing discussion • give supportive feedback • encourage broader or deeper focus • correct misunderstanding UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  7. Tutoring in Practice • Feedback on skills/abilities • comment on use of particular skills • encourage practice of neglected skills • give constructive feedback (link to specifics) • be encouraging and friendly • Balancing speaking time • review own levels of intervention • think about “trigger material” • balance feedback with space • invite quiet learners UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  8. Tutoring in Practice • Closing • discuss how to tackle homework • ask “light touch” questions: • “What questions are on your mind at the end of this session?” • “What has been the most significant thing you’ve learned?” • “Are there any questions on your mind following this session?” • Non-contributions / Cries for help • avoid spelling out the answer (removes point of exercise) • give broad hints or outline key steps • give encouragement • make sure tasks are manageable UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  9. Mentoring a developmental relationship in which a more experienced or more knowledgeable person helps a less experienced or less knowledgeable person to develop in a specified capacity UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  10. What Does a Mentor Do? • Builds a relationship • Informally provides: • knowledge • social capital • psychosocial support • Builds confidence and trust • Stimulates learning, self-discovery • Shares experiences • Listens UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  11. Coaching UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell directing, instructing and training a person or group of people, with the aim to achieve some goal or develop specific skills

  12. What Does a Coach Do? • Builds confidence, motivation and self-reliance • Individualizes teaching and study strategies • customized to learner • learners work smarter, not harder • Focuses on learner’s goal • several sessions (minimum 4-6 for effectiveness) • accelerate progress toward goal • reinforce learning and change • increase self-empowerment • create routine and structure • collaborative approach UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

  13. Active Listening UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

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