Tutoring by Dan Kesterson

LOREM IPSUM

Tutoring: Supporting Reading to Learn

DOLOR SET AMET

C HAPTER 1

When the learner has reading to learn issues Refer to Tutoring if the learner is having trouble learning concepts because they lack the prior knowledge for constructing meaning and need extra time on task to understand a specific concept(s). (tutors trained to understand the metacognitive mental processes above so that they can support metacognitive processes (above) along with the skills they learn through certification as they deal with concepts learners are having difficulty.

S ECTION 1

Why Does the Learner Need Tutoring? Why Does the Learner Need Tutoring? Why Does the Learner Need Tutoring Inventory Directions: Select from above why you believe you are having diďŹ&#x192;culty and need tutoring. Then rank them by most urgent (ex. 5, 4) Can have more than one reason.

Tutoring is complex and involves ongoing decision-making and problem solving by the tutor. Seldom does a student come to tutoring with a single issue impacting their learning. The more the tutor understands these complexities, the deeper and more satisfying the tutoring will be. Learners come to tutoring with the belief that the tutor will merely be helping them understand what they are reading; however, often there more than one issue affecting learning as the inventory on the opposite page indicates.

1. I have not kept up with my homework (see chapter 2). 2. I missed classes(s). (see chapter 3) 3. I do not understand what I am reading in my reading assignments and/or what I am hearing in lectures. (see chapter 4) 4. I have trouble keeping my attention focused when reading assignments and/or listening in lectures. (see chapter 5) 5. I have trouble remembering what I read. (see chapter 6) 6. I forget what I read in reading assignments and/or hear in lectures. (see chapter 7) 7. I have personal problems (ex. day care, work, finances, etc.) (see chapter 8)

C HAPTER 2

Learner has not kept up with homework

Also consider: Referral to Early Alert (EARS) if personal problems are interfering with learning in the corequisite reading course.

S ECTION 1

Learner has not kept up with homework

Recommendations The student should establish a plan of action for studying. The student should develop a study schedule. The student should increase their study time. The student should study in a better environment, The student should find a specific place to study. The student should avoid distracting study areas.

http://www.besteducationpractices.org/storage/pdfdocuments/best-education-practices/DSS%20Tutori ng%20Final.pdf

Preparation The student studies the required material. The student completes the required homework. Study Skills The student has a regular study schedule. The student prioritizes lists and tasks. The student keeps a schedule of assignments and dates. The student manages time and tasks effectively. 4

C HAPTER 3

Learner has missed classes(s)

Also consider: Referral to Early Alert (EARS) if personal problems are interfering with learning in the corequisite reading course.

S ECTION 1

Learner has missed classes(s)

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C HAPTER 4

Learner does not understand what they are reading in their reading assignments.

Also consider: Referral to Reading/Learning Center if (required support) co-requisite course learner needs extra help with co-requisite reading metacognitive mental processes (above) or need help (extra time on task) with a given foundational skill such as vocabulary, charts, patterns of organization, text clues, etc. beyond what can be provided in the co-requisite reading course as they are encountered.

S ECTION 1

Learner does not understand what they are reading in their reading assignments.. Co-Requisite Reading Course/Support (Learners will come to class with a gateway content course reading assignment.) Focus on timely and relevant metacognitive processes that support transfer learning of the content in the gateway course. • understand facts and ideas in the of a conceptual framework, • develop a deep foundation of factual knowledge, • organize knowledge in ways that facilitate retrieval and application.

C HAPTER 5

The learner has trouble keeping their attention focused when reading assignments.

Also consider: Ask student if they would like to go to the Disabilities Center Concentrating or attention is an ongoing problem.

S ECTION 1

The learner has trouble keeping their attention focused when reading assignments and/or listening in lectures. Lorem ipsum dolor sit amet, ligula suspendisse nulla pretium, rhoncus tempor placerat fermentum, enim integer ad vestibulum volutpat. Nisl rhoncus turpis est, vel elit, congue wisi enim nunc ultricies sit, magna tincidunt. Maecenas aliquam maecenas ligula nostra, accumsan taciti. Sociis mauris in integer, a dolor netus non dui aliquet, sagittis felis sodales, dolor sociis mauris, vel eu est libero cras. Interdum at. Eget habitasse elementum est, ipsum purus pede porttitor class, ut lorem adipiscing, aliquet sed auctor, imperdiet arcu per diam dapibus libero duis. Enim eros in vel, volutpat nec pellentesque leo, temporibus scelerisque nec. Ac dolor ac adipiscing amet bibendum nullam, massa lacus molestie ut libero nec, diam et, pharetra sodales eget, feugiat ullamcorper id tempor eget id vitae. Mauris pretium eget aliquet, lectus tincidunt. Porttitor mollis imperdiet libero senectus pulvinar. Etiam molestie mauris ligula eget laoreet, vehicula eleifend. Repellat orci eget erat et, sem cum, ultricies sollicitudin amet eleifend dolor nullam erat, malesuada est leo ac.

C HAPTER 6

The learner forgets what they read in reading assignments.

S ECTION 1

The learner forgets what they read in reading assignments.

C HAPTER 7

The learner learns and knows the facts, but doesnâ&#x20AC;&#x2122;t seem to be able to organize information so that it can be recalled for essays or open ended test questions.

S ECTION 1

The learner learns and knows the facts, but doesnâ&#x20AC;&#x2122;t seem to be able to organize information so that it can be recalled for essays or open ended test questions.

C HAPTER 8

The learner has personal problems (ex. day care, work, finances, etc.)

Also consider: Refer to Early Alert (EARS) if personal problems are interfering with learning in the corequisite reading course.

S ECTION 1

The learner has personal problems (ex. day care, work, transportation, finances, etc.) Lorem ipsum dolor sit amet, ligula suspendisse nulla pretium, rhoncus tempor placerat fermentum, enim integer ad vestibulum volutpat. Nisl rhoncus turpis est, vel elit, congue wisi enim nunc ultricies sit, magna tincidunt. Maecenas aliquam maecenas ligula nostra, accumsan taciti. Sociis mauris in integer, a dolor netus non dui aliquet, sagittis felis sodales, dolor sociis mauris, vel eu est libero cras. Interdum at. Eget habitasse elementum est, ipsum purus pede porttitor class, ut lorem adipiscing, aliquet sed auctor, imperdiet arcu per diam dapibus libero duis. Enim eros in vel, volutpat nec pellentesque leo, temporibus scelerisque nec. Ac dolor ac adipiscing amet bibendum nullam, massa lacus molestie ut libero nec, diam et, pharetra sodales eget, feugiat ullamcorper id tempor eget id vitae. Mauris pretium eget aliquet, lectus tincidunt. Porttitor mollis imperdiet libero senectus pulvinar. Etiam molestie mauris ligula eget laoreet, vehicula eleifend. Repellat orci eget erat et, sem cum, ultricies sollicitudin amet eleifend dolor nullam erat, malesuada est leo ac.