1. THE BROKEN SPOON INDEPENDENT LEARNING
M.E. McWilliams, AARC 2009

2. M.E. McWilliams Academic Assistance and Resource Center, Director
McWilliams, 2010

3. AARC sfasu.edu Academic Assistance and Resource Center
Stephen F. Austin State University
Nacogdoches, Texas
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4. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
If you were a client, what would you want from your tutor?
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5. THE STORY OF THE BROKEN SPOON
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6. BROKEN SPOON PHILOSOPHY
We believe that the guiding principle for the existence, knowledge, and conduct exemplified by the AARC is the theory of student involvement: The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program. (Astin, 1984).
We believe that the more we can encourage our tutors to actively engage in the art of tutoring and the more we can actively engage our clients in the process of studying, the more we can expect our tutors to develop professionally and our clients to learn.
The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program. (Astin, 1984)
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7. BASIC TUTOR TRAINING SKILL SET
INTER-PERSONAL
COMMUNICA-TION
MOTIVATION
INDEPEN-
DENT
LEARNING
STUDY STRATEGIES
TIME MANAGE-
MENT
The tutor will be able to create responsive, supportive interpersonal communication.
SELF-REGULATION
ENGAGE THE CLIENT!
The tutor will be able to motivate the student to engage in learning.
The tutor reinforces some effective ways for the client to better prepare for assignments and tests.
The tutor will be able to facilitate independent learning.
Facilitated by: tutor training workshops and individual coaching with Program Directors
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8. ITPC CERTIFICATION
LEVEL 1
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9. GUIDE-ON-THE-SIDE THEORY
The one doing all the work is the one doing all the learning!
(Wong & Wong, 2004)
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10. GUIDE-ON-THE-SIDE THEORY
INTERACTIVE ACTIVITES
COACH MENTALITY
BROKEN SPOON
PROCESS
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11. BROKEN SPOON OVERVIEW http://www.youtube.com/watch?v=XWPzDXmTA34
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12. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
If you were a tutor, what would you gain from a client’s dependency?
McWilliams, 2010

13. 1. LEAVE IT INCOMPLETE! PARTIAL HANDOUTS
CONCEPT MAPS WITH EMPTY BUBBLES
NO ANSWER KEYS
CROSSWORD FORGE
QUIZ MAKER
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14. LEAVE IT INCOMPLETE CROSSWORD FORGE
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15. LEAVE IT INCOMPLETE QUIZ MAKER http://www.proprofs.com/quiz-school/
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16. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
Name some adjectives that describe one of your best tutor’s sessions?
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17. 2. PLAY GAMES! BOARD WARS WHAT IS WRONG WITH THIS PICTURE? JEOPARDY
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18. PLAY GAMES
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19. PLAY GAMES
A contract between the people and the government that sets out the limits of political authority
A 100

20. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
If I were to be a fly on the wall at your tutoring center and watch your tutors tutor, how would I know which ones are the tutors?
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21. 3. ASK QUESTIONS! FROM SIMPLE RECALL TO ANALYSIS WAIT 7
DETERMINE ERROR OF INCORRECT ANSWERS
REPEAT CORRECT ANSWERS
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22. ASK QUESTIONS Create the story of Goldilocks and the three fish.
Do you think Goldilocks was good or bad?
Compare Goldilocks to Little Red Riding Hood.
If Goldilocks had come to your house, what might she have liked?
Why did Goldilocks like the little bear’s chair best?
What did Goldilocks eat in the Bear’s house?
(Bloom’s Taxonomy)
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23. ASK QUESTIONS
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 )
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24. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
Tutor Tom’s SI Group ends at 7:00 p.m. but you always see him staying to help clients on his own time until 8:00 p.m. And you caught him doing extra sessions on Sundays just to be nice. What do you tell Tom?
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25. 4. KEEP YOUR HANDS OFF THE POT!
PUT PEN AND MARKER IN HANDS OF CLIENT.
ALLOW CLIENT TO RECOGNIZE HIS OWN ERRORS.
ALLOW CLIENT TO MAKE HIS OWN CORRECTIONS.
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26. KEEP YOUR HANDS OFF THE POT!
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27. KEEP YOUR HANDS OFF THE POT!
Doing the work for the client makes the client feel on the tutor’s talents.
Doing the work for the client makes the client feel about his/her own abilities.
dependent
discouraged
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28. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
How is a tutor different from a teacher?
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29. 5. BE A COACH AND NOT A CRUTCH!
CRUTCH: JUST DOES IT FOR YOU
COACHING: GUIDES, HINTS, REMINDS, APPLAUDS, CORRECTS
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30. BE A COACH AND NOT A CRUTCH
GRANDPA—THE COACH
YOUR GRANNY—AKA CRUTCH
Gives reminders, hints, applause, corrections.
Give it to Granny and she’ll do it for you.
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31. BE A COACH AND NOT A CRUTCH
Demonstrate
Coach/guide while client demonstrates
Step back and let client demonstrate alone
“You ARE doing it!”
SCAFFOLDING
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32. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
When teaching someone how to use excel (or powerpoint or whatever), what do YOU do first?
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33. 6. THINK OUT LOUD! THINK OUT LOUD REVERSE MODELING
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34. THINK OUT LOUD
NACOGDOCHES
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35. THINK OUT LOUD Break into parts Analyze Parts Expect Mistakes:
Zig-zag
Backtrack
Use the maps:
Book
Notes
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36. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
What will you do first to apply independent learning techniques to your tutor training?
McWilliams, 2010

37. 7. FIND THE FALSE LIGHT BULB!
DISCOVERS WHERE STUDENTS SAY THEY UNDERSTAND BUT REALLY DON’T!
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38. FIND THE FALSE LIGHT BULB
Did you get that?
Yes—because they really believe they do!
Yes—because they are embarrassed to say no.
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39. FIND THE FALSE LIGHT BULB
Explain that in your own words.
What is the next step?
Can you give an example?
How is __ not like ____?
Tell me more.
Why?
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40. The BROKEN SPOON Leave it incomplete Play games Ask questions
Hands off the pot
Be a coach and not a crutch
Think out loud
Find the false light bulb

41. SELF-ASSESSMENT! INDEPENDENT/ACTIVE LEARNING
A. I do most of the work for the client.
B. I do almost all the talking.
C. I ask the client a lot of questions.
D. I really make the client think.
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42. ASSESSMENT
GOOD
GREAT
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43. PROGRAM LEARNING OUTCOMES
INTER-PERSONAL
COMMUNICA-TION
MOTIVATION
INDEPEN-
DENT
LEARNING
STUDY STRATEGIES
TIME MANAGE-
MENT
The tutor will be able to create responsive, supportive interpersonal communication.
SELF-REGULATION
ENGAGE THE CLIENT!
The tutor will be able to motivate the student to engage in learning.
The tutor reinforces some effective ways for the client to better prepare for assignments and tests.
The tutor will be able to facilitate independent learning.
Facilitated by: tutor training workshops and individual coaching with Program Directors
McWilliams, copyright 2009

44. SHOUT OUT!
Who are you? Give me a shout out and name your university and learning center!
Everyone shout out all YOUR good ideas!
McWilliams, 2010

45. SOURCES
Cleveland, J. P. (2008). What Socrates would say to undergraduate tutors. Chronicle of Higher Education. Retrieved on Dec. 31, 2008 from
Carino, Peter. “Power and Authority in Peer Tutoring.” The Center Will Hold: Cirtical Perspectives on Writing Center Scholarship. Ed. Michael A. Pemberton and Joyce Kinkead. Logan: Utah State UP, Print.
Crockett, A. (2008). Executive function processes: Promoting self-regulated learning in the classroom and in academic support programs. Presentation to the Annual CRLA Conference. Oct. 23, 2008.
Dewey, J. (1916). Democracy and Education: An introduction to the philosophy of education.
Krathwohl, D. R. (2002). “A Revision of Bloom's Taxonomy: An Overview.” Theory into Practice, 41 (4): pp
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46. SOURCES
MacDonald, R. (1994). The Master tutor. New York: Cambridge Stratford Study Skills Institute.
McWilliams, M.E. (2007). The Broken Spoon Video. New York: Jossey-bass.
Pintrich, P. (1995). Understanding self-regulated learning: New Directions for Teaching and Learning
Svinicki, M. (2004). Learning and motivation in the post-secondary classroom. Bolten, MA: Anchor Publishing.
Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard Press.
Wong, H.K and Wong, R.T. (2004). The first days of school: How to be an effective teacher. New York: Harry K. Wong Publications.
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