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Module 2.5 B.  Access the Internet in order to find resources for specific subject areas.  Analyze resources from websites for use in tutoring sessions.

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Presentation on theme: "Module 2.5 B.  Access the Internet in order to find resources for specific subject areas.  Analyze resources from websites for use in tutoring sessions."— Presentation transcript:

1 Module 2.5 B

2  Access the Internet in order to find resources for specific subject areas.  Analyze resources from websites for use in tutoring sessions.  Understand the common problem areas for specific subjects.  Discover ways to make these courses manageable for tutees.

3  There are a number of educational resources available on the internet that could help you explain concepts to your tutees.  Many websites have information that can be printed or accessed on the Tutoring Lab computers and used during tutoring sessions.  The Tutoring Center website has an excellent resource page.  Center/default.asp Center/default.asp

4 Generally, there are some strategies that work for tutors of any subject.  Discuss material with the tutee. Don’t just lecture.  Help students identify and correct errors in their work.  Give honest but supportive feedback.  Show students how to use available resources.

5 Typical Issues:  Event Recognition – Why is this event important?  Reading Rate and Comprehension  Perspective – Why did a certain group act in a certain way?  Context – How is this important to the overall picture?  Writing – Getting started, organization, content  Relevance to my Major?  Lack of interest How to Cope:  Attend EVERY lecture  Good note taking techniques  Read and re-read  Active Reading  Flashcards with important events/people  Begin organizing papers as soon as they are assigned – DO NOT PROCRASTINATE  Break down assignments into manageable chunks  Discuss perspectives and context  Discuss important events and their relevance

6 Typical Issues:  Terminology  No context or frame of reference  Relevance to my major? Can’t consider others’ perspectives  Reading rate and comprehension  Time management  Lack of class participation How to Cope:  Attend EVERY lecture  Flashcards and vocabulary lists  Link new information to old knowledge  Schedule reasonable amounts of time for each project  Break projects into smaller, more manageable pieces and set deadlines for the completion of each piece  Role-play or discuss alternative viewpoints  Create Compare and Contrast charts for controversial topics  Encourage students to participate in class  Practice discussion in tutoring sessions to make students more comfortable about voicing ideas in class

7 Typical Issues:  Vocabulary  Culture shock  Pronunciation  Spelling  Grammar, conjugations, and basic mechanics  Lack of confidence How to Cope:  Flashcards and vocabulary lists  Color coded notes or flashcards (verbs are blue, adjectives are red, etc.)  Discuss biases and stereotypes students may have  Encourage point of view shifts through role-playing or discussion  Converse together  Write sentences together  Practice spelling either through written or oral quizzes  Discuss test format and possible questions  Mnemonic devices such as rhymes or songs  Labels  Listen to music or radio shows, or watch movies in the language being studied

8 Typical Issues:  Terminology  Lots of word problems  Cannot visualize problem  Unfamiliar units  Do not understand formulas  Do not know what formulas are appropriate for which situations  Unfamiliar symbols  Do not know when answers are reasonable  Lost in conversions How to Cope:  Flashcards and vocabulary lists  Find key words in word problems  Try to relate unfamiliar units with familiar concepts (mole is like a dozen)  Ask students to say formula with words instead of symbols  What do I have? What do I need?  Discuss number relationships and help students check for reasonable answers  Let units lead the way (dimensional analysis)

9 Typical Issues:  Terminology  Application of knowledge or terminology  Dosage calculations/math  Organization  Effective studying  Cannot decide what information is most important  Hands-on skills (how to perform an assessment, etc.)  Testing formats  Adjustment of grading scale  Keeping up with assignments  Proper note-taking procedures How to Cope:  Discuss organization  Break information down into smaller chunks  Flashcards  Practice hands-on skills  Relate information to what student already knows  Discuss how information is used in clinical situations  Practice testing skills  Discuss parts of the test and how to prepare  How are things linked together?  Stress reduction exercises

10 Typical Issues:  Terminology  Practical application of theories  No context  Can’t see from another’s point of view  Lack of figures and numbers  Case studies  Too many theories, but no laws  When do I apply a theory?  What’s on the test?  Finding evidence to support a theory or using evidence to reach a conclusion How to Cope:  Flashcards and vocabulary lists  Discuss theories and give examples  Encourage role-playing and open discussions of other cultures or viewpoints  Help students focus on generalizations rather than specific instances

11  Based on the charts given in your book, compare and contrast tutoring in different subject areas. How would the tutoring sessions be similar? How would they be different? What strategies seem to work with both? Why do you think this is the case?

12 It is the tutor’s goal to make the student as independent as possible, no matter what the subject. This means that the tutor must always address the issues of self-confidence, basic study skills, goal setting, and time management.


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