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Subject:

Re: Study skills programming ideas

From:

Christopher Elder <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Thu, 1 Jul 2010 13:25:38 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (101 lines)

To all interested in study skills programming ideas,

A couple of ideas I came up with for our own CRLA certification might apply here. Many of them involve students helping each other. The more they are involved the more they will hopefully learn.
1) Teach a study skills topic in a traditional lecture format and have students critique each other's notes afterwards. Then, make a list of positive note taking skills and negative ones found from the student critique.
2) Create a list of student scenarios (make them as realistic as possible) and ask your student audience what can improve in that scenario (a more specific goal, better time management, going to the lab for help, etc.). Afterwards, challenge the students to make a list of goals to improve. Stress that your learning lab can help.
I hope this helps.
Sincerely,

Chris Elder
Math Specialist
Title III/Developmental Education
Lake City Community College (now Florida Gateway College)
(386) 754-4445

________________________________________
From: Open Forum for Learning Assistance Professionals [[log in to unmask]] On Behalf Of Carmichael, Ed.D, Karen Y. [[log in to unmask]]
Sent: Tuesday, June 29, 2010 2:00 PM
To: [log in to unmask]
Subject: Re: Tutor Training Activities

Thanks to everyone for the feedback I've received so far. As usual, you've helped a lot.

For Debbie:

Most of the topics in my training are general because I train all tutors together. That is, I train science, language, accounting, and math, etc. tutors all together. Besides the basic Tutor Roles and Responsibilities, Policies and Procedures, Listening skills, Questioning skills, Positive Reinforcement, Working with students with disabilities, and the like, there is something I've used for math that I've found useful. It's the article, The Road to Digitopolis: Perils of Problem Solving by Abigail Lipson. A Google search should lead you to it.

I give the tutors the text of the Phantom Tollbooth scene from the article (attached) without including the annotations. The annotations state the problem solving difficulty and links it to the exact sentence(s) in the article that demonstrates the difficulty. I've also attached a brief lesson plan for this activity as well as a list of effective math tutoring tips.

Once we get down to actually simulating a tutoring appointment for the first time, I don't use math examples, instead, I use Tangrams. I give each tutor a Tangram set and ask them to make a square (few can do it as I give them only 3-5 minutes to try). Then, I divide them into pairs where one is tutor; the other is student. I give the solution to the tutor who then has to guide the student to the answer without touching the Tangrams, simply questioning the student throughout. Then, I ask them to try to create a triangle and switch roles. We debrief. I like using Tangrams here because through the tutors' struggle to make a square we can also talk about who comes to tutoring and why. This exercise reminds them that even "smart" kids face challenges and need to use the resources campus has available.

I hope this helps.

Karen
-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Raskin, Debra
Sent: Tuesday, June 29, 2010 10:11 AM
To: [log in to unmask]
Subject: Re: Tutor Training Activities

Thanks,
Debbie

Hi Karen,

I am interested in your one-on-one tutor training methods, especially for your math tutors. I have a large group of new math tutors starting in the fall and will have a training session before school starts as well as several during the semester.

Could you, or anyone else share ideas with me?  We offer student tutoring in all math classes from basic math through calculus, as well as business math classes including statistics and finite math.  Some of my stats tutors can only do stats and other tutors know no stats which makes group training difficult.  I'm thinking I should concentrate on lower level math training but I don't want to "bore" my upper level tutors.  Do you know of some exercises or things I should emphasize that would benefit everyone and keep their interest?

Also are there certain math questions that you find helpful to ask during an interview?  We mostly rely on instructor recommendations when hiring but I would like to include some questions related to math and some to give me insight as to their tutoring potential.

Debbie Raskin
Math Coordinator
OCC Success Center

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Carmichael, Ed.D, Karen Y.
Sent: Monday, June 28, 2010 5:11 PM
To: [log in to unmask]
Subject: Tutor Training Activities

Hi everyone,

You've been a great resource for me in the past, and I need you expertise again.

Tutoring at my center has been one-on-one, but in the fall, students will be tutoring students in small group drop in sessions. My tutor training has been geared toward one-on-one tutoring and I am in need of articles or activities to help me learn how to train student tutors to work with groups. I have searched, but have found nothing. If you have names of articles and their authors you can share with me, that would be most appreciated. Also, if you know of other resources/websites, or have activities that you use, could you please share?

Thanks so much.

Karen Carmichael, Ed.D.
Associate Director | Academic Resource Center | Loyola Marymount University
Daum Hall |MS 8208 |One LMU Drive | Los Angeles, CA 90045-2659
Office (310) 338-7696 | Fax (310) 338-7657


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