Kwantlen Polytechnic University KORA: Kwantlen Open Resource Access All Faculty Scholarship Faculty Scholarship Spring 2016 KPU Peer Tutor Trainer Handbook Level Two 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 TWO TUTOR TRAINING TRAINER HANDBOOK The Learning Centres at Kwantlen Polytechnic University KPU Peer Tutor Training Trainer Handbook – Level Two Level Two Trainer Handbook for 1 Day Training (6 hours) Contents Foreword ............................................................................................................................................. 1 Welcome – Level Two, Session I......................................................................................................... 5 Practise Intercultural Communication .................................................................................................. 6 Developing a Cross-Cultural Perspective ............................................................................................ 7 Helping Tutees .................................................................................................................................... 8 Review Level One Topics .................................................................................................................... 9 Manage Personal Stress ................................................................................................................... 10 Stress Resistance and Recovery....................................................................................................... 11 Evaluate Tutee’s Needs .................................................................................................................... 12 Questioning – Level Two – Socratic Method...................................................................................... 13 Questions? ........................................................................................................................................ 15 Welcome Back – Level Two .............................................................................................................. 16 Tutor in Group Environments ............................................................................................................ 17 Key Strategies for Academic Success ............................................................................................... 18 Manage Time and Avoid Procrastination ........................................................................................... 19 Learn with Your Multiple Intelligences ............................................................................................... 20 Study Smart ...................................................................................................................................... 21 Memory Techniques .......................................................................................................................... 22 Strategies for Tutoring Reading ......................................................................................................... 23 Tests and Exams............................................................................................................................... 24 Difficult Tutoring Situations ................................................................................................................ 25 Review, Next Steps, and General Questions ..................................................................................... 26 Feedback .......................................................................................................................................... 27 Continuing your Tutor Training .......................................................................................................... 28 Accessing Moodle .......................................................................................................................... 28 KPU Tutor Level Two Training Process Log ...................................................................................... 29 Bibliography ...................................................................................................................................... 30 Tutor Foundation Trainer Handbook Level II 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 Two 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 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 Two 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 Two Time & Presenter Activity – Session 1 Resources – Slide Deck 2-1 15 minutes Welcome – Level Two Name tags and pens as needed Trainers: 1. Find someone you have not worked with and learn their Name, and a best experience while Tutoring (that they are willing to share) that describes how they tutor. 2. Introduce your partner. Introduce presenters, agenda, and Learning Centres updates. 20 minutes Spare paper and pens Instructions on flip chart or board or slide. Slides 1 - 3 KPU Level Two Tutor Training Workbooks Practise Intercultural Communication Slides 4 - 6 Your Culture Activity Workbook – (p. 1) What is Culture? 20 minutes Developing a Cross-Cultural Perspective • • • • 20 minutes Culture in self and others Respectful interaction Self-reflective and reflexivity Culture Shock for Tutees and strategies to help Slides 7 - 10 Workbook – (p. 2-3) Helping Tutees Slides 11 - 14 Cultural Safety Workbook – (p. 3-5) Planning your approach activity 15 minutes Break 10 minutes Review of Level One Topics • 10 minutes Level One Slide 15 Workbook – (p. 6) Manage Personal Stress Slides 16 - 18 Types and Patterns of Stress Workbook – (p. 7-8) Building Stress Resistance 15 minutes 20 minutes Stress Resistance and Recovery Slides 19 - 20 Control of personal stress Workbook – (p. 9-10) Evaluate Tutees’ Needs Slides 21 – 22 Techniques Workbook – (p. 11-12) Create learning tasks 30 minutes Questioning – Level Two - Socratic Method Slides 23 - 28 Inquiry method of learning and tutoring Workbook – (p. 13-14) Ask your partner different types of questions about a concept in a shared subject (Session Planning). 5 minutes 3|Page Questions? Off to Lunch!! Slides 29 - 30 KPU Peer Tutor Training Trainer Handbook – Level Two Time & Presenter Activity – Session 2 Resources – Slide Deck 2-2 15 minutes: Welcome Back – Level Two, Session Two Slide deck 2.2 Slides 1 3 • • 25 minutes 10 minutes Questions from the first session? Questions about Questioning KPU Level Two Tutor Training Workbooks Tutor in Group Environments Slides 4 - 5 Applying the Socratic method in a group with probing and fostering Workbook – (p. 15) Key Strategies for Academic Success Slide 6 Learning strategies and learning aids Workbook – (p. 16) Tutor questions 20 minutes 15 minutes Manage Time and Avoid Procrastination Slides 7 - 10 Getting Things Done Workbook – (p. 17-21) Learn with Your Multiple Intelligences Slide 11 Tutor strategies to take advantage of tutee strengths Workbook – (p.22-23) 15 minutes Break 10 minutes Study Smart Slides 12 - 13 LASSI and Strategies Workbook – (p.24) Memory Techniques Slide 14 - 15 Mnemonics and Flash Cards Workbook – (p.25-27) Strategies for Tutoring Reading SQ3R Slides 16 - 17 10 minutes 15 minutes Workbook – (p.28-29) Cornell Note taking 10 minutes 15 minutes 5 minutes Tests and Exams Slides 18 - 20 Before, During, and After Workbook – (p.30) Difficult Tutoring Situations Slide 21 Discuss situations and share strategies Workbook – (p.31 - 33) Review, Next Steps, and General questions Slides 22 – 23 Workbook – (p. 34 – 35) 5 minutes Feedback & Thank You! Slide 24 - 25 Feedback form 4|Page KPU Peer Tutor Training Trainer Handbook – Level Two Welcome – Level Two, Session I 15 minutes Welcome – Level Two Trainers: Instructions on flip chart or board or slide. 1. Find someone you have not worked with and learn their Name, and a best experience while Tutoring (that they are willing to share) that describes how they tutor. 2. Introduce your partner. Introduce presenters, agenda, and Learning Centres updates. 5|Page Name tags and pens as needed Spare paper and pens Slide deck 2.1 Slides 1 - 3 KPU Level Two Tutor Training Workbooks KPU Peer Tutor Training Trainer Handbook – Level Two Practise Intercultural Communication 20 minutes Practise Intercultural Communication Slides 4 - 6 Your Culture Activity Workbook – (p. 1) What is Culture? 6|Page KPU Peer Tutor Training Trainer Handbook – Level Two Developing a Cross-Cultural Perspective 20 minutes Developing a Cross-Cultural Perspective • • • • 7|Page Culture in self and others Respectful interaction Self-reflective and reflexivity Culture Shock for Tutees and strategies to help Slides 7 - 10 Workbook – (p. 2-3) KPU Peer Tutor Training Trainer Handbook – Level Two Helping Tutees 20 minutes Helping Tutees Slides 11 - 14 Cultural Safety Workbook – (p. 3-5) Planning your approach activity 8|Page KPU Peer Tutor Training Trainer Handbook – Level Two Review Level One Topics 10 minutes Review of Level One Topics • 9|Page Level One Slide 15 Workbook – (p. 6) KPU Peer Tutor Training Trainer Handbook – Level Two Manage Personal Stress 10 minutes Manage Personal Stress Slides 16 - 18 Types and Patterns of Stress Workbook – (p. 7-8) Building Stress Resistance 10 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Stress Resistance and Recovery 15 minutes 11 | P a g e Stress Resistance and Recovery Slides 19 - 20 Control of personal stress Workbook – (p. 9-10) KPU Peer Tutor Training Trainer Handbook – Level Two Evaluate Tutee’s Needs 20 minutes Evaluate Tutees’ Needs Slides 21 – 22 Techniques Workbook – (p. 11-12) Create learning tasks 12 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Questioning – Level Two – Socratic Method 30 minutes Questioning – Level Two - Socratic Method Slides 23 - 28 Inquiry method of learning and tutoring Workbook – (p. 13-14) Ask your partner different types of questions about a concept in a shared subject (Session Planning). 13 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two 14 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Questions? 5 minutes 15 | P a g e Questions? Off to Lunch!! Slides 29 - 30 KPU Peer Tutor Training Trainer Handbook – Level Two Welcome Back – Level Two 15 minutes: Welcome Back – Level Two, Session Two Questions from the first session? Questions about Questioning 16 | P a g e Slide deck 2.2 Slides 1 3 KPU Level Two Tutor Training Workbooks KPU Peer Tutor Training Trainer Handbook – Level Two Tutor in Group Environments 25 minutes 17 | P a g e Tutor in Group Environments Slides 4 - 5 Applying the Socratic method in a group with probing and fostering Workbook – (p. 15) KPU Peer Tutor Training Trainer Handbook – Level Two Key Strategies for Academic Success 10 minutes Key Strategies for Academic Success Slide 6 Learning strategies and learning aids Workbook – (p. 16) Tutor questions 18 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Manage Time and Avoid Procrastination 20 minutes 19 | P a g e Manage Time and Avoid Procrastination Slides 7 - 10 Getting Things Done Workbook – (p. 17-21) KPU Peer Tutor Training Trainer Handbook – Level Two Learn with Your Multiple Intelligences 15 minutes 20 | P a g e Learn with Your Multiple Intelligences Slide 11 Tutor strategies to take advantage of tutee strengths Workbook – (p.22-23) KPU Peer Tutor Training Trainer Handbook – Level Two Study Smart 10 minutes 21 | P a g e Study Smart Slides 12 - 13 LASSI and Strategies Workbook – (p.24) KPU Peer Tutor Training Trainer Handbook – Level Two Memory Techniques 10 minutes 22 | P a g e Memory Techniques Slide 14 - 15 Mnemonics and Flash Cards Workbook – (p.25-27) KPU Peer Tutor Training Trainer Handbook – Level Two Strategies for Tutoring Reading 15 minutes Strategies for Tutoring Reading SQ3R Cornell Note taking 23 | P a g e Slides 16 - 17 Workbook – (p.28-29) KPU Peer Tutor Training Trainer Handbook – Level Two Tests and Exams 10 minutes 24 | P a g e Tests and Exams Slides 18 - 20 Before, During, and After Workbook – (p.30) KPU Peer Tutor Training Trainer Handbook – Level Two Difficult Tutoring Situations 15 minutes 25 | P a g e Difficult Tutoring Situations Slide 21 Discuss situations and share strategies Workbook – (p.31 - 33) KPU Peer Tutor Training Trainer Handbook – Level Two Review, Next Steps, and General Questions 5 minutes Review, Next Steps, and General questions Slides 22 – 23 Workbook – (p. 34 – 35) 26 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Feedback 5 minutes Feedback & Thank You! Slide 24 - 25 Feedback form 27 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two Continuing your Tutor Training This concludes the first part of the Kwantlen Level Two Tutor Training program. You will continue your training under the guidance of your Instructional Associate, Learning Strategists, and faculty mentors. Good Luck in your continuing Tutoring activities. Level Two integration exercises using online resources (6 hours) Congratulations on finishing your Level Two Tutor Training! You now have more information to build on your Level One foundation in tutoring concepts, experience, and situations that you may 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 to continue your tutoring will help you continue 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 Two. 28 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two KPU Tutor Level Two 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 Two certification. Activity Date Signed by Offer of Peer Tutoring position Level Two 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. Complete TESAT and Debrief with a Learning Strategist Moodle Resources (including, Presentation Skills, Tutor’s Legal Responsibilities for FIPPA, Human Rights and Harassment, Academic Honesty (Cheating & Plagiarism), Tutor Ethics in Action, etc.) for your further four hours of Training. Continue Reflective Tutor Journalling. Complete Training Materials and Activities for Level Two. Prep and Revise Tutoring Materials for your Tutoring Sessions. Active Tutoring (25 hours during Level Two) Monthly meetings with your Instructional Associate or more frequently as desired. Begin your Personal Tutoring Portfolio and post to Mahara. 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 Two Tutoring Certificate. 29 | P a g e KPU Peer Tutor Training Trainer Handbook – Level Two 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. 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(1970, 1980) The modern practice of adult education. Andragogy versus pedagogy. Englewood Cliffs, NJ, USA: Prentice Hall/Cambridge. 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. 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