Difference between revisions of "Tutoring"
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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>}} | 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>}} | ||
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| − | ! width= "300pt" | <font color= | + | ! width= "300pt" | <font color= #7F4F1F> Goals </font> |
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|''' Promote independence in learning''' | |''' Promote independence in learning''' | ||
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)