Difference between revisions of "Tutoring"
From Learning and training wiki
(New page: {{Term|TUTORING|One-to-one process in which a skilled person assists an unskilled person to learn via demonstration and practice followed by guidance and feedback. It takes place in a tra...) |
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{{Term|TUTORING|One-to-one process in which a skilled person assists an unskilled person to learn via demonstration and practice followed by guidance and feedback. It takes place in a training environment rather than on the job. The skilled person can either be the leader or an advance trainee. The goals of tutoring are: <ref>[http://www.girlscout.org www.girlscout.org] (25 March 2008), [http://www.albany.edu www.albany.edu] (10 July 2008)</ref>}} | {{Term|TUTORING|One-to-one process in which a skilled person assists an unskilled person to learn via demonstration and practice followed by guidance and feedback. It takes place in a training environment rather than on the job. The skilled person can either be the leader or an advance trainee. The goals of tutoring are: <ref>[http://www.girlscout.org www.girlscout.org] (25 March 2008), [http://www.albany.edu www.albany.edu] (10 July 2008)</ref>}} | ||
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| + | {| style="border:1px solid #E4AB52;background:#E4AB52;color:white;" | ||
| + | |- | ||
| + | ! width= "300pt" | Goals | ||
| + | ! width= "750pt" | Content | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | | Promote independence in learning | ||
| + | | Focus on how to do a task more than on what to do so that the student learns to help himself. | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | |Personalize instruction|| Use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual. | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | |Facilitate tutee insights|| Provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary self-confidence to learn independently of the tutor. | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | |Provide a student perspective || Encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class. | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | |Respect individual differences || Remember each student brings individual background experiences and expectations; structure the tutoring sessions so that each student feels a measure of success. | ||
| + | |- style="border:1px solid #E4AB52;background:#F9F6D5;color:black;" | ||
| + | |} | ||
Promote independence in learning Focus on how to do a task more than on what to do so that the student learns to help himself. | Promote independence in learning Focus on how to do a task more than on what to do so that the student learns to help himself. | ||
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Facilitate tutee insights Provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary self-confidence to learn independently of the tutor. | Facilitate tutee insights Provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary self-confidence to learn independently of the tutor. | ||
Provide a student perspective Encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class. | Provide a student perspective Encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class. | ||
| − | Respect individual differences | + | Respect individual differences Eeach student brings individual background experiences and expectations; structure the tutoring sessions so that each student feels a measure of success. |
| − | + | ||
Revision as of 15:56, 18 July 2008
 TUTORING |
| One-to-one process in which a skilled person assists an unskilled person to learn via demonstration and practice followed by guidance and feedback. It takes place in a training environment rather than on the job. The skilled person can either be the leader or an advance trainee. The goals of tutoring are: [1] |
| Goals | Content |
|---|---|
| Promote independence in learning | Focus on how to do a task more than on what to do so that the student learns to help himself. |
| Personalize instruction | Use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual. |
| Facilitate tutee insights | Provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary self-confidence to learn independently of the tutor. |
| Provide a student perspective | Encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class. |
| Respect individual differences | Remember each student brings individual background experiences and expectations; structure the tutoring sessions so that each student feels a measure of success. |
Promote independence in learning Focus on how to do a task more than on what to do so that the student learns to help himself.
Personalize instruction Use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual.
Facilitate tutee insights Provide opportunities and support in such a way that the student discovers answers, thereby gaining the ability and necessary self-confidence to learn independently of the tutor.
Provide a student perspective Encourage tutees by the fact that you have been where they are and that you can give them valuable inside knowledge about successfully getting through a troublesome class.
Respect individual differences Eeach student brings individual background experiences and expectations; structure the tutoring sessions so that each student feels a measure of success.
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