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Group Tutoring

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Samantha Richmond

on 28 July 2014

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Transcript of Group Tutoring

Group Tutoring
Provide direction, not dictatorship.
Make good use of eye contact.
Use humor to make students feel comfortable while still maintaining a tutor/student relationship.
Draw shy students into the flow of conversation slowly but deliberately.
Keep in mind that you're not the students' friend. Sometimes you have to push a little to keep the session focused.
Lansing Community College Writing Center
Menu Item vs. Peer Review Workshops
What is Group Tutoring? (cont'd.)
Engaging the Students
Group Introductions: Have each group member introduce themselves to the rest of the group and make an effort to remember the name of each group member.

The Socratic Method ("Inquiry"): This method opens with a series of questions assessing what the students know and then leads students towards new ideas through a series of guided questions.

Alternating: The tutor and students could alternate roles; let the students tutor you. This method builds confidence and reinforces knowledge through performance.
A tutor working with two or more students within a specific subject area. Group tutoring involves interaction between the tutor and the students.
Group Tutoring
[innovative models]
What to do if one student is not up to speed
If after assessing the students' levels of knowledge you should find that some students are lagging behind the group, try
one of the following :
Pair the weaker students with the stronger students, or
Give each student an individual assignment without emphasizing any one student's hindrance.
What is Group Tutoring?
Enabling Collaboration:
Modes of Discourse
In a group tutoring session, the students not only learn from the tutor, but they also learn from each other. This is one of the significant advantages of group tutoring.
One week before finals, the Writing Center has a workshop night, entitled "Midnight Madness Portfolio Pandemonium."
Tables are set up representing different aspects of the writing process (organization, style, MLA documentation, etc.)
Each tutor is at the table where they are most proficient, ready to help the students with their specific needs.
The writing centers at University of Connecticut, Avery Point and St. Mary's College of Maryland have explored two modes of workshops: the menu item list of workshops and the peer review workshop, respectively.
Menu Item
Peer Review
The writing center at UConn-AP offers the professors it supports a list of stock workshops. The professors then choose which workshops they'd like to see the lab provide along with a rough timeline.

The advantages to this method are that it's very easy to provide an emphasis on content and to coordinate the workshops with the progression of each course throughout the semester.
SMCM takes an alternative approach. Their writing lab focuses on offering workshops that teach students how to revise essays by teaching them about the peer review process through practice.

This mode has the advantage of enabling students to become more independent, but it doesn't often focus as much on content-level revision. Rather, it tends to focus on argumentation, rhetoric, and organization.
Students can share ideas and information.
More questions can be asked and answered.
A diversity of ideas and points of view can be presented.
Tolerance for differences in background, personality, and intellectual style is developed.
Students who actively participate are likely to learn and retain more.
Objectives are stated and goals are established.
Individuals are motivated to study and prepare for sessions.
The Advantages of Group Tutoring
Pro-Calc Demonstration
Dopamine in D5W is to be titrated 5-15 mcg/kg/min to maintain BP. The IV solution was prepared by adding 0.4 g of Dopamine to D5W. The final solution contained a total volume of 500mL. Your patient's weight is 65 kg. The IV solution should be infused at a rate of ___ to ___ mL/hr.
So, how does one solve this problem?
Dopamine in D5W is to be titrated 5-15 mcg/kg/min to maintain BP. The IV solution was prepared by adding 0.4 g of Dopamine to D5W. The final solution contained a total volume of 500mL. Your patient's weight is 65 lb. The IV solution should be infused at a rate of ___ to ___ mL/hr.
basic strategies have a group tutoring become more effective.
1. What information do we know?
2. What information do we NEED to know?

Collaborative Learning Strategies
What information do we know?
Collaborative learning is essential for the effective functioning of large group tutoring sessions. It puts the responsibility for learning on the student by establishing a dialogue from student to student, not strictly student to tutor. The following are just a few of many collaborative learning activities.
1. Dopamine is titrated in 5-15 mcg/kg/min
2. 0.4 g of Dopamine was added.
3. Total volume of 500 mL.
4. Patient weighs 65 lb.
Group discussion
Assigned Discussion Leader
Turn to a Partner
What information do we NEED to know?
1. 1g = 1,000,000 mcg
2. 1 hr = 60 min
3. 1 lb = 2.2 kg
4. kg = lb/2.2

Let's use what we know and what we NEED to know to solve the problem.
Our answer must be in mL/hr. So we plug in what we know and we NEED to know, and cancel out what we don't need!
After cancellation of variables we don't need, what remains is what we do need!
We have our solutions!
General Outlines
Samantha Richmond
Janay Burroughs
David Woodham
Alvin Johnson
December 18,2013
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