Difference between revisions of "Tutoring"
From Learning and training wiki
| (6 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
{{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|leader]] or an advance trainee. | {{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|leader]] or an advance trainee. | ||
| − | The goals of tutoring are: <ref>[http://www. | + | The goals of tutoring are: <ref>[http://http://www.girlscouts.org www.girlscouts.org] (25 March 2008), [http://www.albany.edu www.albany.edu] (10 July 2008)</ref>}} |
| − | {| style="border:1px solid # | + | {| style="border:1px solid #7F4F1F;background:#FFFAF0;color:white;" |
|- | |- | ||
| − | ! width= "300pt" | Goals | + | ! width= "300pt" | <font color= #7F4F1F> Goals </font> |
| − | ! width= "750pt" | Content | + | ! width= "750pt" | <font color= #7F4F1F> Content </font> |
| − | |- style="border:1px solid # | + | |- style="border:1px solid #D87A35;background:white;color:black;" |
| − | | Promote independence in learning | + | |''' 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. | | 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 # | + | |- style="border:1px solid #D87A35;background:white;color:black;" |
| − | |Personalize instruction|| Use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual. | + | |'''Personalize instruction'''|| Use each student’s unique abilities and experiences to develop the most effective learning strategies for that individual. |
| − | |- style="border:1px solid # | + | |- style="border:1px solid #D87A35;background:white;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. | + | |'''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 # | + | |- style="border:1px solid #D87A35;background:white;color:black;" |
| − | |Provide a student perspective || Encourage tutees by the fact that tutor has been where they are and that he/her can give them valuable inside [[Knowledge|knowledge]] about successfully getting through a troublesome class. | + | |'''Provide a student perspective''' || Encourage tutees by the fact that tutor has been where they are and that he/her can give them valuable inside [[Knowledge|knowledge]] about successfully getting through a troublesome class. |
| − | |- style="border:1px solid # | + | |- style="border:1px solid #D87A35;background:white;color:black;" |
| − | |Respect individual differences || Each student brings individual background experiences and expectations; the tutoring sessions should be structured so that each student feels a measure of success. | + | |'''Respect individual differences''' || Each student brings individual background experiences and expectations; the tutoring sessions should be structured so that each student feels a measure of success. |
| − | |- style="border:1px solid # | + | |- style="border:1px solid #D87A35;background:white;color:black;" |
|} | |} | ||
Latest revision as of 11:25, 11 January 2011
 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 tutor has been where they are and that he/her can give them valuable inside knowledge about successfully getting through a troublesome class. |
| Respect individual differences | Each student brings individual background experiences and expectations; the tutoring sessions should be structured so that each student feels a measure of success. |
References
- ↑ www.girlscouts.org (25 March 2008), www.albany.edu (10 July 2008)