PSE 61B: TUTOR TRAINING II
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 111B.|
|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 advanced interpersonal and communication skills necessary for effective team leading
- The student will be able to employ advanced tutoring techniques which will facilitate member's active participation and learning
The student will be able to:
A. apply advanced interpersonal and communication skills necessary for effective team leading.
B. explain concerns with increased specificity regarding tutee's academic progress to the appropriate supervisor.
C. interpret tutee's progress with increased specificity based on discussions with the tutee's instructor as needed throughout the quarter.
D. infer tutee's academic skill level and competency.
E. apply advanced tutoring techniques which will facilitate tutee's active participation and learning.
F. explain subject specific material to a variety of student learning styles.
G. produce advanced reflections regarding tutoring challenges and successes.
A. Advanced communication during team meeting/tutoring session and in class
1. differentiate between questions that allow tutees to think and those that give answers away
2. comparison of tutee's answers in written and oral form
3. explanation of team meeting expectations
4. sensitivity to cultural differences in speaking styles and formulating tutoring strategies around these
5. how to discuss goal-setting and time management challenges that tutees encounter in their daily and weekly schedules
6. addressing/collaborative problem-solving tutee's challenges with their study environment
7. conveying tutoring experiences and perspective to new tutors as part of a learning continuum
B. Communication of concerns with increased specificity to supervisor
1. obstacles outside of school that prevent tutee's progress
2. tutee's lack of prerequisite skills
3. tutee's lack of preparedness
C. Communication with tutee's instructor as needed with increased specificity
1. articulating questions regarding assignments, expectations, and resources
2. identifying specific topics to review with tutee
3. investigating ways to explain a problem to a tutee
D. Assessment of tutee's academic skill level and competency
1. examining the organization, clarity, and use of proper mathematical notation of tutee's written work
2. assessing tutee's comprehension of concepts
3. helping tutee to identify and write questions for their instructor
4. identifying helpful study strategies and skills for tutee
E. Advanced tutoring techniques
1. regular application of Socratic method
2. asking tutee to explain concepts in more depth
3. showing tutee how to use proper math notation and organize written work
4. encouraging tutee to check work using number sense
5. showing tutee how to use the math textbook as a learning resource
6. advanced discussion of material in ways that encourages tutee to take ownership of their thinking/problem solving strategies
F. Recognition of differences in learning styles
4. combination of the above
5. differences in information processing
G. Advanced written reflections
1. utilization of team meeting time
2. maintaining student/tutee ownership of ideas and written work
3. interpersonal team dynamics
4. comparisons of first and second time tutoring experiences: insights, growth, increased confidence, problem-solving skills, and flexibility
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 advanced 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 that convey accepted tutorial theories in math instruction or learning differences, such as "Are Learning Styles Invalid? (Hint: NO!)" and the acclaimed student success textbook On Course.
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.