April 15, 2014 10:00am 11:00am Basic Tutor Training
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Brief review of use of webinar platform Updates Basic Tutor
Training Sharing Next webinar May 20, 2014, 10:00 11:00 am Tutor
Management
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Tutor conference, March 16, 2014 57 attended Tutor Conference
pictures For new program year Tutor Coordinator online
training
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Basic Tutor Training Presented by: Kim Rossman Tutors of
Literacy in the Commonwealth [email protected] 814.867.0203
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TLCs Online Resources http://tlcliteracy.org/
http://tlcliteracy.org/ Dropbox link
https://www.dropbox.com/sh/sai679svxdexkwz/HrtG33Z5g5
https://www.dropbox.com/sh/sai679svxdexkwz/HrtG33Z5g5
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Basic Tutor Training - Agenda Introductions and Overview Your
Questions and Concerns How Adults Learn Successful Tutoring Goal
Setting Learning Styles Strong Instructional Strategies First
Meeting Pulling it All Together Lesson Plans Reflection and
Evaluations Handout 1
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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.
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Advice to Tutors from Learners Clarke, Mallory, 1991. Goodwill
Literacy Tutor Handbook Handout 2 patient victories Carl Furioso
patience learning games student suggests ideas JoeAnn Knowlton very
sincere Berwick Jones go back over review Tim Hicks kindness
questions Robert Easterling patient committed Lee White According
to learners, these are some things that work for them.
HOW ADULTS LEARN Characteristics and Needs of Adult Learners
Adult Learning Principles Handout 4 (but dont peak)
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Adults learn best when (Complete the first two columns of your
chart.) KWL K - What do you k now about tutoring adult learners and
how adults learn? W - What do you w ant to know about tutoring
adult learners and how adults learn? L - At the end of the session:
What did you l earn about tutoring adult learners and how adults
learn? Handout 5 Please plan to turn this page in at the end of the
day.
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Characteristics and Needs of Adult Learners 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. Handout 4
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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.
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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.
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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.
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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.
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Your Role as a Tutor Teaching requires as much learning on the
instructors part as on the learners part. If the teacher isnt
learning while teaching s/he probably isnt teaching at all.
Instead, s/hes telling. from Another Door to Learning
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Your Role as a Tutor 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 Handouts 8 - 11
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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."
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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 formSample of online form
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Handout 13 & 14 View form onlineView form online.
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Your Role as a Tutor Your role is to: Work as a partner with
your learner to define and plan the work you do together; when
necessary offer your student choices instead of making decisions
yourself. Meet regularly with your learner, be prepared for
lessons, and employ a consistent but flexible instructional format.
Handout 11
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Your Role as a Tutor Your role is to: Teach by example; explain
and model what skilled readers and writers do. Acknowledge your
learner is smart and capable of learning; have high expectations
for success. Intentions Expectations Support
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Your Role as a Tutor Your role is to: Teach your learner what
s/he can do (and how to do it) outside of the tutoring session in
order to build skill(s), especially by practicing reading.
Transference Time management Organization Problem solving
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Your Role as a Tutor Your role is to: Build instruction based
on your learners strengths, experiences, needs, and interests; use
real life situations and examples. Encourage your learner to bring
materials and topics of interest to him/her to the sessions. Treat
your learner as an adult and as an equal.
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Your Role as a Tutor Your role is to: Be an agent of change
Help Doing Help = Empowering Help = Providing Tools &
Support
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Goalsetting Why did you come to the program? Why do you want to
get your GED? Asking Why at least three times will get to the true
answer to the question. 1.What 3 things would you like to be able
to read? Why?... Why?... Why? 2.What 3 things would you like to be
able to write? Why? Why? Why? 3.What 3 problems would you like to
be able to solve? Why? Why? Why? 4.What 3 things would you like to
be able to do? Why? Why? Why? Handouts 15 - 20
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Specific Measurable Achievable Relevant Timely Goals Example: I
would like to complete my homework for the next 5 out of 6 tutoring
sessions with 80% accuracy.
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Tips from Tutors for Tutors Talk with students about their
learning process. Ask them what does and does not work for them.
Then listen and believe. an Adult Educator
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Tips from Tutors for Tutors Dont be discouraged by slow
progress; it takes time to get to know your learner and establish a
good learning routine - learning takes time. Your learner is likely
to be more nervous than you are. Relax, have fun, be creative. Dont
take poor attendance personally; do ensure that you are meeting
your learners needs. Handout 21
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Tips from Tutors for Tutors Meet your student where s/he is;
not where you think s/he should be. NO ASSUMPTIONS Find out what
your learner wants to learn and teach him/her that. Adult learners
are different from children; make adult learning different from
school.
Characteristics of Learning Styles Learns by listening and
discussing Learns by visualizing and by looking at text, charts,
pictures, etc. Learns by doing and being physically involved in a
task
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Strong Instruction: Effective Teaching Strategies
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Teaching Strategies While these strategies have been identified
as successful strategies for learners with learning differences;
the majority of adult learners will benefit from the use of these
techniques. Handout 28 - 31
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Teaching Strategies Orient the student to what he/she will be
doing (and why). Reduce orientation and directions to what is
essential. Be specific about what you are asking the learner to do.
Present information in small, logical steps. Build on what is
already known.
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Teaching Strategies Relate new material to students everyday
lives. Make connections to previous lessons. Be concrete; give
examples. Ask What questions do you have? instead of Do you have
any questions? Instead of asking Do you understand?, ask students
to demonstrate understanding.
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Teaching Strategies Use organizational aids such as 3 ring
binders, calendars, folders, etc. Use a variety of aids to help
learner retain information including flash cards, word and number
games crossword puzzles maps color-coding, etc.
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Teaching Strategies S L O W D O W N. Reduce stress by setting a
slower pace. Avoid distractions; meet in a quiet place. Provide
frequent and focused feedback. DONT ASSUME
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First Meeting Handout 37 - 42
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Group Activity ~ Role Play First Meeting Scenario First Meeting
Scenario
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What to do at the First Meeting Get to know each other. Discuss
hobbies and interests, family, jobs, daily life. Establish a
meeting place, day, and time, and discuss expectations regarding
scheduling and cancellation. Exchange and confirm contact
information. Start to discuss ground rules.
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What to do at the First Meeting Discuss current reading and
writing practices, goals and challenges. (Example: What kinds of
things do you read/write during a normal day at home, at work, and
when youre out?, What are some things that are challenging for you
about reading/writing?) Provide an overview of a typical
session.
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What to do at the First Meeting If possible (not a priority) -
implement one or two activities related to your students needs and
interests (based on information obtained from your
coordinator).
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What to do at the First Meeting Take turns expressing how the
session went. (Example: What did you learn today?, Is there
anything that needs to be clarified?, Is there anything that we
should do differently next time?). Begin process of documentation
so it becomes routine. Discuss plans for your second meeting;
confirm meeting time and place and assignments to be
completed.
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Review What do you remember best about each of these topics?
How adults learn Successful tutoring What do learners want from a
tutor? As a tutor, what do you want to keep in mind? Learning
styles/differences First meeting
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Activities Reading Assignments Small groups Finding a Starting
Point Assessment and goalsetting, pairs
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Activity 1 Group Reading Assignment Teaching Adults
LitStartTutorHandouts 1 Choosing Materials & Starting Students
pp. 40-44 pp. 36, 49- 53 pp. 105- 111, 125 27 2 Writing pp. 96-115
pp. 169- 189 pp. 81-95 NA 3 Using Language Experience pp. 45-50 pp.
110- 111 pp. 41-46 NA Reading Fluency pp. 51-54 pp. 105, 106, 110-
114 pp. 77-79 NA 4 Reading Comprehension pp. 55-95 pp. 105- 108,
115- 119 pp. 71-77 28 5 Lesson Planning & Starting Students pp.
122- 127 pp. 43-70 pp. 124- 130 Light Blue 17-22
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Activity 1 Group Reading Assignment Teaching Adults
FlipbookTutorHandouts 1 Choosing Materials & Starting Students
(article) pp. 40-44p. 1 pp. 105- 111, 125 NA 2 Writing pp. 96-115
pp. 1, 33, 39-42 pp. 81-95 NA 3 Using Language Experience pp.
45-50pp. 1, 5,pp. 41-46 NA Reading Fluency pp. 51-54 pp. 1, 5,
18-19 pp. 77-79 NA 4 Reading Comprehension pp. 55-95 pp. 1, 5,
26-29 pp. 71-77 28 5 Lesson Planning & Starting Students pp.
122- 127 p. 1, 2 pp. 124- 130 Light Blue 17-22
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Activity 2 You and a partner will role play an initial meeting
and develop goals together. Refer to handouts and sections of
manual listed below. Resource Topic Teaching Adults LitStartTutor
Handout Developing the Tutor/Learner Relationship First meeting
info pp. 29-35 pp. 10-11, 27- 42 pp. 131-140. 196 pp. 1-3
Goalsetting info pp. 38, 39, 128-133, 142 pp. 5, 10, 15, 32-34, pp.
193-197 pp. 96-104, 171-172 NA
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PULLING IT ALL TOGETHER
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Lesson Planning - General Principles 1)Lessons should revolve
around the learners goals. 2)Lessons should build on each other.
3)Each lesson should include time for review and reinforcement.
4)Each lesson should integrate all four communication tools. 5)The
learner should learn something new in each lesson. Handouts 45
& 46
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Create Lesson Plan Group Activity
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Review What to you best remember about the following topics?
Lesson plans Goals Pulling it all together
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REFLECTION AND EVALUATIONS KWL complete the L column (as it
relates to the W column.)
Various Resources http://www.nifl.gov/partnershipforread
ing/publications/teach_adults.pdfhttp://www.nifl.gov/partnershipforread
ing/publications/teach_adults.pdf http://www.puzzle-maker.com/
http://www.paadultedresources.org/ http://www.aeasp.com/
http://tutorsofliteracy.blogspot.com/
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Various Resources Schwarz, Judy. Another Door to Learning: True
Stories of Learning Disabled Children & Adults, and the Keys to
Their Success. New York, NY: Crossroads Publishing Company, 1994.
ProLiteracy. Teaching Adults: A Literacy Resource Book. Syracuse,
NY: New Readers Press, 2003. Clarke, Mallory. Goodwill Literacy
Tutor Handbook. Fifth edition. Goodwill Literacy. Seattle, WA.
1991. Tate, Marcia. Sit and Get Wont Grow Dendrites: 20
Professional Learning Strategies that Engage the Adult Brain.
Corwin, 2004.
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Each webinar will allow some time for Tutor Coordinators to
share a success or challenge of the month. What are your successes?
What are your challenges? What support can TLC provide you?
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May ~ Professional development for tutor coordinators June ~
Tutor Management List of tutor coordinator webinars can be found at
TLCs website, tlcliteracy.org or more specifically, at this
link.tlcliteracy.orglink Please share your requests with me,
[email protected]@tlcliteracy.org
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Tutor Coordinators The following slides are for your reference
and will be left in the monthly power points shared by Tutors of
Literacy. Please let me, [email protected], know if there is
something you would like to see added [email protected]
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Level 5: Student Outcomes Assessing student learning Level 4:
Participants use of new knowledge and skills Assessing degree and
quality of implementation Level 3: Organization support and change
Assessing organizational advocacy, support, accommodation,
facilitation, recognition Level 2: Participants Learning Assessing
new knowledge and skills Level 1: Participants Reaction Assessing
initial satisfaction with experience For professional developers:
1) ensure teachers/tutors enjoy the experience 2) ensure
teachers/tutors learn something 3) ensure supports for
change/implementation are in place 4) ensure opportunities and
awareness of how to use new knowledge and skills 5) see what the
impact is on students Johnson, K.A. & Linden A. PD Evaluation
for Minnesota
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Tutor Coordinators provide training to volunteer adult
education instructors AND associated learners support volunteer
adult education instructors AND associated learners Duties include,
but are not limited to, implementing effective processes for tutor
screening making referrals to the case manager participating in
orientation conducting training sessions assigning tutor-student
pairs/groups supporting tutor-student pairs/groups providing
ongoing supervision of tutoring staff working with the In-House PD
Specialist to coordinate tutor professional development
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Statement for Initial Tutor Professional Development Plan 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.