Partnership Beginning-Level Strategic Tutoring Advanced-Level Strategic Tutoring Building Strategic Tutoring Partnerships Partnership Beginning-Level Strategic Tutoring Advanced-Level Strategic Tutoring Paula Lancaster Grand Valley State University/Edge Enterprises, Inc (785)

Collaborations GVSU –Clinical options for our students –Tutor twice weekly with faculty supervision Local School Districts –P-12 students get one-on-one support

ED 101 & credit hour course Students complete Strategic Tutoring CDs Role play practice Groups of 12 meet in schools twice a week Faculty supervise and give feedback Students participate in discussions on social-cultural contexts

ASSIGNMENT TUTORING Tutor InputStudent Input Knowledge of Content Academic Challenge The assignment is completed The learner may be dependent OUTCOMES

Knowledge of Content & Content Transformation Mentoring of Students Knowledge of Strategies Strategic Teaching Skills Academic Challenge Strategic Tutoring Model Immediate Academic Achievement Increased Knowledge Base Good Information Processing “Connected” Students Outcomes TutorStudent Knowledge of Strategies

The Beginning-Level Strategic Tutoring Professional Development Program

Learn New Strategies

The 4 Instructional Phases

Assessing Phase Learn about the assignment Determine the student’s current strategy Review performance on similar assignments Ask if the current strategy is working Provide reasons for learning a new strategy Gain the student’s commitment Make a commitment to the student Think about a known strategy procedure to follow Decide which strategy procedure to follow (weaving or building)

Constructing Phase Weaving –List the steps of the student’s current strategy –Remind the student about the effectiveness of the strategy –Add steps related to an effective strategy –Have the student list the steps of the new strategy on a card –Ask the student to compare the new strategy with the old strategy

Constructing Phase Building –Begin working on the assignment with the student –Stand back and analyze what the tutor and student are doing to complete the task –List the steps of the strategy with the student –Refine the steps of the strategy –Have the student list the steps of the strategy –Ask the student to compare the new strategy with the old strategy

Teaching Phase Model –Explain the student’s role during the modeling –Model the steps of the strategy –Model the “thinking” that accompanies each step –Involve the student during the modeling activity

Teaching Phase Check –Ask the student to name or list the steps of the strategy –Have the student explain the benefits of the strategy, where it could be used, and why each steps is important –Ask the student if she wants to modify the strategy

Teaching Phase Support –Cue the student to use the strategy –Ask guiding questions –Guide the student through assignment completion –Provide positive and corrective feedback –Fade support over time

Transferring Phase Celebrate strategy mastery and progress toward becoming a strategic learner Ask the student to compare current performance to performance before learning the strategy Develop a plan for using the strategy in other settings (be specific) Follow up on student use of the strategy Provide feedback if necessary

Watch Someone Use Strategic Tutoring

The Strategic Tutoring CD Study Tutors 12Experimental 12Control Students 12Experimental 12Control

Strategic Tutoring CD Results: Teacher Results Knowledge TestST Use Test Percentage of Points Earned * * p<.001 *

Strategic Tutoring CD Results: Student Results Knowledge TestStrategy Use Test Percentage of Points Earned ** * * p<.001 ** p<.01

So, what can you expect from tutors after BST? Their knowledge of ST should be pretty strong They will be able to implement about half of the required procedures during any given tutoring session They will have a much greater understanding of what being “strategic” means.

The Advanced-Level Strategic Tutoring Professional Development Program

Session 1: An Introduction to Strategic Tutoring (Welcome)

Session 2: Observe Strategic Tutoring

Session 3: Support Strategic Tutors

Session 4: Creating Learning Strategies

Session 5: Mentoring Students

The AST CD Study Pilot Test –Four Tutors –Eight Students Field Test –14 Experimental Tutors & 14 Students –12 Control Tutors & 12 Students

AST CD: Tutor Results Experimental Tutors –Knowledge of AST –Use of AST –Quality of Instruction –Satisfaction Control Tutors –Knowledge of AST –Use of AST –Quality of Instruction

Tutor Results

AST CD: Student Results Experimental Students –Knowledge of Strategy –Use of Strategy –Think-Aloud Control Students –Knowledge of Strategy –Use of Strategy –Think-Aloud

Student Mean Percentage Scores Knowledge –Exp Pre - Post 23% - 81%** –Control Pre-Post14% - 61%* Use –Exp Pre-Post17% - 91%** –Control Pre-Post14% - 61%* Think Aloud –Exp Pre - Post5% - 61%** –Control Pre-Post8% - 37%*

So, what can you expect from tutors after AST? Increased knowledge Implementing about 80% of ST procedures in any given session A deeper understanding of the importance of being a “strategic” learner A deeper commitment to being a strategic tutor

What we’re studying Feasibility Fidelity of Implementation Effects on all students Satisfaction Predictive value