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Dear Colleagues,
 
This is one of the reasons we published a tutor training guidebook for peer 
 and staff tutors
versus movie clips, audio clips, or a series of lectures that tutors would  
be required to
sit passively and listen to during a day-long tutor training program.
 
Reading and discussing what is read builds retention and is key to active  
learning.  Pre and 
post testing the reader before and after reading and discussion proves the  
result to be
effective.
 
Online tutor training builds retention 50% more because tutors must  
discuss what they
learn daily and sometimes discussions go back and forth several times  
indicating 
active thought, intimate concern, and ultimate retention of proven tutoring 
 strategies.  Online 
instructors often defer to the tutor talk hoping not to upset the flow of  
learning. This is 
especially true during the last 2 weeks of the 5 week course when  tutors 
maintain
control and direction of much of the discussion.
 
We agree that much computer search time is like cruising.  However, if  you 
tell the
learner what he/she is searching for and what to do when it is found, much  
learning
and retention of learning results.  Tutors like learning this way  because 
it is at their 
time and pace and no matter what is forgotten, their handy reference  
guidebook is 
there to remind them.
 
Dr. Ross MacDonald certainly foresaw a rising tide of computer searching  
use some 15 years
ago when he decided to author a skills improvement guidebook for tutors  
that required their
deep reading and interaction.  Three cheers to him for the positive  impact 
he has made 
internationally on improving the effectiveness of tutoring.
 
Collegially,
 
 

Peter W.  Stevens
President-The Cambridge Stratford Study Skills Institute, 
a  division of Cambridge Stratford, Ltd
_www.cambridgestratford.com_ (http://www.cambridgestratford.com/) 
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(800)  466-2232
(716) 626-9076 Fax

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