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Characteristics of Effective Peer Tutoring Programs College Reading and Learning Association

Characteristics of Effective Peer Tutoring Programs College Reading and Learning Association Annual Conference Richmond, VA October 2009 Dr. Preston VanLoon, Iowa Wesleyan College Associate Professor, Education Academic Resource Center Director. Quotes Related to Tutoring

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Characteristics of Effective Peer Tutoring Programs College Reading and Learning Association

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  1. Characteristics of Effective Peer Tutoring Programs College Reading and Learning Association Annual Conference Richmond, VA October 2009 Dr. Preston VanLoon, Iowa Wesleyan College Associate Professor, Education Academic Resource Center Director

  2. Quotes Related to Tutoring “We are what we repeatedly do. Excellence, therefore, is not an act but a habit.” …Aristotle “Great works are performed, not by strength, but by perseverance.” …Samuel Johnson “To the world you may only be one, but to one, you may be the world.” …anonymous

  3. Activity: What are some expectations you would have for a peer tutoring program if you were a: • student (tutee)? • potential tutor? • Instructor/professor? • an institution?

  4. “10 Characteristics of Effective Peer Tutoring Programs”

  5. 1. Have structured tutor training. (Brandwine & DiVittis, 1985; Santee, 2006; Garcia-Vazquez, E., & Ehly, S., 1995)

  6. 2. Supervise and monitor tutors. (Brewster, 2007; Garcia-Vazquez, E., & Ehly, S., 1995)

  7. 3. Give credit for training. (Brewster, 2007)

  8. 4. Have advanced, developmental training for tutors. (Johansen et. al., 1992)

  9. 5. Provide supplemental activities to the regular classroom instruction. (Garcia-Vazquez, E., & Ehly, S., 1995; Lidren, et. al., 1991)

  10. 6. Select tutors with faculty involvement based on academic abilities and motivation. (Brewster, 2007, Santee, 2006)

  11. 7. Compensation for tutors. (Oesterreich, 2000; Santee, 2006)

  12. 8. Use research based strategies. (Garcia-Vazquez, E., & Ehly, S., 1995)

  13. 9. Monitor the effectiveness of the tutoring (i.e. assessment). (Garcia-Vazquez, E., & Ehly, S., 1995)

  14. 10. Are student-centered where students: • Take more responsibility for their education. • Engage in self and peer assessment. • Evaluate their own strengths and weaknesses. • Become aware of their personal and academic development while at college. (Saunders, 1992)

  15. Some Learning Benefits of Peer Tutoring A reduced pupil-teacher ratio that results in quicker feedback and prompting. More active learning with greater student ownership of the learning process. Better application of knowledge and skills to new situations. Greater self-disclosure and opportunities to respond may also result in less anxiety and fear of making errors. (Brewster, 2007; Greenwood, Carta, and Kamps,1990)

  16. Activity: “What are some ways that each of the above characteristics of effective peer tutoring programs be accomplished?”

  17. Peer Tutoring Program Iowa Wesleyan College Academic Resource Center Certified by the CRLA at three levels: Regular, Advanced, Master

  18. Personnel: Two staff 1 full-time Associate 1 part-time Writing Specialist $10,300 Tutor Budget 15 Peer Tutors Work 3-6 hours per week By drop-in or appointment

  19. Requirements to be a Peer Tutor: Recommendation of Professor to tutor in content area Grades of A or B in content area of tutoring Interview with ARC Director Take the required tutoring courses Be a caring and empathetic person (Zaritsky, 1994)

  20. Peer Tutoring Courses: EDUC 200: Introduction to Peer Tutoring (1 credit) EDUC 201: Advanced Peer Tutoring (1 credit)

  21. Level One Training: EDUC 200: Introduction to Peer Tutoring Session 1: Definition of Tutoring, Tutor Roles and Responsibilities Session 2: Steps of the Tutoring Cycle Session 3: Communication Session 4: Ethics and Tutoring Session 5: Do’s and Don’ts of Tutoring Session 6: Planning Session 7: Critical Thinking Session 8: Problem Solving Session 9: Study Skills Session 10: Note-Taking

  22. Level Two Training(EDUC 200 continued): Session 11: Reading College Textbooks Session 12: Objective Test Taking Strategies Session 13: Writing Session 14: Referrals Session 15: Documentation EDUC 201: Advanced Peer Tutoring Session 1: Learning Styles and Learning Differences Session 2: Cultural Awareness Session 3: Content Area Tutoring Session 4: Tutoring Techniques: Probing Questions Session 5: Preparing for Exams and Test Anxiety

  23. Level Three Training (EDUC 201 cont.) Session 6: Time Management Skills Session 7: The Tutor-Tutee Relationship Session 8: Resources for Tutors Session 9: Multiple Intelligences and Tutoring Session 10: Group and Individual Tutoring Session 11: Reading Difficulties: Dyslexia Session 12: Empathy and Tutoring Session 13: Assertiveness Session 14: Memory Strategies Session 15: Professionalism

  24. Tutors are recruited through: Referrals from Professors Advertising Financial Aid Office Other Tutors Word of Mouth Other

  25. Types ofTutoring done by tutors: 1. One-on-one 2. Small group 3. Review sessions 4. Supplemental Instruction 5. Assisting professor in the classroom

  26. Tutor Benefits at IWC: Hourly Salary Tuition Free Tutoring Courses Bookstore Discounts Academic Credit International Certification Resume Future Job References Parties

  27. Questions ? Contact Information: Dr. Preston VanLoon Associate Professor, Education Academic Resource Center Director Iowa Wesleyan College 601 N. Main Street Mt. Pleasant, Iowa 52641 pvanloon@iwc.edu (319) 385-6376

  28. Thank You!

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