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Just In Time Tutor Training

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Margarete Cook

on 13 October 2014

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Transcript of Just In Time Tutor Training

"Just In Time" Tutor Training
"Just In Time" Tutor Training
ProLiteracy backed
Based on research by Alisa Belzer
“Less May Be More: Rethinking Adult Literacy Volunteer Tutor Training” http://jlr.sagepub.com/content/38/2/111.full.pdf
Training is not necessarily retained over time.
After 1 month only 40% of gained knowledge is retained.
Knowledge loss is up to 90% after 6 months if knowledge is not used.
Actual strategies used by tutors do not necessarily match what they learned in tutor training.

Lesson Planning
Goal Setting
Learning Styles and Differences
Adult Learning Theory
Resources
The "Just In Time" (JIT) Model
What is Literacy?
Being a Successful Tutor
Orientation
Match tutor and learner
Observed tutoring session or make a tape of a session
Specific follow up training

Getting Started With Your Learner
“an individual’s ability to read, write, and speak in English and compute and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.”


1998 Adult Education and Family Literacy Act

Decision making on the job
Budgeting
Job applications
Questions for your Dr. visit
Understand health information
Use 911

Literacy Statistics
What are some of the things that you should be able to do if you are literate?
US Facts
Adults over age 16
source: http://www.proliteracy.org/the-crisis/adult-literacy-facts
US Facts
Corrections
One in six

adults in the US have low literacy skills
(Program for the International Assessment of Adult Competencies (PIAAC) Oct., 2013)
$225 Billion

is lost in the US economy due to low level literacy
50%

of adults on Public Assistance do not have a high school diploma or GED

1.5 million

adults in Wisconsin (nearly 39%) qualify for literacy services
(NIFL, 1998)
% of low literate adults who have not told their:
Children 52%
Friends 62%
Spouse 68%
Health care providers 75%
Co-workers 85%

source: http://www.proliteracy.org/the-crisis/adult-literacy-facts
( http://www.proliteracy.org/the-crisis/adult-literacy-facts)
(NIFL)
Literacy Statistics
Literacy Statistics
Can:
Sign name on a document
Identify a country in a short article
Total a bank deposit slip 
Cannot:
Enter information on a social security card application
Locate an intersection on street map
Calculate the total cost on an order form

Level 1
The Big Secret
What Does it Feel Like?
Memo to children’s teacher
Use computers
Communicate with a team member on the job
Read a Newspaper
Make informed political decisions
Know where to get outside help
What makes working with adults different from working with children?
How have any classes you have taken as an adult been different from those taken as a child?
How did instructors treat you differently as an adult compared to as a child?



Relevance
Respect
Experience
Barriers
Multi-sensory approach (Doing!)

Key Concepts of Adult Learning Theory
You may also help your learner:
Gain Self Awareness
Value Themselves
Plan
Be Proactive
Reflect and Readjust
How might these issues affect your tutor/learner relationship?

Is it Just About Academics?



1. motivation – reinforce the reasons why
they want to learn
2. reinforcement – provide positive encouragement constantly
3. retention – provide devices that allow them to recall what they learned, ample practice increases retention
4. transference – demonstrate how what they learned applies to their job or life situation




 Create a positive and non-threatening tutoring environment.
 Encourage adults to be self-directed learners.
 Engage adults in their own learning.
 Build on adults’ experiences and prior knowledge.
 Make learning relevant and meaningful.
Seize teachable Moments
Move from simple to complex.
 Present reasonable challenges.
 Accommodate preferred learning styles.
 Guide immediate application of knowledge.
 Provide feedback and reinforce learning.
 Plan for periodic rests.

How to Apply the
Elements of Adult Learning
Four Elements
of Learning
Think about your experiences as an adult learner.
What do you need to do to be successful at tutoring an adult?
Your Role as a Tutor
Work as a partner with your learner
Meet regularly with your learner
Teach by example
Assume your learner is smart and capable of learning
Teach your learner what s/he can do (and how to do it) outside of the tutoring session
Use real life situations and examples.
Treat your learner as an adult and an equal
Tutor Tips
Learning takes time
Your learner is probably more nervous than you are
Relax and have fun
Don't take things personally
Meet your learners where they are (more than physical location)
Find out what they want to learn
Have fun!

“What on earth are you doing?” said I to the monkey when I saw him lift a fish from the water and place it on a tree.
“I am saving it from drowning,” was the reply.

Orientation
Why Set Goals?
It is the cornerstone of learner centered adult literacy
Sense of Direction
Sense of Satisfaction
Student Centered
Facilitates lesson planning
What parts of adult learning theory does goal setting address?
How Do You Set Goals?
Discuss why the learner wants to learn what they want to learn

Who do you want to talk to?
What do you want to tell them?
What and where do you speak English now?

To begin this presentation, after you allow it to download fully, press the right arrow at the bottom or right side of your screen. Be sure your speakers have the volume turned up.
ELL
I want to learn to speak English better
What does it stand for?
ELL, ESL, ESOL, EFL
ABE
GED
HSED
TABE
G.E.
BEST +
TABE Clas E

Acronyms
ABE

Why do you want to learn to read?
What do you want to read?
Who do you want to read to?
What do you read now?
What can’t you do because you can’t read well?

How Do You Set Goals?
I want to learn to Read
I want to learn to write
Who do you want to write to?
What do you want to write?
Do you need to write for your job?

SMART Goals
S
M
A
R
T
pecific
easurable
chievable
elevant/Realistic
imeframe oriented
Authentic Materials
On site Library Materials
Online Resources
Keeps student’s goals in mind
Record of student’s progress and materials used
Helps plan for next session

What Should a Lesson Plan Look Like?
Flexible
Can be casual
Break things down into small steps
What does my student need to know before I can teach him this concept?
Reviewing a bill
Basic format
Goals – short term
Objectives
Materials
Methods – steps, activities and review
Assignment
Evaluation
Suggestions for next lesson

Format
Multiple Intelligences
Learning Disabilities
http://www.literacyworks.org/mi/assessment/findyourstrengths.html
Multiple Intelligences
A Learning Disability is a neurological processing disorder. It’s related to how the brain functions in taking in, storing, retrieving, and/or expressing information. For a person with LD, certain processing “avenues” are blocked.

Learning Disabilities
Definition
50%-80% of all students in adult education
LD students are NOT:
Lacking in intelligence
Must have average to above average intelligence to qualify
Due to cultural influence
A result of inappropriate instruction
Just Boys
It is an equal opportunity disorder
Due to lack of motivation
Learning Disabilities (LD)
Famous People with LD
Albert Einstein
Agatha Christie
Winston Churchill
Walt Disney
Tom Cruise
Cher
George Patton
Dyslexia
Reading learning disability
Common problem involves letter reversals: b, d, q, p

What Does it Feel Like?
Teaching Strategies
Reading
First Meeting
Teaching Strategies
Slow down. Reduce stress by setting a slower pace.
Avoid distractions; meet in a quiet place.
Provide frequent and focused feedback.
Use all kinds of aids to help learner retain information including flash cards, word and number games, crossword puzzles, maps, color-coding, etc.
Have learner demonstrate understanding.

Explicit Instruction
Developed from evidence based research
Explain topic, concept, or strategy then:
I do (tutor models it)
We do (tutor and student do it together)
You do (student does it on his/her own)
Monitor progress

Present information in logical and small steps (chunks).
Reading
Alphabetics
Phonemic Awareness
Decoding
Fluency
Vocabulary
Comprehension

Alphabetics
Comprised of phonological and phonemic awareness and phonics, they are the building blocks of word reading instruction.


Phonemic Awareness
is the ability to isolate and manipulate sounds within words.
Decoding
is matching letters to sounds.
Sight Words (in ELL section)
Phonics
W-W-W-W
Context Clues
SQ4R
KWL (also known as "Before, During and After")
Word Patterns
Mapping
Tutor Toolkit
http://www.wisconsinliteracy.org/members/
Fluency
http://www.wisconsinliteracy.org/members/
More Information: Tutor Training Toolkit
Fluent reading is smooth and fluid, where the words are read accurately with appropriate phrasing, intonation, emphasis and breathing.
Modeled reading
Echo reading
Choral reading
Performance reading
Vocabulary
The knowledge of the meaning of words
Word lists
Context clues
Cloze activities
Flash cards
http://www.wisconsinliteracy.org/members/
Courses:
Comprehension
Obtaining meaning from text - the purpose of reading
Actively engage with the text:
Connect to real life
Assume there is meaning (find it)
Visualize text
Ask questions
Make predictions
Summarize
Express opinions about the text
First Meeting
LEA
Cultural Awareness
Bring and share family pictures
Get to know about thier hobbies, interests, family, job and daily life.
Discuss logistics
Discuss goals
Find out what they read now or write (dependant on goals)
Plan the next lesson
Language Experience Approach
Works well with ELL and ABE
Learner tells and reads their own text
Works with various levels
Works in group or one-to-one
Learner tells a story
Tutor writes the story
Tutor model reads the story
Learner selects difficult words for vocabulary lesson
Learner reads the story
A complex system of beliefs, values, languages, life experiences, ways of behaving and world views shared by a particular group of people at any given time.
What other cultures beside ethnicities are there in your area?
Review the information about cultural awareness below and think about how the some of the key areas of difference might impact your tutoring. (Click right arrow to review each page). http://www.wisconsinliteracy.org/members/documents/2_6_CulturalAwareness.pdf
Authentic Materials
Also called Real-life Materials
Things used in every day life
Relevant to the learner's life
Reflects good adult learning theory
Newspapers
Coupons
Recipes
Medication labels
?
Online Resources
http://www.wisconsinliteracy.org/members/
http://www.proliteracyednet.org/
https://delicious.com/literacy_network
http://www.eslcafe.com/
Agency paperwork
Tutoring locations
Agency logistics
Agency requirements
Prezi Contents
1. "Just in Time" Model
Acronyms
2. What is Literacy?
What should you be able to do?
Literacy Stats
What is Level 1?
The Big Secret
What does it feel like?
3. Adult Learning Theory
Key Concepts
Four Elements of Learning
Applying the Elements
Is it Just Academic?
4. Being a Successful Tutor
Your Role as a Tutor
Tutor Tips
5. Goal Setting
Why Set Goals?
How Do You Set Goals?
SMART Goals
6. Lesson Planning
What Should it Look Like?
Format
7. Learning Styles and Differences
Multiple Intelligences
Learning Disabilities
Dyslexia
8. Getting Started With Your Learner
Teaching Strategies
Explicit Instruction
Strategies
Reading
Alphabetics
Fluency
Vocabulary
Comprehension
First Meeting
LEA
Cultural Awarejess
9. Resources
Authentic Materials
Online Resources
10.. Oreintation
1.
2.
3.
4
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5.
6.
7.
8.
9.
10.
Full transcript