Instructors Manual - Destination Education, Inc

Instructors Manual

The Tutor's Guide

INSTRUCTOR'S MANUAL

UCLA Office of Instructional Development

Copyright 1987 by the Regents of the University of California. All rights reserved.

Permission is granted to photocopy the outline handouts for use in conjunction with the videotape lessons.

The Tutor's Guide videotapes and instructor's manual were produced by the UCLA Office of Instructional Development.

Videotape Credits

Content Developed by Ellen Arnett Judy Callas Cindy Czerniak Elise Czerniak Steve Duarte Ed Frankel Catherine Hess Bruce Kijewski Betty Levinson Larry Loeher Bill McGuire Rajab Shariff Celia Villalpando Chris Welker

Associate Producers Tom Petersen Armond Deluise

Producer I Director Hamid Naficy

Executive Producers Will Eyerman Bill Wolfe

Instructor's Manual Credits

Content Developed by Judy Callas Debra Jonas

Design and Production Bill Wolfe

Permission to reproduce this guide has been granted to the GREAT PLAINS NATIONAL INSTRUCTIONAL TELEVISION LIBRARY

University of Nebraska-Box 80669-Lincoln, Nebraska 68501

m! Table of Contents

Introduction • • . . . . .

Lesson 1: Introduction to Tutoring

Lesson 2: The First Session

Lesson 3: The Tutorial Plan

Lesson 4: Diagnosis and the Socratic Method .

Lesson 5: Diagnosis through Observation •

Lesson 6: Tutoring Learning Skills .

Lesson 7: Managing Group Tutorials

Lesson 8: The Tutor as Counselor

Lesson 9: Bridging Cultural Gaps .

Lesson 1 0: Tutoring Physical Sciences

Lesson 11: Tutoring Social Sciences

Lesson 12: Tutoring Humanities . .

Lesson 13: Tutoring the Writing Process

Lesson 14: Tutoring ESL.

Suggested Reading

Outline Handouts •

1

5

9

13

17

21

25

29

33

37

39

43

47

51

55

59

61

Introduction

The Problem

Every year Tutorial Center Directors face a staff of new tutors, eager to do a good job, yet anxious about the responsibili~ies of tutoring, and probably at a loss for any role model of an educator othedhan the classroom instructor. Obviously these tutors need training. To tutor confidently and effectively, they need to understand the unique educational function of peer tutoring and the practical techniques that make for successful tutoring. On the other hand, extensive training programs are a luxury few tutorial centers can afford. Funds are usually limited, and the students who need tutors need them now.

The Solution

Using excerpts from actual tutoring sessions, The Tutor's Guide series presents basic philosophical and educational principles of peer tutoring and illustrates practical strategies for achieving these goals. Selected from over 1 00 hours of videotapes of actual tutoring sessions, the illustrative segments give inexperienc'ed tutors a vivid and varied picture of what tutoring is actually like. Lively graphics, lucid narratives, and summary outlines emphasize the principles illustrated.

Each tape is self-contained and meaningful on its own; yet the tapes complement each other and together provide a comprehensive training program. Thus the tapes can be used individually to enhance an existing training program, or they can be used as the core of a newly designed program.

The Tutor's Guide incl.udes fourteen 15-minute tapes:

Lesson 1: Introduction to Tutoring Lesson 2: The First Session Lesson 3: The Tutorial Plan

Lesson 4: Diagnosis and the Socratic Method Lesson 5: Diagnosis through Observation Lesson 6: Tutoring Learning Skills

Lesson 7: MaAaging Group Tutorials Lesson 8: The Tutor as Counselor Lesson 9: Bridging Cultural Gaps

Lesson 10: Tutoring Physical Sciences Lesson 11: Tutoring Social Sciences

1

2

Lesson 12: Tutoring Humanities Lesson 13: Tutoring the Writing Process Lesson 14: Tutoring ESL

The Tutor's Guide

The first three programs are introductory. Lesson 1 orients new tutors to basic tutorial goals and methods. Lesson 2 suggests ways tutors can initiate good working relationships in the first session, and Lesson 3 shows how to develop tutorial plans that meet students' individual needs.

The next tapes emphasize educational methods. Lesson 4 shows tutors how to "diagnose" students' learning needs through Socratic questioning and observation. Lesson 5 stresses the importance of non-verbal cues as indications of students' comprehension. Lesson 6 suggests ways of tutoring learning skills along with course content and thus promoting student independence.

Three tapes focus on interpersonal skills. Lesson 7 presents techniques for managing group tutorials. Lesson 8 shows ways that counseling approaches can enhance tutorial effectiveness. Lesson 9 will help tutors deal sensitively with cultural differences.

The final five tapes present special techniques and strategies for tutoring in specific subject areas--physical sciences, social sciences, humanities, composition, and ESL.

The examples of tutoring on these tapes are very real. Some episodes are brilliant, some are only partially successful, and some illustrate very clearly what not to do and why. Altogether they demonstrate that there are as many styles of good tutoring as there are good tutors and a good tutor need not be perfect. We hope that the vicarious experiences 'of watching peer tutors at work at UCLA will give your tutors confidence in their own ability to go out and do the job.

Suggestions for Using The Tutor's Guide

Viewers of The Tutor's Guide will soon notice certain recurrent themes, among them, that the goal of tutoring is to foster student independence and that tutors can help students help themselves by stimulating active learning and building students' confidence in their own abilities. We suggest that you not only emphasize these themes in your training but also exemplify them in your instructional style. Clearly tutors too must function independently, and to do so they need confidence in their own resources. They also need models of the educational strategies they will be using. This manual suggests ways to use The Tutor's Guide in training programs aimed at stimulating active tutor

• Introduction

participation, fostering confidence and independence, and demonstrating learner-oriented educational methods.

How you use The Tutor's Guide will depend on the scope, format, and style of your own training programs. Although the tapes were created to make certain points clearly and emphatically, we urge you not to use The Tutor's Guide as a series of pat lessons, but rather as starting points for exploring the issues raised. The tapes are short enough {15 minutes) to allow plenty of time during a training session for tutors to discuss issues and applications, analyze and critique the interactions in selected excerpts, and engage in an activity such as roleplaying.

Since each tape is self-explanatory, you could use the series as a whole or in parts for custom designed self-instructional tutor training. Tutors could view the tapes on their own in an audio-visual facility and perhaps respond in writing to selected discussion questions. If possible, however, we suggest that you exploit the powers of collaborative learning and use the tapes in a group setting. Even in a group setting, training programs designed around the tapes could range widely from a semester tutor training course with a session on each tape to a one day training program that might use only "An Introduction to Tutoring" (Lesson 1) plus one of the discipline-related tapes (Lessons 10 through 14) and depend on discussion to cover other topics.

We suggest beginning a session by asking tutors to air any questions or concerns they may have about the subject to be treated in the tape. Before viewing "The First Session" (Lesson 2), for example, tutors might discuss their apprehensions about tutoring for the first time and consider what they are supposed to accomplish in the initial session.

After viewing the tape, the group might discuss further applications of the points introduced. The trainer might replay segments of the tape so that tutors could observe interactions more closely for subtleties of body language, effective and ineffective communication, etc. We like to have veteran tutors present at the training, so that they can offer examples and advice from their own experience. Their contributions emphasize the message that there is no one right way to tutor.

Group discussion might be followed by such activities as new tutors roleplaying tutor and student in situations suggested by the tape, alternating roles, then discussing the feelings and recognitions stimulated by this experience. The group might then reconvene for a summary discussion.

3

The Tutor's Guide manual contains for each tape a content summary, suggested discussion questions and activities, and a one page outline. The summaries are detailed enough for you to make an initial selection of material without having

4 The Tutor's Guide

to view the tapes. The suggested discussion questions and activities offer examples of ways to use the tapes. These suggestions are, of course, not scripts for training sessions, but only examples of possible questions and activities. The outlines are designed to be photocopied as training handouts on which tutors can write notes pertaining to the tape and discussion. The outlines are placed at the back of this manual, to facilitate their removal for copying, along with a brief list of suggested readings.

The suggested discussion questions and activities sections all follow the same format. Each begins with questions for a brief preliminary discussion designed to open up issues, raise tutors' interest in the tape, and focus their attention productively. We suggest noting responses on the blackboard, leaving questions open, and postponing detailed discussion until after viewing the tape.

For easy reference, the content of the tape is summarized by major headings, followed by descriptions of the illustrative excerpts. If you wish to replay certain excerpts for close viewing and discussion, you can locate these parts on the tape ahead of time using your own counter and then record the counter number by the excerpt descriptions for future reference.

Following the excerpt descriptions are suggested discussion questions. Some questions would require replaying excerpts, some simply expand on the topic introduced and could be posed to the group after one viewing of the tape. You can choose questions according to the topics you want to emphasize in that session. Some questions focus attention on what occurred in an episode, but all the questions are open-ended in intent. We repeat our suggestion that you deliberately use the Socratic method and other strategies for stimulating active learning, not only for the immediate benefits, but also to provide tutors with models that they can apply in their own work.

For coherence, we list suggested activities after the excerpts and topics that they relate to, but such activities would probably take place after the discussion of the complete tape. Again the selection of activities would depend on emphasis and available time.

Summary discussion questions provide a way of wrapping up a session, relating the tape and discussion to preliminary concerns, and underscoring main themes. You could again use the blackboard to note those major points that you want tutors to bear in mind as they go about their work.

In the spirit of encouraging independence, we offer these suggestions only as suggestions. Each tutoring program has its own needs, emphases, and constraints, and there are many different good ways to use The Tutor's Guide.

Suggested Reading

AIMS Instructional Media. Body Language in the Classroom. 1970.

Arkin, Marian. Tutoring ESL Students. New York: Longman, 1982.

Arkin, Marian and Barbara Shollar. The Tutor Book. New York: Longman, 1982.

Arkin, Marian and Barbara Shollar. The Writing Tutor. New York: Longman, 1982.

Bruffee, Kenneth. "Collaborative Learning and 'The Conversation of Mankind."' College English, 46 (1 984), 635-52.

Chickering, Arthur, et al. The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society. San Francisco: Jessey-Bass, 1 982.

Clark, Irene. Writing in the Center. Dubuque, lA: Kendall/Hunt, 1985.

Cross, K Patricia. Accent on Learning. San Francisco: Jossey-Bass, 1976.

Crow, Mary Lynn. "Teaching as an Interactive Process." New Directions for Teaching and Learning, 1 (1980), 41-55.

Eble, Kenneth. The Craft of Teaching: A Guide to Mastering the Professor's Art. San Francisco: Jossey-Bass, 1976.

Frederick, Peter. "The Dreaded Discussion: Ten Ways to Start." Improving College and University Teaching, 30 (1 981 ), 109-114.

Gullette, Margaret. The Art and Craft of Teaching. Cambridge, MA: Harvard-Danforth Center for Teaching and Learning, 1982.

Harris, Muriel (ed.). Tutoring Writing: A Sourcebook for Writing Labs. Glenville, IL: Scott, Foresman and Co., 1982.

Hill, William. Learning Through Discussion. Beverly Hills, CA: Sage Publications, 1969.

Katz, Joseph (ed.). Teaching as Though Students Mattered. San Francisco: Jossey-Bass, 1985.

Kraft, Robert. "Group-Inquiry Turns Passive Students Active." College Teaching, 33 (1985), 149-154.

Krashen, Stephen and Tracy Terrell. The Natural Approach. Hayward, CA: The Alemany Press, 1983.

McKeachie, Wilbert. Teaching Tips. Lexington, MA: D.C. Heath and Company, 1978.

59

60 The Tutor's Guide

Millman, Jason and Walter Pauk. How to Take Tests. New York: McGraw-Hill, 1969.

Morgan, Clifford and James Deese. How to Study. New York: McGraw-Hill, 1969.

Olson, Gary (ed.). Writing Centers: Theory and Administration. Urbana, IL: NCTE, 1984.

Perry, William. Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart and Winston, 1970.

Popham, W. James and Eva Baker. Systematic Instruction: Englewood Cliffs, NJ: Prentice-Hall, Inc., 1970.

Readence, John E., Thomas W. Bean, R. SCott Baldwin. Content Area Reading: An Integrated Approach. Dubuque, lA: Kendall/Hunt, 1981.

Rasnick, Peter. The Math Tutor. New York: Longman, 1982.

Shollar, Barbara. Tutoring Reading and Academic Survival Skills. New York: Longman, 1982.

Spear; Karen. "Promoting Cognitive Development in the Writing Center." In Olson, Writing Centers, 62-76.

Whimbey, Arthur. Analytical Reading and Reasoning. Stamford, CT: Innovative Sciences, 1982.

Whimbey, Arthur and Jack Lochhead. Problem Solving and Comprehension. Philadelphia: Franklin Institute, 1982.

Widdowson; Henry. Explorations in Applied Linguistics 2. Oxford: Oxford University Press, 1984.

Outline Handouts

61

me Lesson 1

Introduction to Tutoring

What is a tutor?

WHAT IS A TUTOR?

Guide

Helper

Counselor

Teacher

listener

Friend

Motivator

QUALITIES OF A TUTOR

Interpersonal qualities

Academic abilities

GOALS OF TUTORING

Active learning

Independence

Motivation

From The Tutor's Guide, copyright 1S87 by the Regents of the University of Califomia. Permission is granted to photocopy this outline handout for use in conjunction with the videotape lessons.

• Lesson 2

The First Session

Tomorrow is your first tutoring session. Will you start things off on the right foot?

DISCUSSING MUTUAL EXPECTATIONS

Tutorial policies

Mutual responsibilities

Oral Contract

Student Tutor

- attend regularly - come prepared - listen

- attend regularly - come prepared - listen

- be open -take notes - do homework - become independent

-be open - be patient - be sensitive - keep confidential

ENCOURAGING DIALOG

Reduce student reluctance

Determine basic skills

CREATING RAPPORT

Listening

Patience

Openness

From The Tutor's Guide, copyright 1987 by the Regents of the University of California. Permission is granted to photocopy this outline handout for use in conjunction with the videotape lessons.

• Lesson 3 The Tutorial Plan

You're the tJtor. What's your plan?

DEFINITION

Outline of work

Written or verbal

Helps student understanding

Helps pace tutorials

Identifies problem are;:ts

PREPARATION

Review course content

Draw from experience

Attend lectures

Gauge student skills

Learning skills

Note taking skills

Major field of study

Expectation of grades

Study environment

Meet with professor

IMPLEMENTATION

Remain flexible

Motivate students

Promote self-sufficiency

From The Tutor's Guide, copyright 1987 by the Regents ofthe University of California. Permission is· granted to photocopy this outline handoutfor use in conjunction with ,the videotape lessons.

---~~· ---------------------------------------------------------~

m Lesson 4

Diagnosis and the Socratic Method

Do you know what your students need to know?

DIAGNOSIS

Quiz in first session

Quiz in each session

Provide feedback

SOCRATIC METHOD

Ask leading questions

Test comprehension

Avoid lecturing

Expand understanding


-----------------------------------------------

m Lessons Diagnosis through Observation

Your students seem to know the right answers. Do they really understand the subject matter?

DIAGNOSTIC METHODS

Tests and quizzes

Socratic method

OBSERVATION

Facial expressions

Body language

Enthusiasm

From The Tutor's Guide, copyright 1987 by the Regents of the University of C~lifomia. Permission is granted to photocopy this outline handout for use in conjunction with the videotape lessons.

• Lesson 6 Tutoring Learning Skills

Your student's learning skills need improvement. Can you help?

LEARNING TO UNDERSTAND

Encourage active learning

Establish context

Survey the course

Syllabus

Exam schedule

Course concepts

Course vocabulary

Classify information

Visualize

Show recall techniques

Make notes

Practice recall

Use mnemonics

Mastering exams

Read the question

Plan the answer

Stay in control


• Lesson7 Managing Group Tutorials

Group tutoring is often exciting. Can you make it productive as well?

INSURE VISIBILITY

Arrange seating

Turn notes

Rearrange positions

ENCOURAGE PARTICIPATION

Ask students to explain

Reassure quiet ones

Control dominant ones

Take a vote

Summarize student ideas

From The Tutor's Guide, copyright 1987 by the Regents cifthe University of California. Permission is granted to photocopy this outline handout for use in conjunction with the videotape lessons.

m Lesson 8

The Tutor as Counselor

Can you respond to your student's personal problems without becoming a psychoanalyst?

COUNSELING SKILLS

Empathy

Body Language

Student's body language

Tutor's body language

Confrontation

Subtle

Intense

Objectivity

Referral


• Lesson 9 Bridging Cultural Gaps

Your students come from many backgrounds-Can you bridge the cultural gaps?

AVOIDING OBSTACLES

Student dependence

Tutor bias

Imposing own values

BUILDING BRIDGES

Appreciate student's values

Promote tolerance

Foster independence

Tutor bilingually

Act as a role model

From The Tutor's Guide, copyright 1987 by the Regents of the University of California. Permission Is granted to photocopy this outline handout for use in conjunction with the videotape lessons.

~ Lesson 10

Tutoring Physical Sciences

Which special strategies help most in tutoring math and science courses?

LEARNING THE LANGUAGE

Associate words with things

Associate words with analogies

SIMPLIFYING RELATIONSHIPS

Draw pictures

Reduce components

CHOOSING ALTERNATIVES

Show advantages and limits

Change to recognizable form

CHECKING SOLUTIONS

Does it make sense?

Work backwards


me Lesson 11 Tutoring Social Sciences

Which special strategies help most in tutoring Social Sciences?

CREATING A FRAMEWORK

Provide context

Apply theory

Use analogies

FOSTER CRITICAL THINKING

Focus on the process

Ask for evidence

MASTERING THE TERMINOLOGY

Make it meaningful

Make it distinct

MASTERING THE EXAMS

Give practice tests

Practice effects

Immediate feedback

Review

Predict test material

Allay test anxiety


H Lesson 12

Tutoring Humanities

Which special strategies help most in tutoring Humanities?

GOALS

Provide context

Develop critical perspective

Foster independence

STRATEGIES

Use Socratic method

Gauge basic skills

Encourage time management

Reinforce students


l!ll Lesson 13 Tutoring the Writing Process

Which special strategies help most in tutodng the writing process?

GENERATING CONTENT

Brainstorming

Urge writing ideas down

Ask leading questions

Delay editing

REVISING DRAFTS

Encourage talking it

Stress content vs error

Build on student strengths


• Lesson 14 Tutoring ESL

Which special strategies help most in tutoring ESL?

CULTURAL AND ACADEMIC ADJUSTMENTS

COMMUNICATION STRATEGIES

Use body language

Slowdown

Don't talk down

Check for comprehension

WRITING STRATEGIES

Content before grammar

Encourage talking it

Correct grammar during editing

How does it sound?

Where is the error?

What is the error?

Encourage reading


i:!l Lesson 1

Introduction to Tutoring

Summary

This tape introduces some basic themes of The Tutor's Guide series, all related to the principle that the purpose of tutoring is to help students help themselves. The tutorial relationship is a personal one in which the tutor may play many different roles. Drawing upon their own personal qualities and academic abilities combined with an understanding of tutorial principles and practical strategies, tutors develop individual approaches that work best for them and their students. Excerpts from tutorial sessions illustrate the importance of both interpersonal qualities (e.g., patience and sensitivity) and academic preparation. Also illustrated are ways to stimulate active learning, foster independence, and build student confidence and motivation. Besides introducing themes, the session excerpts and brief interviews with tutors and students will give new tutors a feeling for what their job actually involves.

Preliminary Discussion

li! If you were a student seeking tutoring, what qualities would you hope your tutor would have?

l!l Do you have any apprehensions about your responsibilities as a tutor?

Discussion and Activities After Viewing the Tape

WHAT IS A TUTOR?

Seven tutors respond to the question, "What is a tutor?"

Discussion: What other characteristics would you include?

QUALITIES OF A TUTOR

Interpersonal Qualities

Russell states the importance of patience in tutoring.

One of Russell's students a/so comments on the importance of the tutor's patience.

5

6 The Tutor's Guide

Discussion: Note the kinds of responses Russell makes and how he times them. How does he communicate patience?

Discussion: Besides patience and sensitivity, what are some other personal qualities you can draw upon in your tutoring?

Gail's interaction with Robert illustrates her sensitivity to his problems.

Discussion: What nonverbal cues is Gail responding to? How would you have handled this situation?

Academic Abilities

Mike uses concrete examples to illustrate general principles in economics.

One of Russell's students explains how Russell's understanding of the materials is translated into effective tutoring.

Russell guides student learning by asking questions.

Discussion: Have you discovered any special approaches to learning your subject that you would like to share with your students?

Activity: Videotape a roleplay of a tutorial session. Which of your personal qualities stand out? In what ways are your academic abilities demonstrated?

GOALS OF TUTORING

Active Learning

Chris asks students to teach each other.

Student comments show that their tutor builds confidence.

Aliza makes students feel good about expressing ideas.

• Lesson 1: Introduction to Tutoring

Discussion: What do these tutors do and say to build student confidence?

Discussion: What are the different ways in which Aliza shows students that their ideas are interesting?

Discussion: Besides asking students to teach, what are some other ways to structure active learning activities in your discipline?

Independence

Shawn sets up an assignment so his student can learn to use techniques on his own.

Discussion: How does Shawn foster independence?

Discussion: What responses build-or conversely, undermine--students' confidence?

Discussion: What techniques for encouraging student independence might be useful in your subject matter?

Discussion: What are some independent activities you might assign your students? What guidance would you offer?

Motivation

A reluctant chemistry student comments on the value of tutoring for her.

Discussion: In your own career as a student, when have you felt most highly motivated to learn? What factors contributed to your motivation? Are there ways you could introduce some of these factors into your tutoring?

Activity: Replay the videotape of tutorial roleplay. Can you find examples of how you fostered active learning, independence and/or motivation?

7

8 The Tutor's Guide

Summary Discussion

~ How has the discussion altered or enlarged your initial views of the tutor's roles and responsibilities?

~------------------------------------------------

m Lesson 2

The First Session

Summary

In the first session the tutor can set the pattern for a tutorial process in which the student will play an active role. This tape presents three important strategies for initiating a productive tutorial relationship. Discussing mutual expectations will enable tutor and student to clarify the policies of the service and establish their responsibilities to each other. Informal dialogue about background and interest in the course will get the student actively involved and also help the tutor assess the student's academic preparation. The tutor can help create a good rapport by listening patiently and remaining open to what the student has to say. Examples of effective and ineffective interactions illustrate these points.


• What apprehensions do you have about initial sessions?

• What do you expect to accomplish during an initial session?


DISCUSSING MUTUAL EXPECTATIONS

Shawn clearly states his expectations, but we don't really hear from the student about his oral contract.

In contrast, Gail deals with attendance policies and also shows humor and empathy.

Discussion: What are the rules, procedures and guidelines of your particular tutorial service that should be clarified during the first session?

Discussion: What are some good ways to introduce these topics?

Discussion: What are some good ways to ensure that your tutee expresses his or her expectations?

Activity: Roleplay the first session in which you discuss mutual expectations. Make sure you hear from your "student" about his expectations of you.

9


ENCOURAGING DIALOG

To help her plan for future tutorials, Aliza asks students about their background.

Discussion: What are some open-ended questions or other approaches to dialog·ue that would draw out background information about the student's preparation and interest in the subject?

Activity: Roleplay the first session in which you initiate a dialog about your student's background and interest in the subject. Try to share something of your own background, interest, learning experiences in the subject.

CREATING RAPPORT

Aliza fails to listen and, therefore, is not open to what the student is trying to say.

Aliza recognizes her failure to listen.

Discussion: How could Aliza have responded differently to encourage greater student participation? Imagine alternative directions this session could have taken.

By being patient, Gail allows Robert time to arrive at the answer himself.

Discussion: Are there features of Gail's manner and style that might give mixed messages or otherwise interfere with communication and rapport?

By being open to what Ingrid wants, Mike achieves the same result.

Aliza and Tracy's interaction illustrates they have developed a productive rapport.

li Lesson 2; The First Session

Discussion: Compare the effective interactions with those that were less than successful. What did the tutors in the effective interactions do and say to create rapport? How could the other tutors have responded differently?

Discussion: Have you ever had to struggle with impatience while trying to teach someone? Give examples of how patience has paid off. Why is it sometimes hard to be patient?

11

Activity: As a means of practicing listening strategies, choose a controversial topic on which you and a partner have opposing opinions. During a debate on this topic, for each interaction summarize your partner's opinion before you state yours. Afterwards, discuss with your partner how you felt about this activity. For example, did you find it difficult to summarize your partner's statements because you were concentrating on your response rather than what she was saying?

Activity: Pick a topic that you understand and your partner does not. Roleplay a tutoring interaction on this topic in which you make a point of being patient. Discuss your impulses to handle the process in a more "efficient" manner. Encourage your "student" to describe his or her learning experience.

Summary Discussion

liii How has the discussion addressed the apprehensions you may have felt regarding the first session?

II Lesson 3

The Tuto.rial Plan

Summary

The tutorial plan is a written or verbal understanding between tutor and students about the material they will cover du.ring the term as well as during each session. This tape explains how the tutorial plan helps tutors and students pace their work and anticipate problem areas. In developing tutorial plans, tutors draw upon past experience with the course, review the syllabus and course content, attend lectur~s. meet with professors, and, equally important, assess their students' level of preparation. In implementing the tutorial plan, tutors should remain flexible and responsive to their students' actual needs. Prompting students to understand their own learning needs and develop their own study plans helps motivate them towards self-sufficiency. Excerpts from interviews and tutorial sessions illustrate how tutors develop and implement tutorial plans.


l!i In what ways can you plan for your tutorial sessions?

l!i What would be useful to know about your students? About the course they're taking?

Discussion and Activities After VIewing the Tape

DEFINITION

Russell explains his tutorial plan to his student.

Discussion: What are some of the aspects of the tutorial plan that Russell exPlains?

Discussion: What other areas might he cover?

Discussion: What areas would you need to cover for the course you are tutoring?

PREPARATION

Russell reflects on how he arrived at a tutorial plan for chemistry.

13


Nobel names several ways to prepare for tutorial sessions.

Discussion: What do Russell and Nobel base their tutorial plans on?

Discussion: What other materials might help you plan your tutorials?

A!iza asks questions to help her gauge student skills.

Discussion: What questions does she ask?

Discussion: What questions would you ask that would be relevant for tutoring in your subject-matter?

Aliza talks about her meeting with the professor.

Discussion: What information did Aliza find out from the professor?

Discussion: What information would you find out from the professor for your tutorial session?

Activity: Take steps to prepare for the tutorial by such means as obtaining a course syllabus, interviewing the instructor of the course and drawing up a questionnaire for your student. Include other steps you think might be appropriate.

Activity: Roleplay a discussion with your "student" regarding your tutorial plan.

Activity: Roleplay a session in which you ask your "student" questions to gauge his or her skill areas.

IMPLEMENTATION

Nobel explains how he remains flexible to student needs.

Russell describes how he initially imposed an arbitrary structure on his tutorial sessions.

Russell demonstrates the Socratic method in a chemistry tutorial.

lli! Lesson 3: The Tutorial Plan

Discussion: How does Nobel balance tutorial planning with flexibility?

Discussion: From Russell's perspective, how did he go wrong with his initial sessions?

Discussion: How can you remain flexible without getting off the track? Is it more important to pursue a student's special interests or cover the materials presented in the course?

Summary Discussion

lli! How has the discussion of tutorial plans enlarged your understanding of a tutor's responsibilities? ·

15

H Lesson 4 Diagnosis and the Socratic Method

Summary

This tape introduces means for diagnosing students' abilities, strengths as well as weaknesses, to help tutors use time efficiently and build on what students already know. Diagnostic'quizzes can reveal students' level of preparation for the course, progress during the course, and problem solving approaches. For students to benefit from diagnostic processes, tutors need to provide good feedback, praising success and helping students to see patterns in their mistakes. In tutoring, the Socratic method is generally preferable to lecturing, which can discourage students' active involvement and prevent the tutor from realizing students' inadequate comprehension. Yes/no questions have less value than those that ask the student to demonstrate understanding. "What if" questions and analogies are excellent strategies for expanding student understanding. Excerpts show tutors using diagnosis and the Socratic method to find students' levels of comprehension before moving to new concepts and topics.


lll! What information would you wantto know about your students to make the tutorial productive?

!II! In what ways could you obtain this information?


DIAGNOSIS

Gail's rapid questions regarding spelling rules are intended to act as diagnosis and review.

Discussion: Do you feel she is successful?

Discussion: What other ways could she have achieved these goals?

Quiz in First Session

Marsha introduces a quiz in the first session.

17


Discussion: What does Marsha do and say to help allay her student's anxiety?

Discussion: What information is she trying to obtain from the quiz?

Discussion: What information would be relevant to your situation?

Quiz in Each Session

Russell hands out quizzes at a session.

Discussion: What does Russell want to achieve?

Discussion: When would you give quizzes in your tutorial sessions?

Provide Feedback

Sa/ points out patterns in his student's writing so his student can make corrections on his own.

Sa/ describes how he helps students become independent in revising their drafts.

Activity: Construct a first session quiz. Roleplay a session in which you hand out this quiz and explain its purpose while attempting to allay your "student's" anxiety.

Activity: Prepare a quiz relevant to materials covered three or four weeks after the first session. Roleplay a session in which your "student" takes the quiz and then you provide feedback that points out his or her strengths and clarifies patterns in errors.

SOCRATIC METHOD

Ask Leading Questions

Russell asks leading questions to help students arrive at the correct answers in their chemistry problems.

H Lesson 4: Diagnosis and the Socratic Method 19

Discussion: Discuss the strengths and weaknesses of Russell's approach.

Test Comprehension

Gail tests a student's comprehension regarding sentence structure.

Discussion: What strategies does Gail use to avoid simply asking the student if he understands?

Avoid Lecturing

Sal begins to lecture his student on his draft.

Discussion: What clues help you perceive that the student is not following the discussion?

Discussion: What could Sal have done to make the revision process more effective?

Roger conducts a lecture for a review session.

Discussion: When might lecturing be appropriate in tutorials?

Expand Understanding

Nobel attempts to expand his student's understanding of molecular biology.

Discussion: What strategies does Nobel use?

------------ ~~~----


Discussion: Does the student seem to benefit from this technique? Support your response with clues from student's nonverbal messages.

Activity: Roleplay a session in which you present a concept using the Socratic method.

Summary Discussion

• In what ways has the discussion enhanced your ability to determine student needs?

H Lessons

Diagnosis through Observation

Summary

Sensitivity to nonverbal cues is as important a "diagnostic" method as quizzes and Socratic questioning. Facial expressions and body language can reveal a student's level of interest and comprehension and possible confusion or anxiety. Excerpts illustrate subtle and not-so-subtle forms of nonverbal cues from students that tutors can use to guide thein in addressing individual needs. Becoming more sensitive observers will also help tutors avoid sending their own unintended nonverbal messages to students.


ill! If your students respond with the correct answer, how do you know if they really understand the material?


DIAGNOSTIC METHODS

Tests and Quizzes

Russell hands out a diagnostic worksheet.

Discussion: What is Russell interested in assessing?

Discussion: Give examples of skills and concepts that your students need to have mastered in order to succeed in their course.

Socratic Method

Gail's rapid questions measures the student's knowledge and helps him arrive at his own answers.

Discussion: What does Gail attempt to accomplish in this excerpt? Do you think she is successful?

21


Discussion: How would you have dealt with this session?

Discussion: Compare the advantages of written and oral diagnosis. Are there any situations where one is more appropriate than the other?

Activity: Construct a quiz testing the skills and concepts you listed above. Roleplay a session in which you administer the quiz and provide feedback. Then discuss with your "student" the strengths and weaknesses of the quiz.

Activity: For further activities, see Lesson 4: Diagnosis and the Socratic method.

OBSERVATION

Facial Expressions

Aliza, Mike and Trudy are with students whose facial expressions show their enthusiasm or iack of it.

Discussion: What emotions do you think these students are feeling? What nonverbal clues can you spot to support your answer?

Body Language

Russell watches his students take a diagnostic quiz.

Discussion: What is Russell looking for and how will he find out this information?

Chris watches his students solve a problem.

Discussion: Can you tell which student is more sure of his answer to Chris' question?

Discussion: Which student would you have called on to explain the answer? Why?

ll Lesson 5: Diagnosis through Observation

Trudy discusses a problem in rhetoric with Darin.

Discussion: What nonverbal clues is Darin exhibiting?

Discussion: What could she have done to improve this session?

Trudy asks Darin if he's bored.

Discussion: Do you think this is a good approach?

Discussion: What would you have done?

Mike explains a kinesiology principle to Ingrid.

Mike acknowledges his lack of sensitivity to Ingrid's body language.

Discussion: What nonverbal communication does Ingrid display?

Discussion: Do you agree with Mike's analysis?

None of Shawn's students can answer his question.

Discussion: How do the students reveal that they don't know the answer?

Discussion: What does Shawn do to elicit an answer?

Discussion: What other strategies could Shawn have used?

23

Sal's student seems embarrased even though he knows the answer.

Discussion: What verbal and nonverbal communication does the student express?


Discussion: Do you think it was appropriate for Sal not to comment to Marco on his behavior?

Discussion: Do you believe that Marco was reassured by Sal's actions?

Marsha asks her student a question regarding a diagram demonstrating a principle in economics.

Discussion: How does the tutor know her student is guessing?

After viewing a videotape of herself tutoring, Aliza reflects on her nonverbal behavior.

Activity: Videotape a tutorial session roleplay. Try to identify what your "student" is expressing nonverbally. Discuss with this "student" whether your predictions were accurate. If you are unable to videotape a session, discuss your perceptions based on what you remembered.

Activity: Review the video. Focus on your behaviors and try to guess how they might be interpreted. Discuss with your "student" how he or she perceived the communication.

Summary Discussion

l!i! In what ways has the discussion helped you become more aware of your student's understanding?

------~···---------------~--------

i 1- - ....

H LessonS

Tutoring Learning Skills

Summary

Tutors are successful learners themselves; how can they communicate the principles of effective learning to their students? This tape stresses the importance of active learning in two senses-actively developing good study habits and actively seeking understanding. Besides encouraging students to manage their study conditions, tutors can guide them in approaches to learning for understanding. Establishing familiar contexts for new information helps make course material more meaningful and thus more learnable. Tutors can also introduce students to alternative learning modes, such as visualizing. By demonstrating recall techniques such as notetaking, flashcards and mnemonics, tutors can present course content and study methods at the same time. Effective exam taking also involves understanding-understanding the questions, writing understandable answers, and understanding emotions so that the student can stay in control. Tutors are in an ideal position to help students learn how to learn. Excerpts provide examples of the integration of learning skills in the tutorial sessions, perhaps one of the most important responsibilities of a tutor.


II What skills have you found important for academic learning?

II How did you develop these skills?


ENCOURAGE ACTIVE LEARNING

Aliza relates strategies for active learning to her English literature students.

Discussion: What strategies does Aliza apply?

Discussion: What additional or different strategies might be appropriate for your content area?

2.5


Activity: Roleplay a session in which you ask your "student" how he or she prepares for class and for exams. Recommend study habits based on your assessment of his or her learning skills.

ESTABLISH CONTEXT

Shawn and his student discuss the definition of "physics".

Discussion: What other aspects of physics might Shawn discuss that would provide a context for the student?

Chris helps students classify information during a psychology group tutoriaf.

Discussion: What strategies does Chris use to establish a context?

Activity: Discuss with a partner the definition of your subject and how it might differ from other subjects.

VISUALIZE

Russell remarks on the importance of enabling students to visualize principles in chemistry.

Mike helps his student visualize kinesiology terms.

Discussion: What do these tutors use to help students visualize the concepts?

Discussion: What other devices would be useful?

Activity: Roleplay a session in which you have your "student" use a visual device to explain a concept from your field.

II Lesson 6: Tutoring Learning Skills

SHOW RECALL TECHNIQUES

Mike comments on his student's notes.

Marsha insists that her students make flash cards.

In the next excerpt, one of her students responds with a mnemonic device that this tutor had suggested previously.

Discussion: What concepts in your field lend themselves to practice through flashcards? Through mnemonic devices?

Discussion: What other study devices would be useful?

Activity: Roleplay a session in which you give feedback on your "student's" notes. Provide models of effective notes from the course your student is taking.

27

Activity: Demonstrate a recall technique using flashcards or mnemonic devices.

MASTERING EXAMS

Chris' helps his students practice strategies for reading multiple choice questions.

Discussion: What strategies does he recommend?

Discussion: Can you think of any other useful tips for multiple-choice · test-taking?

Aliza discusses strategies for essay exams.

Discussion: What strategies does she recommend?

Discussion: Can you think of any other useful tips for essay test-taking?

The economics tutor gives advice to help her students stay in control during the exam.


Discussion: What strategies does she recommend?

Discussion: Can you think of any other useful advice?

Activity: Select an exam from the syllabus of the course you will tutor. Discuss with a partner test-taking strategies for this exam.

Summary Discussion

Ji! How do you intend to integrate learning skills into your tutorial sessions?

H Lesson7

Managing Group Tutorials

Summary

Working with groups of students is an effective strategy for tutors in many different subjects. This tape demonstrates ways to make group tutorials productive and rewarding. By arranging seating, turning notes and changing positions, tutors ensure the visibility of students, the tutor, and visual aides. Providing subtle direction while students explain ideas to each other encourages group participation. Equal participation is accomplished by reassuring the quiet students and controlling the dominant ones. For larger groups, tutors can maintain an atmosphere of equality by asking students to vote on the answer to questions. Finally, if tutors summarize ideas presented in sessions, they can help resolve differences and validate student contributions. Excerpts demonstrate these techniques for encouraging the active involvement of all students in the group.


• In what ways do you think a group session would be different from an individual session?

• What problems might group tutorials pose? What advantages might they offer?


Three tutors express their enthusiasm for group tutorials.

Discussion: What advantages of group tutorials do these tutors mention?

Discussion: Suggest some other advantages and disadvantages of group tutorials.

INSURE VISIBILITY

Aliza discusses how she assures visibility in her group tutorials.

Shawn turns his notes so his students can see what he is doing.

Roger changes places with a left-handed student.

29


Discussion: What is the lay-out of your tutorial situation?

Discussion: What possibilities are available for assuring visibility?

ENCOURAGE PARTICIPATION

Nobel asks one student to explain an answer to another student.

Discussion: Point out how Nobel p.r;ovides direction and approval.

Aliza describes how students learn to discuss ideas on their own during her tutorial sessions.

Discussion: How could you promote such interactions in your own discipline?

Aliza is conducting a discussion session in which a quiet student loses an opportunity to respond.

Discussion: How does Roxanne lose her turn to respond?

Discussion: What could Aliza have done to prevent this situation?

Aliza controls a dominant student during a discussion session.

Discussion: How does the student attempt to take over the discussion?

Discussion: How does Aliza control him?

Discussion: How would you have handled this situation?

Russell has his students take a vote.

Russell comments on the merits of this technique.

~!lesson 7: Managing Group Tutorials

Discussion: For what types of exercises would vote-taking be appropriate?

Aliza summarizes her students' ideas. ~

Activity: Roleplay a group tutorial in which you ask one of your "students'; to explain a concept to the others while you monitor the interaction.

Activity: Roleplay a session in which you conduct a small group discussion. Try to allow relatively equal opportunities for all participants to share in the conversation.

Summary Discussion

II What are some basic approaches you can use to make your group tutorials productive?

31

Jl LessonS

The Tutor as Counselor

Summary

Without becoming psychoanalysts, tutors can use· counseling techniques to increase rapport and deal appropriately with students' personal problems. Excerpts from sessions and interviews illustrate counseling strategies such as empathy, body language, confrontation, objectivity and referral. Sharing a personal experience can demonstrate empathy and encourage students' trust. Sensitivity to nonverbal communication-both the students' and the tutors'-will keep tutors aware of students' comprehension and interest, and can help tutors avoid sending negative nonverbal messages. Through timely and honest confrontation, tutors can avoid problems down the road. Regardless of personal feelings toward a student, tutors must maintain their objectivity. Finally, tutors, like counselors, often refer students to other services for assistance with special problems. Excerpts show tutors responding both successfully and not so successfully to students' personal problems.


B What types of problems might your students have that would affect their academic progress?

B What might tip you off that your student is having one of these problems?

B What could you do about this problem?


EMPATHY

Gail expresses empathy for her student's difficulty with pronouns.

Discussion: How does her student react?

Discussion: How can you express empathy with students' academic difficulties without giving them the impression you are incompetent?

33

---------------------------------

34

BODY LANGUAGE

Student's Body Language

The Tutor's Guide

The tutor, Mike, watches Howard's facial expression for clues.

Discussion: How do you interpret Howard's expression?

Discussion: What clues led you to your response?

Tutor's Body language

Gail's body language is inconsistent with what she is saying.

Discussion: What are some other kinds of body language that might interfere with your effectiveness as a tutor?

Activity: Videotape a tutorial session roleplay. What nonverbal messages are communicated through your "student's" body language and yours?

Activity: Refer to Lesson 5 "Diagnosis Through Observation" for further activities regarding observation of body language.

CONFRONTATION

Subtle

Chris gently warns his students on their lack of preparation.

Discussion: Under what conditions would Chris' warning be appropriate?

Discussion: Would you have handled this situation differently?

Intense

Trudy listens to Darren's reason why his paper is late.

It Lesson 8: The Tutor as Counselor

Discussion: Do you believe this story?

Discussion: Does Trudy really believe Darren?

Discussion: How would you describe Trudy's reaction?

Discussion: Is this the point where she should actually confront him?

Discussion: What would you have done?

In hindsight, Trudy wishes she had reacted differently to Darin's story.

Discussion: Do you agree with Trudy's ideas about how she should have handled the problem?

Activity: Choose a partner to play the role of Darin. React to Darin's story.

OBJECTIVITY

Gail describes her feelings toward Robert.

Gail listens to Robert tell her why he didn't finish his paper.

Discussion: Do you agree with Gail's description of Robert?

Discussion: How would you describe Gail's interaction with Robert?

Discussion: Do you feel she reacted appropriately?

Discussion: Would you recommend that she refer him to another tutor?

Discussion: What types of students would you prefer to tutor? Do you have any concerns about your ability to work with students who don't fit this description?

Activity: Choose a partner to play the role of Robert. React to Robert's story.

35


REFERRAL

Marsha asks a student about the counseling she has received.

Discussion: Under what conditions are Marsha's questions appropriate?

Activity for trainers: Distribute a list of referral services available to tutors and their students. Ask tutors about their own experiences with these services or invite representatives to discuss what types of problems these services handle and the procedures for obtaining assistance.

Summary Discussion

I! What kinds of problems do you feel capable of responding to? What kinds of problems would you refer?

H Lesson 9

Bridging Cultural Gaps

Summary

This program focuses on approaches to bridging cultural gaps between tutors and their students from other cultures. In the first section, excerpts illustrate some of the potential obstacles to bridge-building, such as student dependence, tutor bias, and the imposition of the tutor's values. The second part of this program emphasizes ways to achieve successful bridge building. It is important for tutors to appreciate their students' values and promote a more tolerant, academic atmosphere. By addressing students' anxieties, tutors can foster independence. Tutors who are bilingual and/or bicultural can use these special attributes to help increase students' comprehension and self-confidence. Through excerpts from tutorial sessions and interviews with tutors, this program encourages awareness of cultural diversity and suggests ways to enhance the tutoring relationship.


II What advantages or obstacles do you think might be involved in tutoring students from culturally diverse backgrounds?

II How might you encourage a positive tutorial environment with students from culturally diverse backgrounds?


AVOIDING OBSTACLES

Mario, who has worked with many students from other cultures, estimates that most of them seem over-dependent at first.

As an anthropology tutor, Nobel recognizes the importance of monitoring his own biases.

Mario pushes his values too hard during his tutorial with a student from Ecuador.

Discussion: What potentially sensitive topics might arise in your content area?

Discussion: How can you avoid obstacles when you present these topics?

37


Discussion: What topics might arise in your content area in which culturally diverse students would act as a valuable resource?

BUILDING BRIDGES

Aliza tells how she dealt with a potential clash of values.

Nobel promotes tolerance during a discussion regarding evolution.

Mike allays the anxiety of a Hispanic student before her test.

Mario uses his special talent as a bilingual to build cultural bridges.

Mario and Trudy reflect on their function as role models.

Mario and his student share their reasons they are interested in Latin American Studies.

Discussion: What experiences or special talents do these tutors have that facilitate successful bridge-building?

Discussion: What experiences or special talents do you have that will facilitate successful bridge-building?

Discussion: Describe a personal experience in which differences in cultural values caused a cultural clash. How could this situation have been avoided?

Discussion: Describe a personal experience in which differences in cultural values contributed to an interesting perspective. What did you do to encourage this interaction?

Summary Discussion

II How have the tape and discussion increased your awareness of ways to bridge cultural gaps?

il Lesson 10

Tutoring Physical Sciences

Summary

How can physical science tutors help students develop effective methods for learning and applying scientific concepts? This tape identifies strategies essential for encouraging independent learning in math and sciences and demonstrates techniques for helping students build these skills. Verbal associations or analogies with familiar concepts will help students learn and remember scientific terminology. Simplifying relationships by using drawings or by reducing components brings science word problems under control. By discussing advantages and limitations of different problem-solving approaches and demonstrating how to change problems to recognizable forms, tutors can build students' problem solving skills. Finally, showing students how to check their own solutions will increase their self-confidence. Excerpts illustrate tutoring strategies in kinesiology, math, physics, and chemistry.


lll What approaches do you use to learn the material in your own science courses?

!II What methods do you use to discover whether your study has given you a thorough understanding of scientific concepts?


LEARNING THE LANGUAGE

Mike helps Ingrid remember complex anatomical terms in kinesiology by associating them with a mental picture of part~ of the body.

Ingrid comments on Mike's visual approach.

Mike and Ingrid associate a concept with an analogy from everyday life.

Activity: Make a list of terms that are basic to the course you are tutoring (The glossary in the text used in the course you tutor might be useful). For which terms can Mike's techniques be applied? How can you present other terms?

39


Activity: Roleplay a session in which you explain a concept from your field by associating the terms with things or with analogies.

SIMPLIFYING RELATIONSHIPS

Roger uses a simple drawing to de-mystify a calculus problem.

To simplify a relationship in calculus, Roger reduces components in an equation.

Roger stresses the importance of drawing pictures and one student solves a problem using a drawing.

Activity: Select examples of problems from the text used for the course you tutor. For which problems are Roger's techniques applicable? How can you simplify other relationships?

Activity: Roleplay a session in which you simplify the relationship in one of these problems by drawing pictures or reducing components.

CHOOSING ALTERNATIVES

Shawn shows his students that deciding on a method to find the charge on a surface depends on information in the problem and also on experience.

Roger points out to his students that they need to put a problem in a recognizable form.

Activity: Review your list of sample problems you made in the previous activity. In addition, list methods used to solve these problems. How can you help your students choose an appropriate procedure?

Activity: Roleplay a session in which you guide your "student" to select an appropriate procedure for solving one of the sample problems.

lll Lesson 10: Tutoring Physical Sciences

CHECKING SOLUTIONS

Shawn finds out if an answer makes sense to his students by asking them to explain the answer.

Roger asks students to check their answers by working a problem backwards.

Russell describes and demonstrates his use of a teeter-totter analogy for LeChattlier's principle.

41

Activity: Review your list of sample problems. Point out which of the techniques for checking solutions are the most appropriate for these problems. How can your students check their solutions on other problems?

Activity: Roleplay a session in which you have your "students" check their solutions by asking them to explain their answers.

Summary Discussion

lll What strategies do you intend to emphasize in your tutoring?

II Lesson 11

Tutoring Social Sciences

Summary

This program presents strategies for enhancing tutorial sessions in the large and complex field of the social sciences. 1utors can create a meaningful framework by providing context, applying theories and using analogies to make diverse concepts understandable to their students. To foster critical thinking, tutors can ask students to focus on the analytical process and to provide supporting evidence rather than simply relate facts~ Tutors guide students in mastering terminology by making terms meaningful and clarifying distinctions. By administering practice tests and encouraging students to predict what will be on the exam, tutors help students prepare for their exams as well as allay their test anxiety. Excerpts illustrate these strategies in economics, anthropology, psychology, and history tutorials.


II What do you believe are the goals of social science instruction? In what ways is the study of social science different from the physical sciences? From humanities?

II What might inexperienced students find particularly difficult in social science studies? What techniques might they use to help overcome these difficulties?

II What types of tests are most common in social sciences? What special techniques do you use to prepare for these tests?


CREATING A FRAMEWORK

Jennifer introduces a historical framework for the issues discussed.

Nobel uses Tracy's family as an example of the probabilities of carrying sickle-cell anemia.

Chris uses an analogy from everyday fife.

43


Activity: Make a list of concepts from the course you will tutor. What contexts could you provide for these concepts? Can you think of analogies from everyday life that would help students create a framework for these concepts? Which of these concepts may relate to your students' experiences?

Activity: Select a concept from your field. Roleplay a session in which you help your "student" create a framework for this concept.

FOSTER CRITICAL THINKING

Marsha explains the market forces depicted in diagrams.

Nobel asks students for supporting evidence.

Discussion: What kinds of tables/diagrams frequently appear in the literature in your field? How could you describe the processes underlying these diagrams while fostering critical thinking?

Activity: Select a table or diagram from a textbook from the course you will tutor. Roleplay a session in which you have your "student" present the · processes underlying this figure.

MASTERING THE TERMINOLOGY

Chris conducts a psychology tutorial and reflects on the importance of bringing components together.

Nobel shows the distinction between terms.

Discussion: What terms in your field are potentially confusing? How would you make these terms meaningful? How would you help a student distinguish between terms?

Activity: Make a list of terms from a textbook your students use. Roleplay a session in which you present these terms to your "student" while attempting to encourage independence. You may also want to select two terms that are often confused and attempt to distinguish them.

iii Lesson 11: Tutoring Social Sciences

MASTERING THE EXAMS

Chris gives his students a quiz and reflects on the importance of preparing students in test-taking strategies.

Mike directs students to guess what might be on the upcoming economics test.

Jennifer allows Lynn to express test anXiety and then suggests some test-taking techniques.

Activity: Obtain examples of tests from the course yoti will tutor. Are the tests multiple choice, short answer, essay or a combination? Which areas receive the most emphasis? How could you help students prepare for these exams?

Activity: Design a quiz that would help your students prepare for one of the sample tests you obtained. Roleplay a session in which you administer the quiz and provide feedback to your "student".

Activity: Roleplay a session in which you help your "student" prepare for this exam by discussing test-taking strategies.

Summary Discussion

iii How has the discussion contributed to your understanding of the strategies that help most in tutoring within your field?

45

il Lesson 12 Tutoring Humanities

Summary

This program highlights some of the essential goals of humanities tutors and the strategies they can use in reaching these goals. Excerpts show tutors providing a context for course materials, helping students understand the different approaches taken by their instructor, and encouraging students to develop their own critical perspective. Each of these steps leads towards the tutor's ultimate goal: fostering student independence. Suggested means to achieve this goal include the Socratic method of asking the right questions instead of providing answers. The program also shows tutors contributing to student independence by determining student skill levels and working on weak areas, helping students manage their time more effectively, and offering encouragement.


ll What do you consider the major goals of humanities courses?

ll What skills and strategies did you need to develop to. succeed in humanities courses?


GOALS

Provide Context

Aliza skillfully supplies essential biographical and historical context for Alice in Wonderland.

Discussion: Discuss experiences of your own in which learning about the context of what you were studying led to greater insight and understanding.

Develop Critical Perspective

In her tutorial session for a Children's Literature course, Aliza notes some of the problems students confront in developing critical thinking.

47

--------------------·--~


Discussion: How would you define the critical perspective in the course you will be tutoring?

Discussion: Have you ever encountered a situation in which your perspective conflicted with that of your instructor? How did you deal with this problem? As a tutor, what guidance would you offer to a student with a similar problem?

Foster Independence

Aliza fosters independence by encouraging Geoff to trust his instincts, forcing him to answer his own question, and allowing the group to engage in conversation on their own.

Discussion: In guiding group discussions, what responses can you make that will encourage independence? What responses might stifle it?

Activity: Roleplay a group discussion regarding a concept introduced in the course you will tutor. Have your "students" provide context if possible.

Activity: Roleplay a discussion in which a student has a critical perspective radically different from your own.

Activity: Roleplay a tutorial situation in which your "student" defends a critical perspective which is opposed to that of the instructor.

STRATEGIES

Use Socratic Method

In her discussion with Robeft, Gail demonstrates the patience needed to apply the Socratic method.

Discussion: Describe Gail's use of the Socratic method. What types of questions does she ask? How long does she wait for a response?

Discussion: Under what circumstances would this method be effective? Name specific tutorial situations in which this method might not be appropriate.

Jl1 Lesson 12: Tutoring Humanities 49

Gauge Basic Skills

Gail uses the Socratic method to gaugeRoberfs reading skills.

Discussion: What questions does Gail ask to gauge Robert's reading abilities? What other questions might she ask? Are there any other ways to gauge his abilities?

Encourage Time Management

Gail talks with Robert about developing sensible time management.

Discussion: What aspects of the course you will tutor especially require efficient time management?

Discussion: How can you prepare your students to deal with their time efficiently in these areas?

Reinforce Students

While reviewing and analyzing Tracy's essay. Aliza praises Tracy's writing ability.

Activity: Roleplay a session in which you present a concept from the course you tutor. Use the Socratic method. Pay attention to the types of questions you ask and the length of time you allow before your "student" answers.

Activity: Roleplay a session in which you try to gauge your "student's" abilities in an area using the Socratic method.

Activity: Roleplay a session in which you discuss with your "student" how he or she manages time. Recommend ways for him or her to improve time management if necessary.

Activity: Review the videotape of the roleplay in which you led a discussion. Comment on the strengths and weaknesses of your session focusing on your means of providing constructive feedback.

50 The Tutor.'s Guide

Summary Discussion

m How has the discussion contributed to your understanding of the goals and strategies you will use in tutoring in your own field?

II Lesson 13 Tutoring the Writing Process

Summary

This program shows some useful strategies for guiding students through the writing process and thus helping them become independent writers. In the first section, a tutor stimulates a students' creativity through brainstorming techniques-urging her student to write ideas down, asking her leading questions and directing her to delay editing. The second section of this program shows useful strategies for helping students revise: encouraging students to say aloud what they want to say in writing, stressing content rather than correcting errors and building on student strengths. Excerpts from tutorial sessions and interviews illustrate a process aimed at instilling students with the ability and confidence to become independent writers.


H What activities are usually involved in the writing process?

H What obstacles might students encounter during the writing process?

ll How could you help students overcome these obstacles?

ll Have you ever lost confidence in your writing-ability? How did this happen? How did you regain confidence?


BRAINSTORMING

Jody describes how she lost confidence in her writing. In their first session, IIana introduces Jody to the process of brainstorming.

Discussion: How does Jody show her lack of confidence at the beginning of the session?

Discussion: In what ways does Jody "get off the track" in the writing process? How does IIana guide her to "get back on the track" without creating dependency?

Ilana asks Jody leading questions and encourages her to write ideas down.

51


Discussion: What are some good leading questions? (Discuss open-ended v.s. closed questions.)

Ilana unintentionally invites dependency by suggesting too many ideas.

Ilana returns the responsibility to Jody and guides her in handling it.

Discussion: Compare the excerpts in which Ilana is effective and those in which she is not so effective in helping Jody generate content. What does she do and say to stimulate Jody's creativity? What could she have done to improve the interaction in which she invites dependency?

Discussion: Why might some kinds of "help" undermine a student's confidence?

Ilana suggests that Jody delay editing until the final stages and Ilana discusses how she allayed Jody's anxiety.

Ilana ends the session by reviewing what Jody is going to do on her own.

Discussion: What strategies has IIana demonstrated that Jody can now use herself?

Discussion: Discuss other strategies for generating and organizing content (free writing, lists, graphic organizers, etc.).

In the next session, Ilana makes a point of recognizing what Jody has accomplished on her own and, in an interview, reflects on Jody's progress.

Discussion: What are some effective forms of positive reinforcement? What are the differences between these responses and flattery? What are some dangers of flattery?

I! Lesson 13: Tutoring the Writing Process

Activity: Roleplay a session in which you guide your "student" in brainstorming a typical composition assignment. Afterwards, discuss which of your questions and responses were most effective.

REVISING DRAFTS

Sal asks John to explain an analogy used in a satiric essay.

Sal uses a Socratic approach in dealing with a recurrent sentence-level problem in John's draft.

Sal asks questions to guide John's learning without focusing on errors.

Discussion: What strategies does Sal use to help John revise his draft? How does John react? What could Sal do to improve his tutorial session?

Discussion: In dealing with sentence-level errors, how can you help students learn from their mistakes rather than just editing for them?

Sal reminds his student, Marco, of a powerful example that Marco left out of his draft.

Sa/ points out how Marco's background contributed to his essay.

Discussion: What strengths and weaknesses will your students most likely bring with them to the writing process? How can you help them overcome their weaknesses while you build on their strengths?

Activity: Roleplay a session in which you use a Socratic approach to guide your "student" through the revision process.

Summary Discussion

I! What kind of "help" could interfere with a student's development as a writer1

I! How has the discussion altered or enhanced your understanding of the strategies that help most in tutoring the writing process?

53

----------------------------------------

m Lesson 14

Tutoring ESL

Summary

This tape discusses aspects of tutoring English as a Second Language (ESL). Issues include cultural and academic adjustments ESL students often face, how tutors can communicate more effectively with ESL students, and how to help ESL students improve their writing process. Excerpts show an experienced ESL tutor working with students and commenting on her tutoring experiences, as well as students describing their difficulties adjusting to American culture and American universities. Excerpts from a conversation group illustrate how tutors can communicate effectively with ESL students by using body language, checking for comprehension, not t~lking down, and using natural language. To demonstrate tutoring ESL writing, the program shows the ESL tutor stressing the writing process: getting students to talk out their ideas first, and focusing on content before dealing with grammar. This program, therefore, treats both cultural and linguistic considerations in tutoring ESL.


!II Relate yqur own experiences visiting or living in other countries. What were some of the highlights and some of the major difficulties?

!II Describe your own experiences doing academic work in a foreign language, i.e. reading and writing in an advanced French literature class, using a college acquired second lang!Jage on a trip abroad. What adjustments did you have to make?


CULTURAL AND ACADEMIC ADJUSTMENTS

Judy tells an anecdote about how not knowing the innuendos of Western body language caused one of her students considerable embarrassment.

A graduate student voices his bewilderment of his professor's jokes and rapid-fire lecture style.

Lin describes how she was initially intimidated by campus life.

Graduate students f!Xpres.s their reaction to the quarter system.

55


Discussion: What kinds of adjustments did these students have to make?

Discussion: Are these problems unique to ESL students? What adjustments do most students have to make for campus life? What special problems might ESL students have? What can you do to help them overcome these obstacles?

Activity for trainer: Hand out a list of services available to ESL students (conversation classes, special academic counseling, bilingual legal services, etc.). Invite representatives to talk about their services.

COMMUNICATION STRATEGIES

Judy makes her story comprehensible by using body language, slowing dowA and not talking down to her students.

Discussion: Is Judy's communication successful?

Discussion: Consider experiences you have had speaking another language or conversing with someone who is learning English. What contributed to successful communication and what may have caused a break-down in communication?

Activity: Invite ESL students for a panel discussion. Topics for discussion may include: how differences in expectations regarding social and academic interactions interfered their performance at the university; how cultural and academic differences enhanced their social and academic interactions.

WRITING STRATEGIES

Judy gets students talking immediately and explains how this technique is useful.

Discussion: Speaking precedes writing in first language acquisition but is this necessarily the case in second language acquisition? How are native writers and ESL writers the same? What problems and strengths might an ESL writer have that a native writer might not have?

lll! Lesson 14: Tutoring ESL

Judy jumps in too quickly instead of helping Lin make corrections for herself.

Discussion: How could Judy handle this situation without giving Lin the answers?

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Discussion: How can you help students develop strategies to correct their own grammar?

Judy gives lots of positive reinforcement and encouragement.

Judy encourages Lin to do a lot of reading.

Judy talks about the rewards of teaching ESL.

Discussion: Does Judy's feedback sound sincere? How does she communicate this message?

Activity: Obtain ESL compositions. Roleplay a session in which you provide feedback concerning one of these compositions to the "composition writer". Focus on ways to develop independence.

Summary Discussion

lll! How has the discussion enhanced your understanding of ESL students' special needs and strengths?

lll! What strategies will you use in tutoring ESL?

Documents

Instructors Manual - Destination Education, Inc