The Tutoring Cycle from Ross MacDonald’s The Master Tutor: A Guidebook for More Effective Tutoring

The Tutoring Cycle Step I: Beginning Step II: Middle Greet client and determine purpose of visit Step I: Beginning Step II: Middle Step III: Conclusion Set agenda, tutor, and check for understanding Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Make future plans and bid client farewell Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Confirmation What Next? Arranging and Planning the Next Session Closing and Goodbye Providing Academic Support, Promoting Independent Learning

Step 5: Setting an Agenda for the Session Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Accomplish the task efficiently in the time available Methods: Give client a hand in shaping agenda (e.g., “Well, we have 25 minutes; how shall we use them?”) Be explicit about how long to spend on what Be flexible if you need less or more time on a particular item Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning

Step 6: Addressing the Task Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Conduct the business of tutoring Methods: Ask questions Actively listen Help client find information in course materials (rather than from you) Explain occasionally to keep tutorial moving along Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning

Step 7: Client Summary of Content Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Determine results—what/how much of the content client understands Methods: Look/listen for “the light bulb effect” (e.g., “Oh, I get it now!”) Ask client to explain what he/she now understands from the tutorial Evaluate accuracy of client’s summary Review areas of misunderstanding or “shallow” understanding Prompt him/her Redirect him/her to course materials Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning

Step 8: Client Summary of Underlying Process Step I: Beginning Step II: Middle Step III: Conclusion Purpose: Determine results—what/how much of the process client understands Methods: Ask client to explain the process (e.g., “If a friend asked you how to write this paper, what would you say?” or “How will you prewrite for a similar paper in the future?”) Evaluate accuracy of client’s summary Review areas of misunderstanding or “shallow” understanding Prompt him/her Redirect him/her to course materials Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning

Providing Academic Support, Promoting Independent Learning Steps 5-8: Summary Step I: Beginning Step II: Middle Step III: Conclusion Why is “Do you understand?” not a good way to determine what/how much the client now understands? How much time should you spend silently reading during Step 6? Why is Step 8 (Client Summary of Underlying Process) so important? [Consider the message in the footer of each slide.] Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning

Providing Academic Support, Promoting Independent Learning Steps 5-8: Summary Step I: Beginning Step II: Middle Step III: Conclusion How do these steps rely upon your having done Steps 1-4 well? Greeting and Climate Setting Identification of Task Breaking the Task into Parts Identifying Thought Processes that Underlie the Task Keep in mind how these steps (5-8) set you up for success with the next steps in the tutoring cycle . . . Setting an Agenda for the Session Addressing the Task Client Summary of Content Client Summary of Underlying Process Providing Academic Support, Promoting Independent Learning