1 / 37

“To teach is to learn twice.” …Joseph Joubert

Student and Institutional Benefits of Effective Peer Tutoring Programs Dr. Preston VanLoon Iowa Wesleyan College MRADE Conference September 2009. “To teach is to learn twice.” …Joseph Joubert. Definition of a Tutor What is a tutor?. A Definition of a Peer Tutor:

chibale
Télécharger la présentation

“To teach is to learn twice.” …Joseph Joubert

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student and Institutional Benefits of Effective Peer TutoringProgramsDr. Preston VanLoonIowa Wesleyan CollegeMRADE ConferenceSeptember 2009

  2. “To teach is to learn twice.” …Joseph Joubert

  3. Definition of a Tutor What is a tutor?

  4. A Definition of a Peer Tutor: “A one to one or small group teaching experience where one person who is knowledgeable and has expertise in a specific content area or discipline provides tutelage, help, or clarification to another who does not.” (Gier, 1994)

  5. TheoreticalBackground: 1. Constructivism 2. Vygotsky 3. Meta-cognition

  6. Tutors What are some of the benefits tutors receive from their tutoring?

  7. Tutor Academic Gains Improved academic self-concept.(Astin, 1993) Tutors obtain a greater mastery of course content. (Johnson, Sulzer-Azaroff, & Mass, 1977; Mc Keachie, Pintrich, Lin, & Smith, 1986)

  8. Greaterconceptualunderstanding of the concepts they teach to other college students. (Bargh & Schul, 1980; Benware & Deci, 1984) Significant gains in learning as a result of their collaborative interaction. (Whitman, 1988)

  9. Tutor Personal Benefits Improved interpersonal skills Improved communication skills Flexibility in scheduling Satisfaction of helping others Increased confidence

  10. Extra spending money Increase teambuilding skills Develop leadership skills Certification (Johnson, Sulzer-Azaroff, & Mass, 1977; Mc Keachie, Pintrich, Lin, & Smith, 1986; Whitman, 1988; Bargh & Schul, 1980; Benware & Deci, 1984).

  11. Tutees

  12. Tutees What are some of the benefits that tutees receive from their tutoring?

  13. Tutee Academic Gains Similar-age peers in a less threatening environment. (Gross & McMullen, 1983) Similar amounts of prior experience with the concept being learned and at a more proximal stage of cognitive development. (Vygotsky, 1978) Development of higher-level thinking skills. (Kurfiss, 1988)

  14. Tutee Personal Benefits Feel more at ease, and concentrate better on the subject matter, with a peer tutor rather than a professional teacher or consultant. Develop friendship from the students that tutor them. Receive individualized instruction Receive more teaching

  15. Tutee Personal Benefits continued: Respond better to their peers. Academic achievement. Increased self esteem. Greater academic motivation. Become self directed/independent learners. (Sheets, 1994)

  16. Institutions

  17. Institutions What are some of the benefits that higher education institutions receive from peer tutoring programs?

  18. Institutions Retention of underrepresented and disadvantaged students with underdeveloped basic-academic skills(National Academy of Sciences-National Research Council, 1977). Peer tutoring is a cost-effective support strategy.(Levin, Glass and Meiser, 1984)

  19. Characteristics of Effective Tutoring Programs: Highly structured training. (Brandwine & DiVittis, 1985; Santee, 2006) Supervision and monitoring of tutors. (Brewster, 2007) Course credit and grade. (Brewster, 2007)

  20. Characteristics continued Supplemental activities to the regular classroom instruction.(Lidren, et. al., 1991) Tutors selected with faculty involvement based on academic abilities and motivation.(Brewster, 2007, Santee, 2006) Compensation (Santee, 2006; Oesterreich, 2000) Advanced training for tutors. (Johansen et. al., 1992)

  21. Student Centered Peer Tutoring Programs… Take more responsibility for their education. Engage in self and peer assessment. Evaluate their own strengths and weaknesses. Become aware of their personal and academic development while at college. (Saunders, 1992)

  22. Learning Benefits of Peer Tutoring A reduced pupil-teacher ratio that results in quicker feedback and prompting. More active learning with greater student ownership of the learning process. Better application of knowledge and skills to new situations. Greater self-disclosure and opportunities to respond may also result in less anxiety and fear of making errors. (Brewster, 2007; Greenwood, Carta, and Kamps,1990)

  23. A Developmental Research Based Peer Tutoring Program: Iowa Wesleyan College Academic Resource Center Peer Tutoring Program

  24. Personnel: Two staff 1 full-time associate 1 part-time writing specialist $11, 000 Peer Tutor Budget 16 Peer Tutors Work 3-4 hours per week By drop-in or appointment

  25. Requirements to be a Peer Tutor: Recommendation of Professor to tutor in content area Grades of A or B in content area of tutoring Interview with ARC director Take two required tutoring courses Be a caring and empathetic person

  26. Tutors are recruited through: Referrals from Professors Advertising Financial Aid Office Other Tutors Word of Mouth Other Sources

  27. Peer Tutoring Courses: EDUC 200: Introduction to Peer Tutoring (1 credit) EDUC 201: Advanced Peer Tutoring (1 credit)

  28. Level One Training: EDUC 200: Introduction to Peer Tutoring Session 1: Definition of Tutoring, Tutor Roles and Responsibilities Session 2: Steps of the Tutoring Cycle Session 3: Communication Session 4: Ethics and Tutoring Session 5: Do’s and Don’ts of Tutoring Session 6: Planning Session 7: Critical Thinking Session 8: Problem Solving Session 9: Study Skills Session 10: Note-Taking

  29. Level Two Training(EDUC 200 continued): Session 11: Reading College Textbooks Session 12: Objective Test Taking Strategies Session 13: Writing Session 14: Referrals Session 15: Documentation EDUC 201: Advanced Peer Tutoring Session 1: Learning Styles and Learning Differences Session 2: Cultural Awareness Session 3: Content Area Tutoring Session 4: Tutoring Techniques: Probing Questions Session 5: Preparing for Exams and Test Anxiety

  30. Level Three Training (EDUC 201 cont.) Session 6: Time Management Skills Session 7: The Tutor-Tutee Relationship Session 8: Resources for Tutors Session 9: Multiple Intelligences and Tutoring Session 10: Group and Individual Tutoring Session 11: Reading Difficulties: Dyslexia Session 12: Empathy and Tutoring Session 13: Assertiveness Session 14: Memory Strategies Session 15: Professionalism

  31. Texts: The College Reading and Learning Association’s Tutor Training Handbook, Revised Edition (2003). The Master Tutor: A Guidebook for More Effective Tutoring, 2nd Edition, The Cambridge Stratford Study Skills Institute

  32. Types ofTutoring done by tutors: 1. One-on-one 2. Small group 3. Review sessions 4. Supplemental Instruction 5. Assisting professor in the classroom

  33. Tutor Benefits at IWC: Hourly Salary Tuition Free Tutoring Courses Bookstore Discounts Academic Credit International Certification (CRLA) Resume Future Job References Pizza Parties

  34. Questions ? Contact Information: Dr. Preston VanLoon, Associate Professor Iowa Wesleyan College 601 N. Main Street Mt. Pleasant, Iowa 52641 pvanloon@iwc.edu (319) 385-6376

More Related