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Basic Tutor Training

Basic Tutor Training

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Basic Tutor Training

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  1. Basic Tutor Training Presented by: Kim Rossman Tutors of Literacy in the Commonwealth kim@tlcliteracy.org 814.867.0203

  2. People don’t care what we know until they know that we care. Anonymous

  3. TLC’s Online Resourceshttp://tlcliteracy.org/ Dropboxlink https://www.dropbox.com/sh/sai679svxdexkwz/HrtG33Z5g5

  4. Color Coding for Highlights • Light green – activities for today • Light blue – related to lesson planning • Yellow – goalsetting • Pink – first meeting • White – for your reference

  5. Basic Tutor Training - Agenda • Introductions and Overview • Your Questions and Concerns • How Adults Learn • Successful Tutoring • Learning Styles • Strong Instructional Strategies • First Meeting • Pulling it All Together • Lesson Plans • Reflection and Evaluations Handout 1

  6. What are YOUR Questions and Concerns? While you are thinking about this I am going to read you an excerpt written by an adult learner.

  7. Advice to Tutors from LearnersClarke, Mallory, 1991. Goodwill Literacy Tutor Handbook • patient • committed • Lee White • patient • victories Carl Furioso • go back over • review • Tim Hicks According to learners, these are some things that work for them. • patience • learning games • student suggests ideas • JoeAnn Knowlton • kindness • questions Robert Easterling • very sincere Berwick Jones Handout 2

  8. Ground Rules Handout 3 Tutor/Learner Contract

  9. _ _ _ _ _ _ / _ _ _ _ _ / _ _ _ _ _ _ _ _ _ _ _ / _ _ _ _ /_ _ _ _ _ _ _ _ .

  10. Handout 4 (but don’t peak) Characteristics and Needs of Adult Learners How Adults Learn Adult Learning Principles

  11. An adult learns by _________ .Also could read, “As an adult learner, I learn by … “

  12. Adults learn best when…(Complete the first two columns of your chart.) K W L • K - What do you know about tutoring adult learners and how adults learn? • W - What do you want to know about tutoring adult learners and how adults learn? • L - At the end of the session: What did you learn about tutoring adult learners and how adults learn? Handout 5 Please plan to turn this page in at the end of the day.

  13. Characteristics and Needs of Adult Learners Handout 4 As you think about these characteristics, think of how they could impact your instruction. Adult learners: • Want to be treated as adults even (especially) if they are learning basic skills.

  14. Characteristics and Needs of Adult Learners Handout 4 As you think about these characteristics, think of how they could impact your instruction. Adult learners: • Want to be treated as adults even (especially) if they are learning basic skills. • Are often self-directed and used to making decisions for themselves.

  15. Characteristics and Needs of Adult Learners Handout 4 As you think about these characteristics, think of how they could impact your instruction. Adult learners: • Want to be treated as adults even (especially) if they are learning basic skills. • Are often self-directed and used to making decisions for themselves. • Have specific and immediate learning needs and goals.

  16. Characteristics and Needs of Adult Learners Adult learners: • are generally very busy.

  17. Characteristics and Needs of Adult Learners Adult learners: • are generally very busy. • have limited time to participate or do homework.

  18. Characteristics and Needs of Adult Learners Adult learners: • are generally very busy. • have limited time to participate or do homework. • may have many barriers to regular attendance.

  19. Characteristics and Needs of Adult Learners Adult learners: • are generally very busy. • have limited time to participate or do homework. • may have many barriers to regular attendance. • have a wealth of experiences.

  20. Characteristics and Needs of Adult Learners Adult learners: • May feel insecure about • their literacy skills • learning new things • coming to a program.

  21. Characteristics and Needs of Adult Learners Adult learners: • May feel insecure about • their literacy skills • learning new things • coming to a program. What implications could this have for instruction?

  22. Characteristics and Needs of Adult Learners Adult learners: • May feel insecure about • their literacy skills • learning new things • coming to a program. • What implications could this have for instruction? • Have values and beliefs based on their cultural and ethnic backgrounds that may be very different from your beliefs.

  23. Characteristics and Needs of Adult Learners Adult learners: • Learn best when learning relates to their day to day lives.

  24. Characteristics and Needs of Adult Learners Adult learners: • Learn best when learning relates to their day to day lives. • Are not a captive audience; they can vote with their feet.

  25. Characteristics and Needs of Adult Learners Adult learners: • Learn best when learning relates to their day to day lives. • Are not a captive audience; they can vote with their feet. • Are usually experiencing some sort of life change.

  26. Adults Learn Best When… “Sit and Get” Won’t Grow Dendrites, Marcia Tate • They have input into the selection of the content and even development of the learning experiences. Handout 7 Again, think of yourself as the adult learner.

  27. Adults Learn Best When… • They have input into the selection of the content and even development of the learning experiences. • The learning is connected to the vast background of knowledge and experience that the adult brings to the table.

  28. Adults Learn Best When… • They have input into the selection of the content and even development of the learning experiences. • The learning is connected to the vast background of knowledge and experience that the adult brings to the table. • The learning is both received and processed in more than one way.

  29. Adults Learn Best When… • They have input into the selection of the content and even development of the learning experiences. • The learning is connected to the vast background of knowledge and experience that the adult brings to the table. • The learning is both received and processed in more than one way. • The learning is collegial (mutually respectful) and directed at solving specific job-related problems.

  30. Adults Learn Best When… • They have input into the selection of the content and even development of the learning experiences. • The learning is connected to the vast background of knowledge and experience that the adult brings to the table. • The learning is both received and processed in more than one way. • The learning is collegial and directed at solving specific job-related problems. • They have ample opportunity to reflect on the implementation of new competencies.

  31. Your Role as a Tutor Teaching requires as much learning on the instructor’s part as on the learner’s part. If the teacher isn’t learning while teaching s/he probably isn’t teaching at all. Instead, s/he’s telling. from Another Door to Learning

  32. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally

  33. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally • Determine the best way to address those needs

  34. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally • Determine the best way to address those needs • Incorporate strategies into your instruction

  35. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally • Determine the best way to address those needs • Incorporate strategies into your instruction • Determine effectiveness of the strategies

  36. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally • Determine the best way to address those needs • Incorporate strategies into your instruction • Determine effectiveness of the strategies • Share the techniques with others

  37. Your Role as a Tutor Handouts 8 - 11 • Identify the needs of the learner • Formally • Informally • Determine the best way to address those needs • Incorporate strategies into your instruction • Determine effectiveness of the strategies • Share the techniques with others • Document the process

  38. Your Role as a Tutor "As a volunteer instructor, I will

  39. Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor

  40. Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction.

  41. Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions,

  42. Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected.

  43. Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together."

  44. Your Role as a Tutor • How does this look? • Monthly report example • Journal • Peer tutor meetings • Articles for newsletter • Observe another tutor • Co-tutor • Sample of online form

  45. Handout 13 & 14 View form online.