1. Jennifer Silkey Adrienne Beebe
Bridge the Gap:
Interactive Learning Activities Improve Tutor Training Effectiveness
Jennifer Silkey
Adrienne Beebe

2. Who are we? Jennifer Silkey -
Yamhill Valley Campus Library and Tutoring Lead
Adrienne Beebe -
Math and Online Tutoring Supervisor

3. About Chemeketa 2 campuses plus 5 outreach centers
3 Oregon counties served (pop. 514,000)
11,000 FTE
In Oregon. Willamette Valley. 45mi south of Portland; 70mi north of Eugene
Headcount: approx. 30,000 but includes non-credit

4. Tutoring serves about 5,000 students per year district-wide
Subjects tutored:
Math
Science
Writing
Languages

5. Chemeketa Tutoring 1980 formal tutoring 1989 CRLA training
All 3 levels offered
Usually tutors (in Salem)
Continuous hiring and training
Formal tutoring at Chemeketa began in 1980, with CRLA training certification since We offer all three levels of CRLA certification, with Regular training offered every term and often at multiple locations. Almost all tutoring at Chemeketa is drop-in only - the only exceptions being language tutoring and occasional tutor-assisted study sessions. We continuously hire and train new tutors throughout each term.
We inherited a fully-formed tutor training program that has been successful for many years (1,100 people since 1994), but we wanted to replace residual lectures with activities where possible and update some existing activities (e.g. Bambi).
Photo credit: Jacob Muñoz

6. Interactive is Better Why is it better?
Keeps students engaged, gets them to be invested, they retain information better, models good tutoring, etc.

7. Activity 1 Go Fish Set the Stage
Summarize the video
Intro the clip to be shown (why we picked it, etc.)
Start time: 0:00
End time: 2:58

8. Activity 1 Go Fish
Let’s Play!

9. Activity 1 Go Fish Let’s Chat!
· Students who face a lack of outside support, e.g. first generation students
· Students with language barriers
· Students with disabilities may be playing with different rules
· First year students navigating higher education for the first time
· Students with more obstacles to overcome, e.g. work, extracurricular commitments, family
· Having to meet the various academic expectations of outside influences
· Don’t make assumptions about others’ background, experiences, etc.
· Be aware of your biases and manage their impact
· How did it feel to play in your role(s)?

10. Activity 2 Telephone Pictionary
Let’s Play!
Goal: Tell students their goal is to have the final picture or description match the starting picture.
Steps:
1) Seat students in one or more circles of at least 5 people.
2) Give each student a packet of paper and a writing utensil.
3) Instruct the group to begin by drawing a picture of anything they choose on the top page of the packet.
4) Time the group for 1-2 minutes then have each person pass their packet to the next person in the circle.
5) Students view the picture they were handed, flip to the next page in the packet, and write a description of five words or less on that page before passing the packet to the next person. (This can also be timed, but the writing phases go faster than the drawing phases.)
6) Students read the words they were handed, flip to the next page in the packet, and draw a picture to represent the words before passing the packet to the next person. Previous pictures and words should never be seen.
7) Repeat the drawing and writing phases until everyone has their original packet.

11. Activity 2 Telephone Pictionary
Let’s Chat!
· Was this an example of effective communication? Why or why not? Which ideas were communicated most or least successfully? Why do you think that was?
· As a tutor, what could you do to minimize misinterpretation?
· Did you notice any situations where language barriers, cultural differences, or differences in background knowledge could have affected the progression?
· Identify two consecutive steps in a progression where dramatic change occurred. What assumptions might have been made that led to such a dramatic change?
· How can you apply this experience to your tutoring?

12. Any Questions?
Formatting
Evaluation

13. Thank you for coming! Jennifer Silkey jennifer.silkey@chemeketa.edu
Session 59
Bridge the Gap: Interactive Learning Activities Improve Tutor Training Effectiveness
Thank you for coming!
Jennifer Silkey
Adrienne Beebe