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TUTOR TRAINING

TUTOR TRAINING. FOR. EOPS. 2014. BY: KRISTINA YEGORYAN. PRESENTED. TUTOR AND TUTORING. WHO IS THE TUTOR?. ORIGINE?. WHAT DOES THE WORD “TUTOR” MEAN? WHEN WAS IT FIRST EVER USED? WHAT TYPES OF TUTORING DO YOU KNOW?. TO TUTOR- TUTELAGE

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TUTOR TRAINING

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  1. TUTOR TRAINING FOR EOPS 2014 BY: KRISTINA YEGORYAN PRESENTED

  2. TUTOR AND TUTORING WHO IS THE TUTOR? ORIGINE? • WHAT DOES THE WORD “TUTOR” MEAN? • WHEN WAS IT FIRST EVER USED? • WHAT TYPES OF TUTORING DO YOU KNOW?

  3. TO TUTOR- TUTELAGE • Middle English tutour, from Anglo-French & Latin; Anglo-French, from Latin tutor, from tueri TODAY: • to have the guardianship or care of • to teach or guide usually individually in a special subject or for a particular purpose  TUTOR: a teacher who works with one student or a small group of studentsFirst Known Use: 14th century Rhetoric: developed in Greece 4th century BC as a teachable discourse of persuasion. Used as a form of speech instructing listeners. Sophists –teaching art of oratory and virtue of wisdom through paradoxical questions

  4. TUTORING 1. PEER-TUTORING: SHARED EXPERIENCE Why Tutoring is important? What to do: How to be a good tutor? http://www.youtube.com/watch?v=loLRrxSai18 2. ENCOURAGEMENT : FAILURE http://www.youtube.com/watch?v=Y6hz_s2XIAU&list=PL19FAB8C108ADE71A 3. SHINE THE LIGH ON STUDENTS One-to-one attention Help, mentor, couch, teach, instruct http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school

  5. Strategies for Tutoring • Establish specific, short-term goals that will challenge the students, yet are still viewed as attainable. •  Help students lay out a specific learning strategy and have them verbalize their plan. As students proceed through the task, ask students to note their • progress and verbalize the next steps.(Schunk and Pajares, 2002) • Compare student performance to the goals set for that student, rather than comparing one student against another or comparing one student to the rest of the class(Bandura (more info) ). • Model strategies by thinking aloud or by asking students why you did something when you demonstrate a concept (E. Vockell, EducationalPsychology) • Provide feedback on the dgree to which learners have evaluated their • comprehension correctly, not just on the degree to • which they have comprehended correctly • (E. Vockell, Educational Psychology)

  6. Questions to ask students during sessions that kick-start the metacognitive process: 1. What new ideas and skills have you mastered? 2. What were the difficult parts of this topic? 3. What did you do to try to overcome these difficulties? 4. Which aspect of the assignment or problems did you enjoy and prefer?

  7. What should tutors do and what they should not? TUTOR TRAINING What NOT to do http://www.youtube.com/watch?v=knHOoD8XMcQ DO’s and Don’ts

  8. Monitor – Get students to tell you what they know, taking the topic or problem in small pieces or steps. Have the student teach you the problem or concept up to the point where he or she becomes confused. • Say-back – Tell the student what you hear him saying, either as a way to show him he is not communicating what he wants to (as in a writing tutorial) or as a way to let him hear his own confusion or mistakes. This is not a judgmental activity, only a report of what you hear him saying. • Verify understanding so far – Acknowledge that the student has mastered the steps or elements of the problem or topic up to a point. This builds confidence. • Application of knowledge – Apply what has been learned so far to similar problems or situations. This builds confidence in the student and shows the tutor that the student truly understands what has been learned. • Model an incorrect answer – Allow the student to correct the tutor and confirm her/his own knowledge. Sometimes this can be done through an analogy or by pushing the piece of knowledge or process to an extreme. • Strengthen – Prompt the student to give more support or more examples. In the negative form this would be prompting the student to see where support falls short or examples don't represent the concept. SOCRATIC QUESTIONING

  9. Clarity: Could you elaborate further? Could you give me an example?  Accuracy: How can we determine if that is true? How can we verify your statements?  Precision: Could you be more specific? Could you provide more details?  Relevance: How does that relate to the issue? How does that align with the question?  Depth: What are some of the complexities of this question? What factors need to be considered? Breadth: Do we need to consider another point of view? Do we need to look at this from a different perspective? Logic: Does what you say follow from the evidence? Does all of this make sense? Significance: Is this the central idea? Is this the most important issue to consider Socratic Method

  10. Suggestions for Socratic Questions* • Clarification Questions: • What do you mean by ______? • What is your main point? • How does ______ relate to ______? • Could you put that another way? • What do you think is the main issue here? • Would you summarize in your own words what the assignment requires? • Could you give me an example? • Could you explain that further? • Assumption Probes: • What are you assuming? • What could we assume instead? • Why have you based your reasoning on ______ rather than ______? • Is it always the case? • Why would someone make this assumption?

  11. Suggestions for Socratic Questions • Reason and Evidence Probes: • What would be an example? • How do you know? • Why do you think that is true? • Do you have any evidence for that? • What difference does that make? • What are your reasons for saying that? • What other information do we need? • Could you explain your reasons to us? • Viewpoint Questions: • You seem to be approaching this issue from ______ perspective. Why have you chosen this rather than that perspective? • How would other groups/types of people respond? Why? What would influence them? • How could you answer the objection that ______ would make? • What might someone who believed ______ think? • Can/did anyone see this another way?

  12. GROUP DISCUSSION TOPICS • Plagiarism Discuss and then watch this video and do the quiz: The punishable perils of plagiarism - Melissa Huseman D’Annunziohttp://ed.ted.com/lessons/the-punishable-perils-of-plagiarism-melissa-huseman-d-annunzio • LAVC Resources Discuss all the different resources/ student services that LAVC offers that might be very useful to share with students. As an example, watch the video about The Writing Center at LAVC: http://www.lavc.edu/writingcenter/index.html • Tutor Etiquette Do the group activity on What to Do When (See the handout and the group activity sheet under PowerPoint/Handout section of the TT Website) • Why Integrate Technology into Tutoring Sessions Watch Did You Know: http://www.youtube.com/watch?v=dMsNct4X_GU Do individual tutor assignments ( Ted video choices and Polleverywhere quiz)

  13. Viva Tutoring! • EDUCATION: What we learn in college http://www.youtube.com/watch?v=vRnHlQo6Sx0&list=PL19FAB8C108ADE71A • Math Anxietyhttp://www.youtube.com/watch?v=KDGWMldND1k&list=PL19FAB8C108ADE71A • TEST ANXIETY http://www.youtube.com/watch?v=n2DgB3X2Afg&list=PL19FAB8C108ADE71A Stress Management Strategies:http://www.youtube.com/watch?v=0fL-pn80s-c

  14. THANK YOU FOR YOUR ATTENTION

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