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T3- Tutoring Bootcamp

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Spokane Community College SCC

on 26 January 2016

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Transcript of T3- Tutoring Bootcamp

Why are you here?
Research on Training
Title III & CRLA
Training Structure & QTD
Handbook Reminder
What to expect?
Icebreaker (Ugh!)
Positive Learning Situations

You'll need:
Piece of paper/pen
Memory & Metacognition
Communication Skills
Learning Theory
Expert v. Novice Learners
Research from Bransford et al. (2000)

Create your own definition of:
Expert Learner*
Novice Learner

Read Section 4.1- Pages 21-22
Would you make any changes to your definition?
Discuss & Share

Groups: Science, Math, Humanities, Computer
Prep Exercise: Guess the Question Type
Giving Feedback
Read Section 6.1 (p. 41-44)
Shout out- Carol Dweck's Mindset

Exercise: Person Praise to Process Praise
(p. 43-Whiteboard)

Tutoring & Ethics

Guest Facilitator: Geoffrey Bagwell, Philosophy Instructor

Thank you!
Level I Tutor Certification
Tutor Bootcamp
Learning Outcome I: Understand your role as a tutor.

Learning Outcome II: Understand how to be an effective
& ethical tutor.

Learning Outcome III: Feel confident in your abilities as a tutor.

What do you want to walk away with today?
What were our learning outcomes?

What are your Walk-aways?

What's next?- Completing Level I Training

Winter Level I Training Topics
1/14: Multicultural Awareness & Study Skills
1/21: Questioning/Feedback & Learning Styles
1/28: Learning Styles & Advanced Tutoring

Please Complete an Evaluation
Role of the Tutor
Story of Genevieve, Chemistry Tutor

Your Job = Helping Students Become Independent Learners
- What doesn't help?
- What does?

The CRC Model- A good practice to remember

Learning Theory, cont.
Child v. Adult Learning
Research of: Knowles (2005)
Create your own definition of:
Child Learner
Adult Learner

Read Section 4.2 (page 22)
Would you make any changes to your definition?
Discuss & Share
Learning Theory Exercise
Read Section 4.3 (page 23-25)

Novice-Child Learners
Novice-Adult Learners
Expert-Child Learners
Expert-Adult Learners

1. What would be your goal in your work with this student?
2. What would you do in your sessions?

Discuss & Share
Stay in Groups
Read 5.2 (p. 31-36)
Develop a question for each level of Bloom's Taxonomy. Discuss.
Active Listening
Guest Facilitator: Michelle Gendusa, Counseling

What do we already know? What do we think?

Role Play Activity
Thursdays 4:00-6:00pm !!!!
Structuring the Tutoring Session
How would this look for a long-term assignment v. a quick question?

4.1, 20
Active Listening
What does active listening mean? Look like?
Imagine you are the student. How do you know your tutor is really listening?
A Note on Learning Theories...
First, Tell me what you like about Bransford and Knowles' theories?

Now, what don't you like?
Structuring the Tutoring Session
Is there a structure to making a sandwich?
What is it? Is it important? Essential to Success?
What do you think the structure to a tutoring session should be?
Apply it!

Get out a piece of paper.

Write down a question, a problem, or a scenario you would expect to hear from a student.
Apply It!
Get out your tutoring question from our earlier exercise. Write down your "learner type & category."

Break groups of three (different group than before)

Choose a Tutor, Student, & Recorder

Student: Ask the tutoring question, only this time you are a student in your designated learner type & category. Play it up!

Tutor: Practice how you would respond.

Recorder: Make note of skills used and opportunities missed.

Remember: Structure, CRC, Active Listening, & Meeting the student where they are at in the learning process. It's a lot!

Apply it!

Get into groups of three & swap questions.

One of you will be the tutor, one will be the student, one will be the recorder.

Student: Read the question and role play as if you were a student.
Tutor: Use structuring, CRC model, & Active Listening to respond.
Recorder: Track the structuring, CRC, & Active Listening skills you see the tutor using.

When done, discuss the session. What went well? Where there any missed opportunities?

Switch roles and repeat!

Everyone gets a turn at each role.
Full transcript