The tutor juggle: 1 HOUR JUMPSTART TUTOR TRAINING

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The tutor juggle1 HOUR JUMPSTART TUTOR
TRAINING
M.E. McWilliams Academic Assistance and Resource
Center Director Stephen F. Austin State
University mmcwilliams_at_sfasu.edu
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CHAT IT UP

• What do you most want to change about your tutor
  training?
• What would perfect tutor training look like?

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KNOW WHAT YOU DONT WANT

• Conventional training has equally negative
  consequences.
• Most disturbing is that sometimes tutors begin
  their work without knowing everything expected of
  them.

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KNOW WHAT YOU WANT AND WHY
NEW KIND OF TRAINING
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DETERMINE WHO

• Requirements in red are talents. You cannot
  train your presenter to demonstrate these
  qualities.

PRESENTER
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DETERMINE WHEN

The day before classes begin or Friday if classes
begin on a Monday Every semester.
Be ready for these excuses Still on
vacation Required sorority meeting
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SET A CONFERENCE-STYLE AGENDA
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DETERMINE LEARNING OUTCOMES FOR TUTORS

• What should a tutor be able to do
• because of your training?
• The tutor will create responsive, supportive
• interpersonal communication.
• The tutor will motivate the student to engage in
  learning.
• The tutor will facilitate interactive learning.
• The tutor will suggest or model specific ideas
  for
• the client to better prepare for assignments and
  tests.

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CHAT IT UP

• What are some other possible learning outcomes
  for your tutors?
• Which learning outcomes are most important to you?

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WEIGHT THEM

• Spend more time on the domains that
• the tutors say are the hardest to do
• the staff observers and clients rate the lowest

The hardest to do!
Our lowest scores!
Examples of assessment tools to retrieve the
feedback to determine the above are discussed at
end of slideshow.
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UNSEQUENCE THEMJUGGLE
A general sequence does exist 1. Welcome
Before they can learn they must feel comfortable
and happy 2. Motivate Before they will engage in
learning, they have to have a good reason to do
so. 3. Involve This is the bulk of the tutoring
session. 4. Learning Strategies At the end of
the session, give them a take awaya learning
strategy they can employ at home.
But. . . the truth is that all four of these
objectives are to be deployed at any appropriate
moment throughout the session. The tutor is in
effect JUGGLING all these balls throughout the
session.
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RESEARCH AND WRITE SCRIPT LINES
INTERPERSONALCOMMUNICATION

• WHAT TO SAY (OR DO)

• WHY SAY IT
• Feeling good tends to enhance the ability to
  think flexibly and with more complexity, thus
  making it easier to find solutions to problems
  (Jensen, 1996,p. 85)
• Maslows Hierarchy,1943 Hunley Shaller, 2009,
  p.26

WOO HOO WELCOME Hello! Smile and handshake Use
names
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RESEARCH AND WRITE SCRIPT LINES
INTERPERSONALCOMMUNICATION

• WHY SAY IT
• Unless the student believes he can do something,
  the student will not engage in that something.
  Be a coping model and testify to the client that
  the ordinary student (like you) can successfully
  the master the material. (Schunk, Pintrich,
  Meece, 2007)
• Until students see the correlation between their
  lives and that of the subjects they study, the
  information might as well be about Mars . . .
  (Dewey, 1916, p. 342)
• When the client sees that the information is of
  personal use to him, he is likely to determine
  to study hard on his own, without being forced.
  (Ryan and Deci, 2000, p. 68)
• Dewey (1916) noted that one can learn all the
  parts of the flower but regrettably overlook the
  wonder of the flower as a whole.

• WHAT TO SAY

SELL YOUR BUCKET OF CHICKEN If I learned this
stuff, you can too! This is really neat stuff!
This is stuff you can use!
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RESEARCH AND WRITE SCRIPT LINESINTERACTIVE
LEARNING

• WHAT TO SAY

• WHY SAY IT
• The one doing all the work, is the one doing all
  the learning! (Wong Wong)
• Only by WRESTLING with the conditions of the
  problem at first hand, seeking and finding his
  own way out, does he the student think.
  (Dewey, 1916, p.159-160).
• Students can often provide correct answers,
  repeat definitions, and apply formulae while yet
  not understanding those questions, definitions,
  and formulae (Pintrich, 1995).
• Identify the illusion of comprehension
  (Druckman Bjork in Svinicki, 2004, p. 117)
  (loosely related to MacDonalds fake light bulb,
  1994)
• The development of effective study skills depends
  crucially on the learner being able to assess
  what they know and do not know (National Center
  for Education).

FIND THE FALSE LIGHT BULB Why? Tell me more
about that. Explain that back and Ill see what
Ive forgotten. Can you give an example? ALLOW 7
SECONDS THINK TIME
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RESEARCH AND WRITE SCRIPT LINES LEARNING
STRATEGIES

• WHAT TO SAY

• WHY SAY IT
• Dont say, Ill worry about it later. Worry Now!
  (Pauk, 1974)
• If you do nothing with new informationdont
  think about it, dont read about it, for the
  first 24 hours--you will forget 50-70 of that
  new information. Pashler, H. Et al. (2007).
  Organizing Learning and Student to Improve
  Student Learning.
• INFORMATION NOT AN INSULT Pintrich, P.R.and
  Schunk, D.H. (1996). Motivation in education.
• If you cant explain it to your grandma, you
  dont know it! Einstein
• We remember 95 of what we teach to others!
  Dale, E. (1960). Educational media.
• Information sticks when it seems funny, pleasant,
  or familiar. Willingham, D. T. (2009). Why don't
  students like school?

• GET ON YOUR BIKE
• Practice!
• Review notes in 24 hours!
• Ask your prof!
• Study mistakes!
• Pretend to teach it!
• Memorize with tricks!
• Dont give up!

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CHAT IT UP

• What else might tutors do to implement learning
  strategies into a session?
• Why might learning strategies be a better term
  to use than study strategies?

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DEFINE OVER-ARCHING THEME SELF-EFFICACY
The most important goal for tutoringthe one that
rings all the bellsis to go beyond merely saying
to the client, You can do it! Instead, find that
moment when you can say to the client, You ARE
doing it!
You ARE Doing it!
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PRESENT THE BIG PICTURE THE TUTOR JUGGLE
SELL YOUR BUCKET OF CHICKEN If I learned this
stuff, you can too! This is really neat stuff!
This is stuff you can use! Ryan and Deci,
Wigfield Eccles, Bandura
FIND THE FALSE LIGHT BULB Why? Tell me more
about that. Explain that back and Ill see what
Ive forgotten. Can you give an example? ALLOW 7
SECONDS THINK TIME Druckman Bjork in Svinicki,
MacDonald
Our lowest scores!
WOO HOO WELCOME Hello! Smile and handshake Use
name Jensen, Maslow

• GET ON YOUR BIKE
• Practice!
• Review notes in 24 hours!
• Ask your prof!
• Study mistakes!
• Pretend to teach it!
• Memorize with tricks!
• Dont give up!
• Smilkstein, Krug, NSSE, Pintrich

The hardest to do!
You ARE Doing it!
sfasu.edu/aarc
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BUILDMASTER TUTOR JEOPARDY
http//library.sfasu.edu/aarc/tutor-resources/
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RAMP UP THE PRESENTATION

• MODEL THE DOMAINS
• Door Greetings and Intros
• names
• applause for uncertified
• Tutor testimonies
• Show and Tell
• Stinky Cheese
• Master Tutor Jeopardy
• Nametag Review

• WATCH THE CLOCK
• Be selective about the research. Dont bore them
  with everything you know. Make choices and they
  will remember something. Say it all and they
  remember how long you spoke.
• Knowing the names of learning theories is not
  important. Prepare them to be practitioners not
  theorists.

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CHAT IT UP

• What would the presenter most fear about taking
  on this responsibility?
• What would happen if you used multi-presenters?

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REINFORCE WITH OBSERVATIONS
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REINFORCE WITH SURVEYS
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ASSESS TRAINING

• TUTOR TALK

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FIND ANSWERS TO YOUR OBSTACLES
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MAKE FOLLOW-UP NOTES
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TAKE ACTION!
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RESOURCES

• Interpersonal Communication
• James, S. D. (2011). College freshmen Students
  are stressed and depressed. Retrieved from
  http//abcnews.go.com/Health/depressed-college-fre
  shmen-rise-report-concludes/story?id12784100
• Jensen, E. (1996). Brain-based learning.
• Kassorla, I. (1985). Go for it! Audio
  Recording. New York Time Warner Paperbacks.
• Maslow, A. (1943). A theory of human motivation.
  Psychological Review, 50(4), 370-96.
• Mehrabian, A. Ferris, S. (1967). Inference of
  attitudes from nonverbal communication in two
  channels. Journal of Consulting Psychology, 31,
  248-252.
• Fisher, R. Ury, W. (1983). Getting to yes
  Negotiating agreement without giving in. New
  York, NY Penguin Books.

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RESOURCES

• MOTIVATION
• Bandura, A. (1997). Self-efficacy The exercise
  of control. New York, NY W. H. Freeman.
• Dewey, J. (1916). Democracy and education An
  introduction to the philosophy of education. New
  York, NY MacMillan
• Dweck, C. S. (2006). Mindset The new psychology
  of success. New York, NY Random House.
• Ryan, R. M., Deci, E. L. (2000).
  Self-determination theory and the facilitation of
  intrinsic motivation, social development, and
  well-being. American Psychologist, 55, 68-78.
• Smilkstein, R. (2003). Were born to learn!
  Retrieved from http//books.google.com/books?id6
  ZHELyI9XEICprintsecfrontcoverdqwe'reborntol
  earnsmilksteinsourceblotsIpZ-2t_Oy6sig5nNUl
  gYq4hDw63DF6jW6RsBrrqMhleneiIFx2TeeTBIzogQfV07
  XPBQsaXoibook_resultctresultresnum1sqi2
  ved0CBQQ6AEwAAvonepageqffalse
• Schunk, D. H., Pintrich, P. R., Meece, J. L.
  (2007). Motivation in education Theory,
  research, and applications. Upper Saddle River,
  NJ Prentice Hall.
• Wigfield, A., Eccles, J. S. (2000).
  Expectancy-value theory of achievement
  motivation. Contemporary Educational Psychology,
  25, 68-81

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RESOURCES

• INTERACTIVE LEARNING
• Arum, R. (2011). Academically adrift Limited
  learning on college campuses. Chicago
  University of Chicago Press.
• Dewey, J. (1916). Democracy and Education An
  introduction to the philosophy of education.
• Dzubak, C.M. The cognition gap  Sufficient
  skills for high school but not sufficient for
  college. Synergy. Retrieved from
  http//www.myatp.org/Synergy_1/Syn_12.pdf
• MacDonald, R. (1994). The Master tutor. New
  York Cambridge Stratford Study Skills
  Institute.
• Pintrich, P. (1995). Understanding
  self-regulated learning New Directions for
  Teaching and Learning

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RESOURCES

• LEARNING STRATEGIES
• Ames, C. (1992). Classroom Goals, structures,
  and student motivation. Journal of Educational
  Psychology, 84(3), 261-271.
• Cepeda, N. (2009). Optimizing Distributed
  Practice. Experimental Psychology 2009 Vol.
  56(4)xxxxxx. pp. 1-11.
• Dale, E. (1960). Educational media.
• Krug, D. Davis, T.B. Glover, J.A. (1990).
  Massed versus distributed repeated reading A
  case of forgetting helping recall? Journal of
  educational psychology, 82 (2), 366-371.
• Jaschik, S. Inside Higher Ed. Jan. 31, 2011.
  http//www.insidehighered.com/news/2011/01/31/coll
  eges_try_to_use_metacognition_to_improve_student_l
  earning
• Leamnson, R..(2002). Learning Your first job.
  Retrieved from http//www.udel.edu/CIS/106/iaydin/
  07F/misc/firstJob.pdf
• Nissen, T. (1970). Learning and pedagogy.
  Copenhagan Munksgaard.
• Pauk, W. (1974). How to study in college.
  Boston, MA Houghton Mifflin Company.
• Pashler, H. Et al. (2007). Organizing Learning
  and Student to Improve Student Learning.
  Retrieved from http//ies.ed.gov/ncee/wwc/pdf/pra
  cticeguides/20072004.pdf
• Pintrich, P.R.and Schunk, D.H. (1996). Motivation
  in education Theory, research, and applications
  (2nd ed.). Columbus, OH Merrill-Prentice Hall.
• Pintrich, P. (1995). Understanding
  self-regulated learning New directions for
  teaching and learning. New York Jossey-bass.
• Smilkstein, R. (2002). Were born to learn. New
  York Corwin Publishers.
• Willingham, D. T. (2009). Why don't students like
  school? a cognitive scientist answers questions
  about how the mind works and what it means for
  your classroom. San Francisco, CA Jossey-Bass.
  Chapter 4.

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The tutor juggle1 HOUR JUMPSTART TUTOR
TRAINING
THANK YOU!
M.E. McWilliams Academic Assistance and Resource
Center Director Stephen F. Austin State
University mmcwilliams_at_sfasu.edu