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

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Presentation on theme: "THE BROKEN SPOON INDEPENDENT LEARNING M.E. McWilliams, AARC 2009."— Presentation transcript:

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

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

3 Academic Assistance and Resource Center Stephen F. Austin State University Nacogdoches, Texas AARC McWilliams, copyright 2009 sfasu.edu

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? McWilliams, 2010

5 THE STORY OF THE BROKEN SPOON McWilliams, copyright 2009

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.  McWilliams, copyright 2009 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)

7 INTER- PERSONAL COMMUNICA- TION 2 MOTIVATION 3 INDEPEN- DENT LEARNING 4 STUDY STRATEGIES 5 TIME MANAGE- MENT 1 BASIC TUTOR TRAINING SKILL SET The tutor will be able to create responsive, supportive interpersonal communication. The tutor will be able to motivate the student to engage in learning. The tutor will be able to facilitate independent learning. The tutor reinforces some effective ways for the client to better prepare for assignments and tests. Facilitated by: tutor training workshops and individual coaching with Program Directors McWilliams, copyright 2009 ENGAGE THE CLIENT!

8 ITPC CERTIFICATION  LEVEL 1 McWilliams, copyright 2009

9 GUIDE-ON-THE-SIDE THEORY The one doing all the work is the one doing all the learning! (Wong & Wong, 2004 ) McWilliams, copyright 2009

10 GUIDE-ON-THE-SIDE THEORY McWilliams, copyright 2009 INTERACTIVE ACTIVITES COACH MENTALITY BROKEN SPOON PROCESS

11 BROKEN SPOON OVERVIEW McWilliams, copyright 2009

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 PARTIAL HANDOUTS CONCEPT MAPS WITH EMPTY BUBBLES NO ANSWER KEYS CROSSWORD FORGE QUIZ MAKER 1. LEAVE IT INCOMPLETE! McWilliams, copyright 2009

14 LEAVE IT INCOMPLETE McWilliams, copyright 2009  CROSSWORD FORGE rge/index.html

15 LEAVE IT INCOMPLETE  QUIZ MAKER McWilliams, copyright m/quiz-school/

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? McWilliams, 2010

17 BOARD WARS WHAT IS WRONG WITH THIS PICTURE? JEOPARDY 2. PLAY GAMES! McWilliams, copyright 2009

18 PLAY GAMES McWilliams, 2010

19 A contract between the people and the government that sets out the limits of political authority A 100 PLAY GAMES

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? McWilliams, 2010

21 FROM SIMPLE RECALL TO ANALYSIS WAIT 7 DETERMINE ERROR OF INCORRECT ANSWERS REPEAT CORRECT ANSWERS 3. ASK QUESTIONS! McWilliams, copyright 2009

22  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? McWilliams, copyright 2009 (Bloom’s Taxonomy) ASK QUESTIONS

23  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 ) McWilliams, copyright 2009

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? McWilliams, 2010

25 PUT PEN AND MARKER IN HANDS OF CLIENT. ALLOW CLIENT TO RECOGNIZE HIS OWN ERRORS. ALLOW CLIENT TO MAKE HIS OWN CORRECTIONS. 4. KEEP YOUR HANDS OFF THE POT! McWilliams, copyright 2009

26 KEEP YOUR HANDS OFF THE POT! McWilliams, copyright 2009

27 KEEP YOUR HANDS OFF THE POT ! McWilliams, copyright 2009  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.

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? McWilliams, 2010

29 CRUTCH: JUST DOES IT FOR YOU COACHING: GUIDES, HINTS, REMINDS, APPLAUDS, CORRECTS 5. BE A COACH AND NOT A CRUTCH! McWilliams, copyright 2009

30 BE A COACH AND NOT A CRUTCH Gives reminders, hints, applause, corrections. Give it to Granny and she’ll do it for you. GRANDPA—THE COACHYOUR GRANNY—AKA CRUTCH McWilliams, copyright 2009

31 BE A COACH AND NOT A CRUTCH 1. Demonstrate 2. Coach/guide while client demonstrates 3. Step back and let client demonstrate alone “You ARE doing it!”  SCAFFOLDING McWilliams, copyright 2009

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? McWilliams, 2010

33 THINK OUT LOUD REVERSE MODELING 6. THINK OUT LOUD! McWilliams, copyright 2009

34 THINK OUT LOUD McWilliams, copyright 2009

35 THINK OUT LOUD  Break into parts  Analyze Parts  Expect Mistakes:  Zig-zag  Backtrack  Use the maps:  Book  Notes McWilliams, copyright 2009

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 DISCOVERS WHERE STUDENTS SAY THEY UNDERSTAND BUT REALLY DON’T! 7. FIND THE FALSE LIGHT BULB! McWilliams, copyright 2009

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. McWilliams, copyright 2009

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? McWilliams, copyright 2009

40 The BROKEN SPOON 1. Leave it incomplete 2. Play games 3. Ask questions 4. Hands off the pot 5. Be a coach and not a crutch 6. Think out loud 7. 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. McWilliams, copyright 2009

42 ASSESSMENT GOODGREAT McWilliams, copyright 2009

43 INTER- PERSONAL COMMUNICA- TION 2 MOTIVATION 3 INDEPEN- DENT LEARNING 4 STUDY STRATEGIES 5 TIME MANAGE- MENT 1 PROGRAM LEARNING OUTCOMES The tutor will be able to create responsive, supportive interpersonal communication. The tutor will be able to motivate the student to engage in learning. The tutor will be able to facilitate independent learning. The tutor reinforces some effective ways for the client to better prepare for assignments and tests. Facilitated by: tutor training workshops and individual coaching with Program Directors McWilliams, copyright 2009 ENGAGE THE CLIENT!

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,  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 McWilliams, copyright 2009

46 SOURCES McWilliams, copyright 2009  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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