PSE 61A: TUTOR TRAINING I
Foothill College Course Outline of Record
|Hours:||1 lecture per week (12 total per quarter)|
|Advisory:||An earned A or B+ grade with instructor recommendation in one of the following: MATH 1A, 1AH, 1B, 1BH, 1C, 1D, 2A, 2B, 10, 48A, 48B, 48C, 105; not open to students with credit in PSE 111A.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- The student will be able to develop interpersonal and communication skills necessary for effective team leading
- The student will be able to employ tutoring techniques which will facilitate member's active participation and learning
The student will be able to:
A. apply interpersonal and communication skills necessary for effective team leading.
B. identify their position as an academic role model.
C. explain concerns regarding tutee's academic progress to the appropriate supervisor.
D. interpret tutee's progress based on discussion with the tutee's instructor as needed throughout the quarter.
E. describe tutee's academic weaknesses and strengths.
F. apply tutoring techniques which will facilitate tutee's active participation and learning.
A. Communication during team meeting/tutoring session
1. asking clarifying questions of the tutee which avoid giving away answers
2. asking tutee to expand on answers in written form
3. explanation of team meeting expectations
4. sensitivity to cultural differences in speaking styles
B. Recognition of self as academic role model
1. reviewing green sheet and deadlines with tutee
2. assisting tutee in preparing for exams
3. time management during team meeting
C. Communication with supervisor
1. obstacles to tutee's progress
2. tutoring challenges
D. Discussion with tutee's instructor
1. articulating questions regarding assignments and expectations
2. identifying specific topics to review with tutee
3. investigating ways to explain a problem to a tutee
E. Recognizing tutee's weaknesses and strengths
1. examining the organization, clarity, and use of proper mathematical notation of tutee's written work
2. assessing tutee's comprehension of concepts
F. Tutoring techniques
1. Socratic method
2. asking tutee to explain concepts
3. encouraging tutee to justify solution by showing organized work
4. guiding tutee to check their own work
5. showing tutee how to use the math textbook as a learning resource
6. helping tutee to articulate questions for their instructor
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Study team participation/completion of daily logs
B. Candid reporting of weekly tutoring challenges
C. Homework, including worksheets, articles, sample student work, and written reflections
D. Active participation in class discussions
Method(s) of Instruction
A. Requires team leader (tutor) check-ins each week so that the tutor can receive guidance and feedback from the instructor.
B. Instructor uses lecture/discussions and interactive classroom techniques to deliver curriculum and generate strategies for tutors in training.
Representative Text(s) and Other Materials
Articles on tutoring skills, learning styles, and subject specific materials to be determined by instructor and, when applicable, the tutee's instructor.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Students will be asked to read, annotate, and analyze articles, such as "Six-Non Facilitating Teaching Behaviors", that convey accepted tutorial theories in math instruction.
B. Students may critique sample student work.
C. Students may also utilize case studies, role play and other written exercises which require them to practice application of tutoring theories and which allow them to learn how to help a student while providing that student the opportunity to retain ownership of the writing and thinking processes.