Kwantlen Polytechnic University KORA: Kwantlen Open Resource Access All Faculty Scholarship Faculty Scholarship Spring 2016 KPU Peer Tutor Trainer Handbook Level Three Alice Macpherson Kwantlen Polytechnic University Follow this and additional works at: http://kora.kpu.ca/facultypub Part of the Educational Methods Commons Original Publication Citation Macpherson, A. (2016) KPU Peer Tutor Trainer Handbook Level Two. Surrey, B.C. : Kwantlen Polytechnic University. This Teaching Resource is brought to you for free and open access by the Faculty Scholarship at KORA: Kwantlen Open Resource Access. It has been accepted for inclusion in All Faculty Scholarship by an authorized administrator of KORA: Kwantlen Open Resource Access. For more information, please contact kora@kpu.ca. LEVEL THREE PEER TUTOR TRAINER HANDBOOK The Learning Centres at Kwantlen Polytechnic University KPU Peer Tutor Trainer Handbook – Level Three Level Three Trainer Handbook for 6 Hour Basic Training Contents Foreword .............................................................................................................................................. i Analyze Your Personal Strengths as a Tutor ....................................................................................... 5 Review Tutor Competencies ............................................................................................................... 6 Analyze Approaches to Tutoring.......................................................................................................... 7 Build Tutoring Relationships Based on Trust and Expertise ................................................................ 8 Trust .................................................................................................................................................... 9 Analyze Difficult Tutoring Situations .................................................................................................. 11 Best Tutoring Advice ......................................................................................................................... 12 Welcome Back – Level Three ............................................................................................................ 13 Consider Portfolio Thinking ............................................................................................................... 14 Information for Inclusion in a Tutoring Portfolio.................................................................................. 16 Develop a Personal Tutoring Philosophy ........................................................................................... 17 Create a Personal Tutoring Portfolio ................................................................................................. 18 Electronic Portfolios........................................................................................................................... 19 Review, Nest Steps, and General Questions ..................................................................................... 20 Feedback .......................................................................................................................................... 21 Finishing your Training ...................................................................................................................... 22 Accessing Moodle .......................................................................................................................... 22 KPU Tutor Level Three Training Process Log ................................................................................... 23 Bibliography ...................................................................................................................................... 24 Tutor Foundation Trainer Handbook Level III by http://www.kpu.ca/learningcentres is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Written and compiled by Alice Macpherson, PhD, 2016. Reviewed by faculty and staff members of The Learning Centres at Kwantlen Polytechnic University, Surrey, BC, Canada i|Page KPU Peer Tutor Trainer Handbook – Level Three Foreword KPU Tutor Training is intended to meet the standards of CRLA, ATP, and NTA. http://www.crla.net/ http://www.myatp.org http://www.ntatutor.com/ This Trainer Handbook, to be used with the two PowerPoint Decks, and the six hour face-to-face workbook session is intended to help you train and coach new Tutors to the standard needed for Level Two Tutor certification. Trainer Name Date of Training My mentor(s) Contact Info The purpose of this guide is to support trainers in enabling learners to effectively assimilate and apply the accompanying material to a level acceptable to the industry. This guide is intended for the trainer with experience and skill in conducting group learning and who is a current content expert in the subject matter. It is recommended that the trainer become familiar with the content and layout of the companion resources. An understanding of the information as well as the process of implementing the content is fundamental to using this guide. How to Use this Guide Lessons are laid out in such a way that they may be changed and adapted to suit the participant group. Activities are intended to be suggestions rather than prescriptions. The Facilitation Strategies section gives suggested time frames for each activity. However, these time frames are flexible depending on the skill level, experiences, size, and composition of the group. As information about human behavior changes regularly, the trainer should be prepared to acquire and include additional Canadian and provincial support materials, reports, resources and information when delivering this content. A commitment to lifelong learning and change is important because of the fluid nature of information and knowledge. Facilitation Principles A number of principles should be considered throughout the delivery of this material. Continued Planning and Preparation Planning and preparation are an essential part of instruction. The time required to plan and prepare should not be underestimated, particularly the time it takes for the material to be delivered. A trainer may choose to research and prepare other materials as a supplement to the course design and content. 1|Page KPU Peer Tutor Trainer Handbook – Level Three Equal Importance of Content and Process Content and process are equally important. The trainer should attend to group and team dynamics, issues arising, and individual needs that may require attention. The learning activities are based on a suggested agenda, so a trainer may adapt it according to participants’ needs. Participants need to feel they have been heard when they express issues of concern to them. Concurrently, the group and trainer need to modify their expectations or requirements as appropriate to the overall level of understanding and interaction of the group. Balance within the Process Attention to the process also means attention to the participants who dominate the group, and others who remain silent. The trainer should strive for balance in the level of participation among learners, encouraging quieter members to speak and politely telling more dominant members to give everyone a chance to speak. One technique that helps to achieve this balance is to ask various people to report back from small-group and team activities. Encourage Participation Experiential learning is one of the foundations of adult education. It has been proven to be a more effective method of mastering content than hearing a lecture, seeing a demonstration, or participating in a discussion. It is suggested that there be a balance of small-group and team activities, triads, pairs, and whole group work. Trainers should note that there will be times when a short lecture is necessary. Simulations through lab work and access to a reality environment are built into the curriculum. Acknowledge Prior Learning Participants come to the course with different knowledge, skills and needs. This should be acknowledged at the outset. The learning activities should facilitate ways for group members to learn from each other, as well as to learn from the trainer and the content. A good process rule is to move participants around so they work in small groups with different people. Mixing participants is also a good strategy for breaking up groups that may be stuck (too vocal or quiet). Flexible Times Flexibility is important. The trainer must be flexible in adapting time frames and content to the needs of the group. An activity that is given a suggested time frame of 30 minutes may take over an hour if the group finds the subject thought-provoking enough to discuss in more depth. The trainer must make some choices about time and adjust the agenda as necessary. At times the trainer should consult with the group in deciding how to proceed. Make Time for Issues There will be occasions when the group identifies a question or content area that seems important enough to address, explore or research in more detail. When this occurs, the trainer must try to address this need. One strategy is to gain cooperation from the group, and agreement that this information is a priority. Another strategy is to identify the issue as significant and agree to return to it at a later time. Trainer Responsibility The trainer must, however, maintain a certain degree of control and guidance over the group so that the learning outcomes are achieved. This means balancing the individual needs of group members with the overall structure and content of the curriculum and the overall needs of the group. 2|Page KPU Peer Tutor Trainer Handbook – Level Three Facilitation Strategies Time & Presenter Activity – Session 1 Resources – Slide Deck 2-1 9:00 – 9:15 am Welcome – Level Three, Session One 15 minutes Think of your strengths as a tutor and share this with another person. Name tags and pens as needed Facilitators: • • • • What do you do particularly well? What did you do that uses this strength? How did others help you? What are you most proud of in this strength? Think of a time when you were particularly successful as a tutor. What was the best part of that experience? Spare paper and pens Instructions on flip chart or board or slide. Slidedeck 1, Slides 1 - 3 KPU Level Three Tutor Training Workbooks – (p. 1) Introduce presenters, agenda, and Learning Centres updates. 9:15 – 9:45 am 30 minutes 9:45 – 10:15 am Review Tutor Competencies • • Workbook – (p. 2) Level I Level II Analyze Approaches to Tutoring 30 minutes • • • • • Slides 4 - 6 Promoting independence in learning; Personalizing Learning; Facilitating tutee insights into learning, and learning processes; Providing a student perspective on learning and university success; Respecting individual differences. Slide 7 Workbook – (p. 3-4) What I’ve Learned by Tutoring Activity 10:15 – 10:30 am 15 minutes Break 10:30 – 10:45 am Tutoring Relationships Based on Trust and Expertise 15 minutes 1. 2. Slides 8 - 9 Workbook – (p. 5) The content of the message The emotional impact of the message on the receiver. Expert Communication activity 10:45 – 11:00 am 15 minutes Trust Slides 10 - 11 • • Trusting Behaviour Trustworthy Behaviour Comparison chart activity 3|Page Workbook – (p. 6-7) KPU Peer Tutor Trainer Handbook – Level Three Time & Presenter Activity – Session 1 Resources – Slide Deck 2-1 11:00 – 11:40 am Analyze Difficult Tutoring Situations Slide 12 Case Study Activity Workbook – (p. 8) Best Tutoring Advice to Self and Others Slides 13 Discussion and Activity Workbook – (p. 9) 11:55 am Questions? Off to Lunch!! Slides 14 - 16 1:00 – 1:15 pm Welcome Back – Level Three, Session Two Slidedeck 2, Slides 1 - 4 15 minutes: Questions from the first session? KPU Level Three Tutor Training Workbook – (p. 10) 40 minutes 11:40 – 11:55 am 15 minutes What have I Learned? 1:15 - 1:40 pm 25 minutes Portfolio Thinking • • • What are Portfolios? Why Create Portfolios? Who Creates Portfolios? Slides 5 – 8 Workbook – (p. 11) 1:40 – 2:00 pm Information for Inclusion in a Tutoring Portfolio Slides9 - 11 20 minutes Collect and aggregate Workbook – (p. 12-13) Tutor Evidence Activity 2:00 – 2:30 pm 30 minutes Develop a Personal Tutoring Philosophy • • Complete the TPI online Debrief 2:30 – 2:45 pm Break 2:45 – 3:10 pm Draft Philosophy of Tutoring and Learning Activity 25 minutes Slide 12 Workbook – (p. 14) Slide 13 Workbook – (p.15) 3:10 – 3:20 pm Create a Personal Tutoring Portfolio Slides 14 - 15 10 minutes Add meaning Workbook – (p.16-17) Share with Others 3:20 – 3:50 pm Electronic Portfolios Slides 16 - 17 30 minutes Mahara Workbook – (p.16- 17) 3:50 – 3:55 pm Review, Next Steps, and General Questions Slides 18 – 19 5 minutes 3:55 pm 5 minutes 4|Page Workbook – (p. 18-19) Feedback Slides 20 - 21 Feedback form KPU Peer Tutor Trainer Handbook – Level Three Analyze Your Personal Strengths as a Tutor 9:00 – 9:15 am Welcome – Level Three, Session One 15 minutes Think of your strengths as a tutor and share this with another person. Facilitators: • • • • What do you do particularly well? What did you do that uses this strength? How did others help you? What are you most proud of in this strength? Think of a time when you were particularly successful as a tutor. What was the best part of that experience? Introduce presenters, agenda, and Learning Centres updates. 5|Page Name tags and pens as needed Spare paper and pens Instructions on flip chart or board or slide. Slidedeck 1, Slides 1 - 3 KPU Level Three Tutor Training Workbooks – (p. 1) KPU Peer Tutor Trainer Handbook – Level Three Review Tutor Competencies 9:15 – 9:45 am 30 minutes 6|Page Review Tutor Competencies • • Level I Level II Slides 4 - 6 Workbook – (p. 2) KPU Peer Tutor Trainer Handbook – Level Three Analyze Approaches to Tutoring 9:45 – 10:15 am Analyze Approaches to Tutoring • 30 minutes • • • • Promoting independence in learning; Personalizing Learning; Facilitating tutee insights into learning, and learning processes; Providing a student perspective on learning and university success; Respecting individual differences. What I’ve Learned by Tutoring Activity 7|Page Slide 7 Workbook – (p. 3-4) KPU Peer Tutor Trainer Handbook – Level Three Build Tutoring Relationships Based on Trust and Expertise 10:30 – 10:45 am 15 minutes Tutoring Relationships Based on Trust and Expertise 1. 2. The content of the message The emotional impact of the message on the receiver. Expert Communication activity 8|Page Slides 8 - 9 Workbook – (p. 5) KPU Peer Tutor Trainer Handbook – Level Three Trust 10:45 – 11:00 am 15 minutes Trust Slides 10 - 11 • • Trusting Behaviour Trustworthy Behaviour Comparison chart activity 9|Page Workbook – (p. 6-7) KPU Peer Tutor Trainer Handbook – Level Three 10 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Analyze Difficult Tutoring Situations 11:00 – 11:40 am 40 minutes 11 | P a g e Analyze Difficult Tutoring Situations Slide 12 Case Study Activity Workbook – (p. 8) KPU Peer Tutor Trainer Handbook – Level Three Best Tutoring Advice 11:40 – 11:55 am Best Tutoring Advice to Self and Others Slides 13 Discussion and Activity Workbook – (p. 9) Questions? Off to Lunch!! Slides 14 - 16 15 minutes 11:55 am 12 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Welcome Back – Level Three 1:00 – 1:15 pm Welcome Back – Level Three, Session Two Slidedeck 2, Slides 1 - 4 15 minutes: Questions from the first session? KPU Level Three Tutor Training Workbook – (p. 10) What Have I Learned? 13 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Consider Portfolio Thinking 1:15 - 1:40 pm 25 minutes 14 | P a g e Portfolio Thinking • • • What are Portfolios? Why Create Portfolios? Who Creates Portfolios? Slides 5 - 8 Workbook – (p. 11) KPU Peer Tutor Trainer Handbook – Level Three 15 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Information for Inclusion in a Tutoring Portfolio 1:40 – 2:00 pm 20 minutes Information for Inclusion in a Tutoring Portfolio Collect and aggregate Tutor Evidence Activity 16 | P a g e Slides 9 - 11 Workbook – (p. 11-12) KPU Peer Tutor Trainer Handbook – Level Three Develop a Personal Tutoring Philosophy 30 minutes Develop a Personal Tutoring Philosophy • • 25 minutes 17 | P a g e Complete the TPI online Debrief Draft Philosophy of Tutoring and Learning Activity Slide 12 Workbook – (p. 14) Slide 13 Workbook – (p.15) KPU Peer Tutor Trainer Handbook – Level Three Create a Personal Tutoring Portfolio 3:10 – 3:20 pm Create a Personal Tutoring Portfolio Slides 14 - 15 10 minutes Add meaning Workbook – (p.23-24) Share with Others 18 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Electronic Portfolios 3:20 – 3:50 pm Electronic Portfolios Slides 16 – 17 30 minutes Mahara Workbook – (p.28- 29) 19 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Review, Nest Steps, and General Questions 3:50 – 3:55 pm 5 minutes 20 | P a g e Review, Next Steps, and General Questions Slides 18 – 19 KPU Peer Tutor Trainer Handbook – Level Three Feedback 3:55 pm 5 minutes 21 | P a g e Feedback & Thank You! Slides 20 - 21 Feedback form KPU Peer Tutor Trainer Handbook – Level Three Finishing your Training This concludes the first part of the Kwantlen Level Three Tutor Training program. You will continue your training under the guidance of your Instructional Associate, Learning Strategists, and faculty mentors. Good Luck in all your future Tutoring activities. Level Three integration exercises using online resources (6 hours) Congratulations on finishing your Level Three Tutor Training! You now have more information to build on your Level One and Two tutoring concepts, experience, and situations that you encounter as a Tutor. You began with your application and interview to become a Tutor at Kwantlen’s Learning Centres, completed your six hour training session, including your workbook exercises, explanations, and discussions. The process that you will now follow in your tutoring will help you continue to help others. You will continue using Moodle for exercises and documents as well as working with your Instructional Associate, other members of the Learning Centre Team, and your Faculty mentor. Accessing Moodle Moodle is an online web based application that allows for interaction among students and instructors. We use it for tutor training as well as for communicating with each other. Because we consider this an important part of your job in the Learning Centre, you will need to log in each week to keep up on Moodle postings and discussion groups. https://courses.kpu.ca/ You will see the following screen: log in, and click on Tutor Training. Choose the Tutor Integration tab and click into Level Three. 22 | P a g e KPU Peer Tutor Trainer Handbook – Level Three KPU Tutor Level Three Training Process Log This is a checklist that you can refer to for the major steps along the way as you complete the steps to obtain your Level Three certification. Activity Date Signed by Offer of Peer Tutoring position Level Three Six Hour Training Session and exercise completion. Introduction to your Instructional Associate, Learning Strategists, Director, and other Learning Centre personnel on your campus. Introduction to Faculty mentor. Review of Learning Centres services, resources, and procedures Use TutorTrac for Scheduling and Documentation. Moodle Resources for your further four hours of Training. Complete TESAT and Debrief with a Learning Strategist Continue Reflective Tutor Journalling. Complete Training Materials and Activities for Level Three. Create Supplemental Materials for Tutees. Collate Tutoring Session Plans and Document the Tutor Processes Active Tutoring (25 hours during Level Three) Consolidate your Personal Tutoring Portfolio and post to Mahara. Monthly meetings with your Instructional Associate or more frequently as desired. Feedback from Tutees and your Supervisor. Self-Evaluation of your Tutoring. Summative Evaluation Meeting with your Instructional Associate. Satisfactory completion of all items will lead to your Level Three Tutoring Certificate. 23 | P a g e KPU Peer Tutor Trainer Handbook – Level Three Bibliography Agee, K. & Hodges, R. (eds) (2012) Handbook for training peer tutors and mentors. USA: CRLA Ambrose, S.A. et. al., (2010) How learning works: 7 research-based principles for smart teaching. San Francisco, CA, USA: Jossey-Bass. Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY, USA: Longman. Arkin, M. & Shollar, B. (1982). The tutor book. New York, NY, USA: Longman. Arter, J. A.; Spandel, V. & Culham, R. (1995) Portfolios for Assessment and Instruction. ERIC Digest. Greensboro: ERIC Clearinghouse on Counseling and Student Services, University of North Carolina, 1995. (ED 388 890) Ash, S.H., Clayton, P.H. & Moses. 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KPU (current) Cultural Diversity at KPU: Retrieved from: http://www.kwantlen.ca/__shared/assets/College_Response_Cultural_Diversity6351.pdf Krathwohl, D. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. Retrieved from http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf Lowenthal, P. R., & Wilson, B. G. (2010). Labels do matter! A critique of AECT’s redefinition of the field. TechTrends, 54(1), 38-46. doi: 10.1007/s11528-009-0362-y MacDonald, R.B. (2000). The master tutor: a guidebook for more effective tutoring. Williamsville, NY, USA: Cambridge Stratford. MacDonald, R.B. (2000). Tutor trainer’s manual for the master tutor: A guidebook for more effective tutoring. Williamsville, NY, USA: Cambridge Stratford. Maxwell, M. (1994) When tutor meets learner. Ann Arbor, MI, USA: University of Michigan Press. Meyer, B., Haywood, N., Sachdev, D. & Faraday, S. (2008) Independent learning. 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Reflections on the 2008 AECT Definitions of the Field. TechTrends. 52(1) 24-25. Seldin, Peter. (1991) The teaching portfolio: a practical guide to improved performance and promotional/tenure decisions. Bolton, Massachusett, USA: Anker Publishing Company, Inc. Shulman, L. (1998) Teacher portfolios: A theoretical activity. in N. Lyons (ed.) With Portfolio in Hand. (pp. 23-37) New York, NY, USA: Teachers College Press. Silverthorn, Dee, Thorn, Patti, Svinicki (2006) It's difficult to change the way we teach: Lessons from the integrative themes in physiology curriculum module project. Unpublished manuscript. Smith, C. (1996) What have we learned from assessing employability skills portfolios? Paper presented at the Annual Meeting of the National Council on Measurement in Education, New York, April 9-11, 1996. (ED 397 102) Stassen, M.L.A., Herrington, A., & Henderson, L. (2011) Defining critical thinking in higher education. In To Improve the Academy, Vol 30. Professional and Organizational Development Network. Retrieved from: http://people.umass.edu/mstassen/Bio/Defining%20Critical%20Thinking%20in%20Higher%20 Education.pdf Truschel, J. & Zenanko, M. (eds) (2009) The atps of tutor training. Morrisville, NY, USA: The Association for the Tutoring Profession. Zubizarreta, J. (2009) The learning portfolio: Reflective practice for improving student learning. San Francisco, CA, USA: Jossey-Bass. 26 | P a g e