MASTERY LAB PEER TUTOR TRAINING AUGUST 25, 2015 Before we begin, on the index card, please write down a potentially awkward/uncomfortable tutoring situation that would stink if it happened to you. Peer Tutoring: Writing

Agenda 1. Index Card Activity 2. Schoology Course & Group 3. Benefits of Peer Tutoring 4. Revising vs. Editing 5. The Writing Conference 6. Sample Writing Piece 7. Alleviating Awkward Situations

Schoology Course: “Mastery Lab Resource Hub” Schoology Group: “Mastery Lab Tutors” W HAT : resource hub that houses course-specific documents  Mel-Con outline  ALC rubric  Unit 2 equations W HY : to access materials quickly and maximize tutoring time rather than having the tutee search for materials W HO : For students, tutors, and teachers W HERE : WVKNQ-5KSJS W HAT : platform that stores tutoring resources and enables tutors to discuss with one another W HY : to access training materials and to collaborate among tutors and facilitators W HO : For tutors and Mastery Lab facilitators W HERE : 6WG6B-55GKT Please answer the discussion question that is already posted. Schoology Course & Group

Benefits of Peer Tutoring Improved…  Reading skills  Writing skills  Metacognitive skills  Listening skills  Communication skills  Relationships with peers  Interpersonal skills  Leadership skills

Revising vs. Editing

The Writing Conference Helpful tip before the session: Set your iPad alarm clock to ring 5 minutes before the period ends to complete the exit slip First things first  Introduction  Writing Conference Form  Top part should be completed  Ask for a printed copy of their paper OR share Google Doc  You should BOTH be looking at the paper  The WRITER should be the one filling out the Writing Conference Form. The writing utensil should be in the WRITER’S HAND. Establish the MAIN concerns and the writer’s goal  Content/Grammar?  Which skill? Look at the Writing Conference Form.  You may only get to ONE skill – say that. Familiarize yourself with the prompt  Tutee should show you prompt and briefly explain context

The Writing Conference Form

The Writing Conference (cont.) Read the paper aloud with the tutee Identify strengths Identify weaknesses & offer constructive criticism  Be specific  Where did you get lost as the reader?  Pull ideas from the writer as much as possible  Offer suggestions if needed and EXPLAIN how those changes would improve the writing  YOUR GOAL = Promote independence Wrap up conference  Summarize  Invite tutee back to work on today’s skill or work on the other skills  Exit slip

Sample Writing Piece Looking at the Writing Conference Form, which skill do you think STUDENTS think they need the most help? Which skill do you think TEACHERS think students need the most help? Let’s look at a sample.

Sample Writing Piece (cont.) THINK PAIR SHARE  What strengths are present?  What weaknesses are present ONLY regarding [this particular skill]?  What suggestions do you have?  How would those changes improve the writing?

Alleviating Awkward Situations ELL student: grammar issues (prepositions, articles) Student on their phone during session Reluctant, disengaged student