LRNA 98 Assignments, Handouts, & Links

Note: This page refers to LRNA 98 Tutor Training for Individual, General Subject Tutors, not the training for group tutors or writing tutors. You can view or download the current class schedule of topics and assignments for LRNA 98 (Tutor Training) by clicking on the links below:

For the course syllabus and current due dates, go to http://deanza.edu/studentsuccess/tutorial/tutorialcenter/LRNA98-TutorTraining.html .

All course assignments are submitted through the Catalyst website: https://catalyst.deanza.edu

See the greensheet and the Catalyst site for specific assignment instructions.

Classes

Please click on the class session to see what is covered and to complete the makeup assignment  if you missed class.  Makeup assignments should be emailed to Diana,  your supervisor, and your senior tutor by the Monday following the class you missed.

• Class #1: The Tutoring Cycle (Make-up due Monday, Week 5)
• Class #2: Tutoring Techniques (Make-up due by Monday, Week 6)
• Class #3: Learning Styles and Learning Skills (Make-up due Monday, Week 7)
• Class #4: Multicultural Tutoring (Make-up due Monday, Week 8)
• Class #5: Learning Disabilities/Campus Resources (Make-up due Monday, Week 10 )
• Class #6: Wrap Up and Evaluation (no Make-up)

Class #1: The Tutoring Cycle

In this class we discuss the goals of tutoring and parts of the tutoring session, such as setting an agenda.

So why set an agenda? (adapted from Chatanooga State's tutor training class)

• An agenda helps you to break down a task into manageable pieces for the tutee. Smaller tasks are less likely to overwhelm the tutee, and are much easier to accomplish and learn.
• An agenda helps the tutor and tutee determine what will be covered, and how, in a logical rather than random progression.
• An agenda models good student behavior. This is important because, in addition to direct learning, your tutee will also learn from your actions and vocabulary. And with any luck, your tutee will pick up a few good habits from you.
• An agenda lets you be honest with the tutee.  Without an agenda, both tutor and tutee may have unreal expectations and feel discouraged after a session.

For more discussion on planning your tutoring session, see http://www.trcc.commnet.edu/ed_resources/tasc/Training/Setting_Agenda.htm

Handout for Class #1 (with bonus links!): Tutoring Cycle Self-Assessment.

If you missed Class #1:

We missed you! Since we only meet six times, attendance is a very important. If you think you will miss any other sessions, please come talk to me.

We discussed the pink Tutoring Cycle handout (attached). Please read it and make sure you understand each of the steps in the Tutoring Cycle. (It�s also the topic of the next journal entry.). Also, please talk to one of the tutors who attended to hear about the activity you missed.

If you haven't done so, be sure to complete all the "Pre-class To Do List" tasks on the information sheet.

Also, If you haven't done so, please post your Journals #1 and #2 to the Catalyst site, unless you haven't yet met with a tutee, in which case you may turn in #1 and #2 next week.

Please read the Tutoring Cycle Self-Assessment sheet. This is what we discussed in class.

MAKE UP ASSIGNMENT for Class #1

1. Watch the Tutor's Guide videotape Lesson 3: The Tutorial Plan. Take notes as you watch the tape.

OR

2. Go to http://www.trcc.commnet.edu/ed_resources/tasc/Training/Setting_Agenda.htm

Read Part I "Setting an Agenda"

Take notes as you read.

Write a one-page report summarizing what you learned from the video or web site and explaining how you will apply the technique during your next tutoring session.

Please e-mail this make up assignment to your supervisor, senior tutor, and Diana by the Monday after the class you missed, or as soon as possible.

Class #2: Tutoring Techniques

In this class we discuss and practice individual and group tutoring techniques.

Handout for Class #2: Tutoring Techniques

For more on tutoring techniques, see http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tutor_Techniques.htm

If you missed Class #2:

We missed you in class! Since we only meet six times, attendance is a very important part of your tutor training. If you think you will miss any other sessions, please come talk to me.

Reminders:

• If you haven't done so, please post your Journals #1 and #2 to the Catalyst site.
• Post your Journal Assignment #3 by next week.
• Post your Instructor Visit worksheet by the deadline listed in the greensheet.
• Please sign up to videotape yourself tutoring. Your Videotape Self Assessment worksheet must be posted by the deadline listed in the greensheet.

MAKE UP ASSIGNMENT for Class #2

• Read the Tutoring Techniques handout, and make sure you understand (and try to apply) each of the techniques. Also, please talk to one of the tutors who attended to hear about the activity you missed
• Go to http://www.ncsu.edu/tutorial_center/videocontents.html and view two of the video clips,
• Then choose one of the following:

1. 1. Watch the Tutor's Guide videotape Lesson 5: Diagnosis Through Observation.
   2. Take notes as you watch the tape
   3. Write a one-page journal entry summarizing what you have learned from all the sources and how you will apply the technques.
   OR
   1. Go to the TASC tutor training site:
      http://www.trcc.commnet.edu/ed_resources/tasc/Training/Tutor_Techniques.htm
   2. Take notes as you read.
   3. Write a one page summary of what you learned from all the sources and how you will apply it to your tutoring session.

Please e-mail this make up assignment to your supervisor, your senior tutor, and Diana by the Monday after the class you missed, or as soon as possible.

Class #3: Learning Styles and Learning Skills

In this class we learn about multisensory tutoring, learning styles and personality types, and selected study skills. We break into 4 groups and each one presents a learning style, how you can tell if you or your student is predominantly this style, and some tips for studying and tutoring for this style.

Handouts for Class #3: Learning Styles Handout

If you missed Class #3:

We missed you in class! Since we only meet six times, attendance is very important! If you think you will miss any other sessions, please come talk to me.

Reminders:

1. If you haven't done so, post journal entries #1, #2 and #3 to Catalyst .

2. Please post your Instructor Visit Worksheet to the Catalyst web site.

3. Remember to sign up for videotaping. The Videotape Self Assessment sheet is due in just a few weeks!

MAKE UP ASSIGNMENT for class #3: Read the Learning Styles Handout, then

1. Assess your own learning style. Take the survey on one of the following web sites: 
   • http://www.engr.ncsu.edu/learningstyles/ilsweb.html
   • http://www.metamath.com//lsweb/dvclearn.htm http://www.engr.ncsu.edu/learningstyles/ilsweb.html which provides not only "input" preferences, but "processing" preferences as well. (See http://www.ncsu.edu/felder-public/ILSdir/styles.htm for explanation.)
   • http://www.ulc.arizona.edu/mslq.php Motivated Strategies for Learning Questionnaire (MSLQ) is ... designed to assess college students' motivational orientations and their use of learning strategies
2. Go to either http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm and read the descriptions and suggestions for all four learning styles, or
   http://maclife.mcmaster.ca/academicskills/online_resources.cfm and scroll down to see 5 minute video on learning styles.
   

    

3. After assessing your own preferences, and reading about learning styles go to http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm
   http://www.trcc.commnet.edu/ed_resources/tasc/Training/Study_Skills.htm
4. Write a write at least a paragraph about the results of your survey. Do you agree or disagree? How might this affect your tutoring? Write one page summary describing what you learned from the TASC website or video and how you will apply this to your tutoring sessions.

Please e-mail this make up assignment to your supervisor, your senior tutor, and Diana by the Monday after the class you missed, or as soon as possible.

Class #4: Multicultural Tutoring

In this class we discuss how tutors' and tutee's cultures might affect the tutoring relationship, and practice talking about culture and race with each other.

Handouts for Class #4:

• Download De Anza demographics and multicultural awareness handout (MS Word, 1 page)
• Cross Cultural Tutoring (MS Word, 1 page)
• Agenda for W09 Cross-cultural tutoring workshop
• Skin Deep Discussion Questions (MS Word)
(for Diversity Training All Tutor meeting.)

References:

• http://tlu.ecom.unimelb.edu.au/tutortraining/diversity.html
  Diversity and Inclusive Practice
• http://www.newsreel.org/nav/title.asp?tc=CN0085
  Information about the filmSkin Deep
• http://intranet.deanza.fhda.edu/daresearch/
  De Anza Research Home Page --click on pie chart to download results of Diversity Study
• http://fhdafiles.fhda.edu/downloads/aboutfhda/DiversitySurveyPresentation.ppt
  http://fhdafiles.fhda.edu/downloads/aboutfhda/DiversityClimateSurveyExecSu.pdf
• Results of Foothill-De Anza Diversity Survey
• Insights to help understand students' cultural backgrounds:
  http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1cult.htm
• A Synthesis of Scholarship in Multicultural Education
  http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm
• Claude Steele,"Stereotype Threat," And Racial Preference
  http://www.discriminations.us/storage/001952.html
• Shattering the Myth of the Model Minority
  http://www.gse.harvard.edu/news/features/louie04012003.html
• http://www.csupomona.edu/~pronunciation/
  Guide to Pronouncing Asian Names from Cal State Pomona
• http://www.alternet.org/story/71290
  "White Liberals Have White Privilege Too!"
  By Alex Jung, AlterNet. Posted 12/21/07
• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm
• Diversity and Complexity in the Classroom

If you missed class #4:

We missed you at Class #4! Since we only meet six times, attendance is a very important part of your tutor training.  If you think you will miss any other sessions, please come talk to me.

The discussion in this session was very interesting, so please try to talk to one of the tutors who attended to hear about the activity you missed.

• Don’t forget that the videotape self-assessment sheet is due next week
• Please post any remaining journal or make-up assignments to the Catalyst web site ASAP
• Next week we will have a representative from the Educational Diagnostic Center talk to us about Learning Disabilities.

MAKEUP ASSIGNMENT for class #4:

1. Download, read and think about the De Anza demographics handouts
2. Complete one of the options below:
   • Option 1: Watch Skin Deep in L-47 (50 minutes)and/or read the entire site http://www.newsreel.org/nav/title.asp?tc=CN0085 Information about the film Skin Deep, including Facilitator's Guide . Write one page addressing the questions on the Skin Deep Discussion Questions handout.
   • Option 2: Read one of the articles listed in the "References" section of Class #4: Multicultural Tutoring page. Write one page about what you learned from the article and how it applies to tutoring
   • Option 3: Find someone you don't know very well and do the Cross Cultural Tutoring first impressions exercise. Write one page describing what you learned from the experience and how you will apply these lessons to your tutoring.
   • Option 4: Watch World of Diversity video, available in L-47 (25 minutes). Write one page about what you learned from the video and how it applies to tutoring.
3. Please e-mail these assignments to your supervisor, your senior tutor, and Diana by the Monday after the class you missed, or as soon as possible.

Class #5: Learning Disabilities/Campus Resources

In this class we discuss learning disabilities and other disabilities, De Anza resources to help students with disabilities, and what to do if you think your tutee might have a learning disability. We do a few activities so tutors can understand how each person processed information differently and see what it feels like to have a learning disability. We usually feature one or more guest speakers and/or students from the Educational Diagnostic Center for this session.

As a tutor, you may be able to tell a student about resources that can help him or her resolve a variety of problems. For advice on how to do this, download How to refer students to campus resources.

Many of the other handouts for the session are not yet available in electronic form. However, the Disabled Students Programs & Services website http://www.deanza.fhda.edu/specialed/ covers the same information (and more) that is covered in class. Please download the student and faculty guides, and follow their web resource links.

Download PowerPoint presentation Disability Awareness and Tutoring by Peggy Tate Hernandez of Cosumes River College.

If you missed class #5:

We missed you in class! Since we only meet six times, attendance is a very important. If you think you will miss any other sessions, please come talk to me.

We had a guest speaker and a good discussion and question and answer session. Please talk to one of the tutors who attended to hear about the discussion and activities you missed.

Reminders:

1. The Videotape Self Assessment sheet should be posted to Catalyst by this session.

2. By now you should have posted all four journals as well as your Instructor Visit Assignments to Catalyst, and e-mailed all Makeup Assignments for classes you missed. If you are missing any of these, please complete them ASAP.  Please ask if you are not sure what you are missing!

MAKE UP ASSIGNMENT for Class # 5:

Go to the Disabled Students Programs & Services website http://www.deanza.edu/specialed/dish/ and browse the Disability Information Student Handbook (DISH) for De Anza Students. Sections 2 and 4 have the most practical information--please explore these sections thoroughly.

• Option 1: After reading the DISH guide go to the Educational Diagnostic Center and interview one staff member about how things work there. Write one page describing what you learned.
• Option 2: After reading the guides go to the follow at least two of the web sites under Learning Disabilities in the Resources page on this site and explore the content. Write one page describing what you learned.
• Please e-mail these assignments to your supervisor, your senior tutor, and Diana by the Monday after the class you missed, or as soon as possible

Class #6: Wrap Up and Evaluation

For the final class session, please print out the Tutor Training Evaluation (1 page word document) and fill it out to let us know what can be improved.

Also, please look again at the Tutoring Cycle Self-Assessment Sheet and reflect on how well you accomplish each step of the cycle. This will help you determine areas you'd still like to improve on next quarter.