Basic Tutor Training Presented by: Kim Rossman Tutors of Literacy in the Commonwealth

People don’t care what we know until they know that we care. Anonymous

TLC’s Online Resources Dropbox link

Color Coding for Highlights Light green – activities for today Light blue – related to lesson planning Yellow – goalsetting Pink – first meeting White – for your reference

Basic Tutor Training - Agenda  Introductions and Overview  Your Questions and Concerns  How Adults Learn  Successful Tutoring  Learning Styles  Strong Instructional Strategies  First Meeting  Pulling it All Together  Lesson Plans  Reflection and Evaluations Handout 1

What are YOUR Questions and Concerns? While you are thinking about this I am going to read you an excerpt written by an adult learner.

Advice to Tutors from Learners Clarke, Mallory, Goodwill Literacy Tutor Handbook Handout 2 patient victories Carl Furioso patience learning games student suggests ideas JoeAnn Knowlton very sincere Berwick Jones go back over review Tim Hicks kindness questions Robert Easterling patient committed Lee White According to learners, these are some things that work for them.

Ground Rules Tutor/Learner Contract Handout 3

_ _ _ _ _ _ / _ _ _ _ _ / _ _ _ _ _ _ _ _ _ _ _ / _ _ _ _ /_ _ _ _ _ _ _ _.

HOW ADULTS LEARN Characteristics and Needs of Adult Learners Adult Learning Principles Handout 4 (but don’t peak)

An adult learns by _________. Also could read, “As an adult learner, I learn by … “

Adults learn best when… (Complete the first two columns of your chart.) KWL K - What do you k now about tutoring adult learners and how adults learn? W - What do you w ant to know about tutoring adult learners and how adults learn? L - At the end of the session: What did you l earn about tutoring adult learners and how adults learn? Handout 5 Please plan to turn this page in at the end of the day.

Characteristics and Needs of Adult Learners As you think about these characteristics, think of how they could impact your instruction. Adult learners: Want to be treated as adults even ( especially ) if they are learning basic skills. Handout 4

Characteristics and Needs of Adult Learners As you think about these characteristics, think of how they could impact your instruction. Adult learners: Want to be treated as adults even ( especially ) if they are learning basic skills. Are often self-directed and used to making decisions for themselves. Handout 4

Characteristics and Needs of Adult Learners As you think about these characteristics, think of how they could impact your instruction. Adult learners: Want to be treated as adults even ( especially ) if they are learning basic skills. Are often self-directed and used to making decisions for themselves. Have specific and immediate learning needs and goals. Handout 4

Characteristics and Needs of Adult Learners Adult learners: are generally very busy.

Characteristics and Needs of Adult Learners Adult learners: are generally very busy. have limited time to participate or do homework.

Characteristics and Needs of Adult Learners Adult learners: are generally very busy. have limited time to participate or do homework. may have many barriers to regular attendance.

Characteristics and Needs of Adult Learners Adult learners: are generally very busy. have limited time to participate or do homework. may have many barriers to regular attendance. have a wealth of experiences.

Characteristics and Needs of Adult Learners Adult learners: May feel insecure about –their literacy skills –learning new things –coming to a program.

Characteristics and Needs of Adult Learners Adult learners: May feel insecure about –their literacy skills –learning new things –coming to a program. What implications could this have for instruction?

Characteristics and Needs of Adult Learners Adult learners: May feel insecure about –their literacy skills –learning new things –coming to a program. –What implications could this have for instruction? Have values and beliefs based on their cultural and ethnic backgrounds that may be very different from your beliefs.

Characteristics and Needs of Adult Learners Adult learners: Learn best when learning relates to their day to day lives.

Characteristics and Needs of Adult Learners Adult learners: Learn best when learning relates to their day to day lives. Are not a captive audience; they can vote with their feet.

Characteristics and Needs of Adult Learners Adult learners: Learn best when learning relates to their day to day lives. Are not a captive audience; they can vote with their feet. Are usually experiencing some sort of life change.

Adults Learn Best When… “Sit and Get” Won’t Grow Dendrites, Marcia Tate They have input into the selection of the content and even development of the learning experiences. Again, think of yourself as the adult learner. Handout 7

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial (mutually respectful) and directed at solving specific job-related problems.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job-related problems. They have ample opportunity to reflect on the implementation of new competencies.

Your Role as a Tutor Teaching requires as much learning on the instructor’s part as on the learner’s part. If the teacher isn’t learning while teaching s/he probably isn’t teaching at all. Instead, s/he’s telling. from Another Door to Learning

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Handouts

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Determine the best way to address those needs Handouts

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Determine the best way to address those needs Incorporate strategies into your instruction Handouts

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Determine the best way to address those needs Incorporate strategies into your instruction Determine effectiveness of the strategies Handouts

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Determine the best way to address those needs Incorporate strategies into your instruction Determine effectiveness of the strategies Share the techniques with others Handouts

Your Role as a Tutor Identify the needs of the learner –Formally –Informally Determine the best way to address those needs Incorporate strategies into your instruction Determine effectiveness of the strategies Share the techniques with others Document the process Handouts

Your Role as a Tutor "As a volunteer instructor, I will

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction.

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions,

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected.

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together."

Your Role as a Tutor How does this look? –Monthly report example –Journal –Peer tutor meetings –Articles for newsletter –Observe another tutor –Co-tutor –Sample of online formSample of online form

Handout 13 & 14 View form onlineView form online.

Your Role as a Tutor Your role is to: Work as a partner with your learner to define and plan the work you do together; when necessary offer your student choices instead of making decisions yourself. Handout 11

Your Role as a Tutor Your role is to: Work as a partner with your learner to define and plan the work you do together; when necessary offer your student choices instead of making decisions yourself. Meet regularly with your learner, be prepared for lessons, and employ a consistent but flexible instructional format. Handout 11

Your Role as a Tutor Your role is to: Teach by example; explain and model what skilled readers and writers do.

Your Role as a Tutor Your role is to: Teach by example; explain and model what skilled readers and writers do. Acknowledge your learner is smart and capable of learning; have high expectations for success. –Intentions –Expectations –Support

Your Role as a Tutor Your role is to: Teach your learner what s/he can do (and how to do it) outside of the tutoring session in order to build skill(s), especially by practicing reading. –Transference –Time management –Organization –Problem solving

Your Role as a Tutor Your role is to: Build instruction based on your learner’s strengths, experiences, needs, and interests; use real life situations and examples.

Your Role as a Tutor Your role is to: Build instruction based on your learner’s strengths, experiences, needs, and interests; use real life situations and examples. Encourage your learner to bring materials and topics of interest to him/her to the sessions.

Your Role as a Tutor Your role is to: Build instruction based on your learner’s strengths, experiences, needs, and interests; use real life situations and examples. Encourage your learner to bring materials and topics of interest to him/her to the sessions. Treat your learner as an adult and as an equal.

Your Role as a Tutor Your role is to: Be an agent of change

Your Role as a Tutor Your role is to: Be an agent of change Help ≠ Doing

Your Role as a Tutor Your role is to: Be an agent of change Help ≠ Doing Help = Empowering

Your Role as a Tutor Your role is to: Be an agent of change Help ≠ Doing Help = Empowering Help = Providing Tools & Support

Goalsetting “Why did you come to the program?” “Why do you want to get your GED?” Asking “Why” at least three times will get to the true answer to the question. 1.What 3 things would you like to be able to read? Why?... Why?... Why? 2.What 3 things would you like to be able to write? Why? … Why? … Why? 3.What 3 problems would you like to be able to solve? Why? … Why? … Why? 4.What 3 things would you like to be able to do? Why? … Why? … Why? Handouts

Specific Measurable Achievable Relevant Timely Goals Example: I would like to complete my homework for the next 5 out of 6 tutoring sessions with 80% accuracy.

Tips from Tutors for Tutors “Talk with students about their learning process. Ask them what does and does not work for them. Then listen and believe.” an Adult Educator

Tips from Tutors for Tutors Don’t be discouraged by slow progress; it takes time to get to know your learner and establish a good learning routine - learning takes time. Handout 21

Tips from Tutors for Tutors Don’t be discouraged by slow progress; it takes time to get to know your learner and establish a good learning routine - learning takes time. Your learner is likely to be more nervous than you are. Handout 21

Tips from Tutors for Tutors Don’t be discouraged by slow progress; it takes time to get to know your learner and establish a good learning routine - learning takes time. Your learner is likely to be more nervous than you are. Relax, have fun, be creative. Handout 21

Tips from Tutors for Tutors Don’t be discouraged by slow progress; it takes time to get to know your learner and establish a good learning routine - learning takes time. Your learner is likely to be more nervous than you are. Relax, have fun, be creative. Don’t take poor attendance personally; do ensure that you are meeting your learner’s needs. Handout 21

Tips from Tutors for Tutors Meet your student where s/he is; not where you think s/he should be. NO ASSUMPTIONS Find out what your learner wants to learn and teach him/her that. Adult learners are different from children; make adult learning different from school.

Learning Styles Handout

Learning Styles Visual Auditory Tactile/Kinesthetic

Characteristics of Learning Styles Learns by listening and discussing Learns by visualizing and by looking at text, charts, pictures, etc. Learns by doing and being physically involved in a task

Strong Instruction: Effective Teaching Strategies

Teaching Strategies While these strategies have been identified as successful strategies for learners with learning differences; the majority of adult learners will benefit from the use of these techniques. Handout

Teaching Strategies Orient the student to what he/she will be doing (and why).

Teaching Strategies Orient the student to what he/she will be doing (and why). Reduce orientation and directions to what is essential.

Teaching Strategies Orient the student to what he/she will be doing (and why). Reduce orientation and directions to what is essential. Be specific about what you are asking the learner to do.

Teaching Strategies Orient the student to what he/she will be doing (and why). Reduce orientation and directions to what is essential. Be specific about what you are asking the learner to do. Present information in small, logical steps.

Teaching Strategies Orient the student to what he/she will be doing (and why). Reduce orientation and directions to what is essential. Be specific about what you are asking the learner to do. Present information in small, logical steps. Build on what is already known.

Teaching Strategies Relate new material to student’s _______ ________.

Teaching Strategies Relate new material to student’s everyday lives. Make connections to _______.

Teaching Strategies Relate new material to student’s everyday lives. Make connections to previous lessons. Be concrete; give ___________.

Teaching Strategies Relate new material to student’s everyday lives. Make connections to previous lessons. Be concrete; give examples. Ask “_______ _______ ____ ____ ______?” instead of “Do you have any questions?”

Teaching Strategies Relate new material to student’s everyday lives. Make connections to previous lessons. Be concrete; give examples. Ask “What questions do you have?” instead of “Do you have any questions?” Instead of asking “Do you understand?”, ask students to _____________ understanding.

Teaching Strategies Relate new material to student’s everyday lives. Make connections to previous lessons. Be concrete; give examples. Ask “What questions do you have?” instead of “Do you have any questions?” Instead of asking “Do you understand?”, ask students to demonstrate understanding.

Teaching Strategies Use organizational aids such as 3 ring binders, calendars, folders, etc.

Teaching Strategies Use organizational aids such as 3 ring binders, calendars, folders, etc. Use a variety of aids to help learner retain information including –flash cards, – word and number games –crossword puzzles –maps –color-coding, etc.

Teaching Strategies S L O W D O W N. –Reduce stress by setting a slower pace.

Teaching Strategies S L O W D O W N. –Reduce stress by setting a slower pace. Avoid distractions; meet in a quiet place.

Teaching Strategies S L O W D O W N. –Reduce stress by setting a slower pace. Avoid distractions; meet in a quiet place. Provide frequent and focused feedback.

Teaching Strategies S L O W D O W N. –Reduce stress by setting a slower pace. Avoid distractions; meet in a quiet place. Provide frequent and focused feedback. DON’T ASSUME

First Meeting Handout

Group Activity First Meeting

What to do at the First Meeting Get to know each other. Discuss hobbies and interests, family, jobs, daily life.

What to do at the First Meeting Get to know each other. Discuss hobbies and interests, family, jobs, daily life. Establish a meeting place, day, and time, and discuss expectations regarding scheduling and cancellation. Exchange and confirm contact information.

What to do at the First Meeting Get to know each other. Discuss hobbies and interests, family, jobs, daily life. Establish a meeting place, day, and time, and discuss expectations regarding scheduling and cancellation. Exchange and confirm contact information. Start to discuss ground rules.

What to do at the First Meeting Discuss current reading and writing practices, goals and challenges. (Example: “What kinds of things do you read/write during a normal day at home, at work, and when you’re out?”, “What are some things that are challenging for you about reading/writing?”)

What to do at the First Meeting Discuss current reading and writing practices, goals and challenges. (Example: “What kinds of things do you read/write during a normal day at home, at work, and when you’re out?”, “What are some things that are challenging for you about reading/writing?”) Provide an overview of a typical session.

What to do at the First Meeting If possible (not a priority) - implement one or two activities related to your student’s needs and interests (based on information obtained from your coordinator).

What to do at the First Meeting If possible (not a priority) - implement one or two activities related to your student’s needs and interests (based on information obtained from your coordinator).

What to do at the First Meeting Take turns expressing how the session went. (Example: “What did you learn today?”, “Is there anything that needs to be clarified?”, “Is there anything that we should do differently next time?”).

What to do at the First Meeting Take turns expressing how the session went. (Example: “What did you learn today?”, “Is there anything that needs to be clarified?”, “Is there anything that we should do differently next time?”). Begin process of documentation so it becomes routine.

What to do at the First Meeting Take turns expressing how the session went. (Example: “What did you learn today?”, “Is there anything that needs to be clarified?”, “Is there anything that we should do differently next time?”). Begin process of documentation so it becomes routine. Discuss plans for your second meeting; confirm meeting time and place and assignments to be completed.

Review – What do you remember best about each of these topics? How adults learn Successful tutoring –What do learners want from a tutor? –As a tutor, what do you want to keep in mind? Learning styles/differences First meeting

Activities – Reading Assignments Small groups –Finding a Starting Point Assessment and goalsetting, pairs

Activity 1 Group Reading Assignment Teaching Adults LitStartTutorHandouts 1 Choosing Materials & Starting Students pp pp. 36, pp , Writing pp pp pp NA 3 Using Language Experience pp pp pp NA Reading – Fluency pp pp. 105, 106, pp NA 4 Reading – Comprehension pp pp , pp Lesson Planning & Starting Students pp pp pp Light Blue 17-22

Activity 1 Group Reading Assignment Teaching Adults FlipbookTutorHandouts 1 Choosing Materials & Starting Students (article) pp p. 1 pp , 125 NA 2 Writing pp pp. 1, 33, pp NA 3 Using Language Experience pp pp. 1, 5,pp NA Reading – Fluency pp pp. 1, 5, pp NA 4 Reading – Comprehension pp pp. 1, 5, pp Lesson Planning & Starting Students pp p. 1, 2 pp Light Blue 17-22

Activity 2 You and a partner will role play an initial meeting and develop goals together. Refer to handouts and sections of manual listed below. Resource Topic Teaching Adults LitStartTutor Handout – Developing the Tutor/Learner Relationship First meeting info pp pp , pp pp. 1-3 Goalsetting info pp. 38, 39, , 142 pp. 5, 10, 15, 32-34, pp pp , NA

PULLING IT ALL TOGETHER

Lesson Planning - General Principles 1)Lessons should revolve around the learner’s goals. Handouts 45 & 46

Lesson Planning - General Principles 1)Lessons should revolve around the learner’s goals. 2)Lessons should build on each other. Handouts 45 & 46

Lesson Planning - General Principles 1)Lessons should revolve around the learner’s goals. 2)Lessons should build on each other. 3)Each lesson should include time for review and reinforcement. Handouts 45 & 46

Lesson Planning - General Principles 1)Lessons should revolve around the learner’s goals. 2)Lessons should build on each other. 3)Each lesson should include time for review and reinforcement. 4)Each lesson should integrate all four communication tools. Handouts 45 & 46

Lesson Planning - General Principles 1)Lessons should revolve around the learner’s goals. 2)Lessons should build on each other. 3)Each lesson should include time for review and reinforcement. 4)Each lesson should integrate all four communication tools. 5)The learner should learn something new in each lesson. Handouts 45 & 46

Create Lesson Plan Group Activity

Review What to you best remember about the following topics?  Lesson plans  Goals  Pulling it all together

REFLECTION AND EVALUATIONS KWL – complete the “L” column (as it relates to the “W” column.)

Contact Information

Various Resources ing/publications/teach_adults.pdfhttp:// ing/publications/teach_adults.pdf

Various Resources Schwarz, Judy. Another Door to Learning: True Stories of Learning Disabled Children & Adults, and the Keys to Their Success. New York, NY: Crossroads Publishing Company, ProLiteracy. Teaching Adults: A Literacy Resource Book. Syracuse, NY: New Reader’s Press, Clarke, Mallory. Goodwill Literacy Tutor Handbook. Fifth edition. Goodwill Literacy. Seattle, WA Tate, Marcia. “Sit and Get” Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain. Corwin, 2004.