Kwantlen Polytechnic University KORA: Kwantlen Open Resource Access All Faculty Scholarship Faculty Scholarship Spring 2016 KPU Peer Tutor Trainer Handbook Level One 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 One. 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 ONE TUTOR TRAINING TRAINER HANDBOOK The Learning Centres at Kwantlen Polytechnic University KPU Peer Tutor Training Trainer Handbook – Level One Level One Trainer Handbook for 6 Hour Basic Training Contents Foreword ............................................................................................................................................. 1 Level One 1 Day Tutor Training Schedule ........................................................................................... 3 Welcome to Level One ........................................................................................................................ 6 Identify the Scope of Peer Tutoring in the Learning Centres ................................................................ 7 Define Peer Tutoring Goals and Responsibilities ................................................................................. 8 Discuss Expectations of Tutors ........................................................................................................... 9 Behave Ethically When Tutoring........................................................................................................ 10 Tutoring Situations Where Ethical Choices are Made ........................................................................ 11 Planning Tutor Sessions.................................................................................................................... 12 Tutoring Cycle ................................................................................................................................... 13 Document the Session ...................................................................................................................... 14 Communicate Effectively as a Tutor .................................................................................................. 15 Effective Feedback ............................................................................................................................ 16 Managing Conflict.............................................................................................................................. 17 Reflect on Tutoring Processes........................................................................................................... 18 Critical Questioning ........................................................................................................................... 19 Bloom’s Taxonomy ............................................................................................................................ 20 Referrals for Assistance .................................................................................................................... 21 When to Stop Tutoring ...................................................................................................................... 22 What is CRLA? .................................................................................................................................. 23 Questions? ........................................................................................................................................ 24 Continuing Tutor Training .................................................................................................................. 25 Accessing Moodle .......................................................................................................................... 25 KPU Tutor Level One Training Process Log ...................................................................................... 26 Bibliography ...................................................................................................................................... 28 Tutor Foundation Trainer Handbook Level I 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 Training Trainer Handbook – Level One 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-toface workbook session is intended to help you train and coach new Tutors to the standard needed for Level One 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 Instructional 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 Training Trainer Handbook – Level One 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 Training Trainer Handbook – Level One Level One 1 Day Tutor Training Schedule Time & Presenter Activity – Session 1 Resources – Slide Deck 1-1 15 minutes Welcome – Level One Name tags and pens as needed Introduce presenters, agenda, and Tutor Training. Trainers: 1. Find someone you have not worked with and learn their Name, and a Hidden Attribute (that they are willing to share) that describes them or a characteristic that they have. 2. Introduce your partner. Spare paper and pens Instructions on flip chart or board or slide. Slides 1-3 KPU Basic Tutor Training Workbooks 5 minutes 10 minutes Learning Centre Introduction Slides 4-6 Services available, including Peer Tutoring Workbook Peer Tutoring Goals & Responsibilities Slides 7-8 • • • • • • Independence in learning Personalized learning Facilitating tutee insights Student perspective Respecting individual differences Guidelines Workbook – Goals of Tutoring (p.4-5) Benefits for the Tutor 10 minutes Tutor Expectations Slides 9-11 Three Qualities that make a Good Tutor http://www.youtube.com/watch?v=cdcuDUFrl5I Discussion/Brainstorm (or Think/Pair/Share) Video online 1. Experienced / confident 2. Enthusiastic 3. Perceptive / listen and deliver on time 3|Page Slide or Flip chart, pens Workbook – Expectations of Tutors (p. 6) KPU Peer Tutor Training Trainer Handbook – Level One Time & Presenter Activity – Session 1 Resources – Slide Deck 1-1 20 minutes Ethical Behaviour Slides 12 Tutor Code of Ethics (pick one, read aloud) (p.6) Handout: Confidentiality Agreement What would you do? Ethics (p.7) • • 20 minutes Work in pairs Discuss and share insights on exercise questions Ethical Choices • • • • Work in small groups (3-4 individuals) Select one exercise (p.9-13) Discuss as a group: What would you do? Report back to class (1 person from each group) (1 min) 15 minutes Break 15 minutes Plan Tutor Sessions Workbook pp. 7-8 Slides 13 Workbook – (pp. 9-13) Slides 14-18 Hunter Planning Model Sample Session Plan Workbook pp. 14-17 Homework Assignment 20 minutes 10 minutes 35 minutes Tutoring Cycle Slides 19-22 MacDonald’s elements and the 12 step tutoring cycle Workbook – Utilize the Tutoring Cycle (p. 18-20) Document the Session Slides 23 How will you record your session results? Workbook – (p. 20) Communicate Effectively as a Tutor Slides 24-26 Active Listening (p. 21) Workbook p. 21-22 Non-verbal Communication (p.22) Professionalism in Tutoring (p. 22) 5 minutes Questions? End of the first half. 4|Page KPU Peer Tutor Training Trainer Handbook – Level One Time & Presenter Activity – Session 2 Resources – Slide Deck 1-2 15 minutes Welcome – Session Two Slides 1-2 Debrief morning session and questions that arise. KPU Basic Tutor Training Workbooks Effective Feedback Slide 3 Receiving and Giving Workbook p. 23-24 15 minutes individuals popcorn up examples of each of the strategies (p.24) 15 minutes 15 minutes Managing Conflict Slide 4 Processes you will use when conflict arises Workbook p. 25 Reflect on Tutoring Processes Slide 5 Understanding yourself Workbook p. 26 Begin reflective journalling 10 minutes 20 minutes Use Critical Questioning Slide 6-7 Critical Thinking in Tutoring Workbook p. 27-29 Bloom’s Taxonomy – current Slides 8-11 Exercise – Creating questions using Bloom’s Taxonomy Workbook p. 28-30 15 minutes Break 20 minutes Use Referrals When You Need Assistance Slides 12-13 Who do you Call? Workbook p. 31-33 When to Stop the Tutoring Process Slide 14 It is not always time for tutoring Workbook p. 34 What is CRLA? Slide 15 Tutoring Certification Process & Requirements Workbook p.35 Review of the Session Slides 16-17 15 minutes 10 minutes 15 minutes Reference to tutoring location and online resources 15 minutes 5|Page Next Steps! Slide 18 Training continues online with the IAs and LSs and Online Workbook p. 36-37 KPU Peer Tutor Training Trainer Handbook – Level One Welcome to Level One 15 minutes Welcome – Session One Introduce presenters, agenda, and Tutor Training. 1. Find someone you have not worked with and learn their Name, and a Hidden Attribute (that they are willing to share) that describes them or a characteristic that they have. 2. Introduce your partner. 6|Page Name tags and pens as needed Spare paper and pens Instructions on flip chart or board or slide. Slides 1-3 KPU Basic Tutor Training Workbooks KPU Peer Tutor Training Trainer Handbook – Level One Identify the Scope of Peer Tutoring in the Learning Centres 5 minutes 7|Page Learning Centre Introduction Slides 4-6 Services available, including Peer Tutoring Workbook KPU Peer Tutor Training Trainer Handbook – Level One Define Peer Tutoring Goals and Responsibilities 10 minutes Peer Tutoring Goals and Responsibilities Slides 7-8 Tutoring is different from Teaching Workbook- Goals of Tutoring (p.3) • • • • • • Independence in learning Personalized learning Facilitating tutee insights Student perspective Respecting individual differences Guidelines Benefits for the Tutor 8|Page KPU Peer Tutor Training Trainer Handbook – Level One Discuss Expectations of Tutors 10 minutes Tutor Expectations Slides 9-10 Three Qualities that make a Good Tutor http://www.youtube.com/watch?v=cdcuDUFrl5I Discussion/Brainstorm (or Think/Pair/Share) Video online 1. Experienced / confident 2. Enthusiastic 3. Perceptive / listen and deliver on time 9|Page Slide or Flip chart, pens Workbook – Expectations of Tutors (p. 6) KPU Peer Tutor Training Trainer Handbook – Level One Behave Ethically When Tutoring 20 minutes Ethical Behaviour Slides 12-13 Tutor Code of Ethics (pick one, read aloud) (p.7) Handout: Confidentiality Agreement What would you do? Ethics (p.8) Workbook pp. 7-8 • • 10 | P a g e Work in pairs Discuss and share insights on exercise questions KPU Peer Tutor Training Trainer Handbook – Level One Tutoring Situations Where Ethical Choices are Made 20 minutes Ethical Choices • • • • 11 | P a g e Work in small groups (3-4 individuals) Select one exercise (p.8-13) Discuss as a group: What would you do? Report back to class (1 person from each group) (1 min) Slide 13 Workbook – (pp. 9-13) KPU Peer Tutor Training Trainer Handbook – Level One Planning Tutor Sessions 15 minutes Plan Tutor Sessions Slides 15-18 Hunter Planning Model Sample Session Plan Homework Assignment 12 | P a g e Workbook pp. 14- 17 KPU Peer Tutor Training Trainer Handbook – Level One Tutoring Cycle 20 minutes Tutoring Cycle Slides 19-22 MacDonald’s elements and the 12 step tutoring cycle Workbook – Utilize the Tutoring Cycle (p. 18-20) How will you use your session plan? 13 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One Document the Session 10 minutes 14 | P a g e Document the Session Slides 23 How will you record your session results? Workbook – (p. 20) KPU Peer Tutor Training Trainer Handbook – Level One Communicate Effectively as a Tutor 35 minutes Communicate Effectively as a Tutor Slides 24-26 Active Listening (p. 21) Workbook p. 21-22 Non-verbal Communication (p.22) Professionalism in Tutoring (p. 22) 15 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One Effective Feedback 15 minutes Effective Feedback Slide 3 Receiving and Giving Workbook p. 23-24 individuals popcorn up examples of each of the strategies (p.24) 16 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One Managing Conflict 15 minutes 17 | P a g e Managing Conflict Slide 4 Processes you will use when conflict arises Workbook p. 25 KPU Peer Tutor Training Trainer Handbook – Level One Reflect on Tutoring Processes 15 minutes Reflect on Tutoring Processes Slide 5 Understanding yourself Workbook p. 26 Begin reflective journalling 18 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One Critical Questioning 10 minutes 19 | P a g e Use Critical Questioning Slide 6-7 Critical Thinking in Tutoring Workbook p. 27-29 KPU Peer Tutor Training Trainer Handbook – Level One Bloom’s Taxonomy 20 minutes 20 | P a g e Bloom’s Taxonomy – current Slides 8-11 Exercise – Creating questions using Bloom’s Taxonomy Workbook p. 28-30 KPU Peer Tutor Training Trainer Handbook – Level One Referrals for Assistance 20 minutes 21 | P a g e Use Referrals When You Need Assistance Slides 12-13 Who do you Call? Workbook p. 31-33 KPU Peer Tutor Training Trainer Handbook – Level One When to Stop Tutoring 15 minutes 22 | P a g e When to Stop the Tutoring Process Slide 14 It is not always time for tutoring Workbook p. 34 KPU Peer Tutor Training Trainer Handbook – Level One What is CRLA? 10 minutes 23 | P a g e What is CRLA? Slide 15 Tutoring Certification Process & Requirements Workbook p.35 KPU Peer Tutor Training Trainer Handbook – Level One Questions? 15 minutes Review of the Session Reference to tutoring location and online resources 24 | P a g e Slides 16-17 KPU Peer Tutor Training Trainer Handbook – Level One Continuing Tutor Training 10 minutes Next Steps! Slide 18 Training continues online with the IAs and LSs and Online Workbook p. 36-37 This concludes the first part of the KPU Level One Tutor Training program. Tutors continue training with your Instructional Associate, Learning Strategists, and faculty mentors. Level One integration exercises using online resources (6 hours) Congratulations on finishing your first six hour Tutor Training! You now have a good foundation in tutoring concepts and situations that you may encounter as a new 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 to get ready for live tutoring will help you prepare to help others. You will continue your training 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 One. 25 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One KPU Tutor Level One Training Process Log Now we are at the stage of ensuring that you can integrate your new knowledge, skills, and attitudes into an effective tutoring package. Here is a checklist that you can refer to for the major steps along the way as you complete the steps to obtain your Level One certification. Activity Application, references, and interview to become a Kwantlen Peer Tutor. Initial Six Hour Training Session and exercise completion. Introduction to your Instructional Associate, Learning Strategists, Director, and other Learning Centre personnel on your campus. Orientation to the Learning Centres services, resources and procedures Complete LASSI and Debrief with a Learning Strategist Moodle Resources (including Copyright, Plagiarism, Academic Honesty, Professionalism, etc.) for your further four hours of Training. Begin Reflective Tutor Journalling. Peer Tutoring Shadowing and Debrief with your Trainer. Complete Training Materials and Activities for Level One. Preparation of Tutoring Materials for your Tutoring Sessions. Train to use TutorTrac for Scheduling and Documentation. Active Tutoring (25 hours during Level One) Monthly meetings with your Instructional Associate (meetings can be scheduled more frequently as desired by either or both parties). Feedback from Tutees and your Supervisor. Self-Evaluation of your Tutoring. Summative Evaluation Meeting with your Instructional Associate. 26 | P a g e Date Signed by KPU Peer Tutor Training Trainer Handbook – Level One Satisfactory completion of all items will lead to Level One Tutoring Certificate. 27 | P a g e KPU Peer Tutor Training Trainer Handbook – Level One 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. 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