*Tutoring Cycle

My Notes

STEP 1 Greeting & Climate setting

Greet learner by name.

Friendly with learner (smiled, polite, etc.)

Arrange physical seating and set a positive, task-directed atmosphere.

Encourage learner to begin the tutoring session. to open book, to write, to hold pen or pencil, to explain, etc. (i.e.. tutor lets learner do the work).

STEP 2 Identification of Task

Provide opportunity for learner to state task for session.

Use questions to clarify learner's immediate concerns (i.e., Tell me where you started to get confused).

Restate learner's problem to help learner's understanding of what is needed to focus on the task.

Use empathetic statements to help learner define the problem. (i.e., That can be really challenging or difficult! etc.).

STEP 3 Identification of procedure for addressing task(s)+

Involve the learner in setting an informal agenda. (i.e., How shall we use our 30 minutes appointment?)

State the procedure/agenda explicitly for the task.

Readjuste the procedure when necessary to meet the needs of the learner.

Have learner restate adjusted procedure to help learner play an active role in allocating time on each task.

STEP 4 Identification of skills underlying the task(s)+

Ask learner to explain his/her general approach for learning this type of problem (i.e., thought process, skills. concept. etc.)

Help learner understand the basic format of the text and how it was used to understand the thought process for solving the problem.

Help learner understand general strategies or techniques for for this type of problem.

Encourage independence in learning.

Help learner understand the use of other sources of information (i.e.. notes, handouts, workbooks. etc.) in solving the problem. Tutor was not the source of information.

Ask learner to recite the general approach learned to insure his/her understanding for solving this and other similar problems when studying alone.

STEP 5 Breaking the task into smaller parts

Encourage independent work by asking learner to break task into smaller parts.

Restate part mentioned and provided opportunity for learner to understand the steps and time needed on each.

Aske learner to repeat the steps to solve the problem to verify understanding. ("Now, you tell me what steps we need to do to solve this problem?")

STEP 6 Addressing the Task

Encourage learner to address task without overly directing him/her (i.e., 'How shall we begin?").

Appropriately respond but do not interrupt learner's thinking.

Show awareness without taking control. Wait for learner to do, speak and learn.

Tutor does not interrupt or dominate learner's time to learn.

Evaluate learner's work sparingly tied comment, to work performed not to the learner.

Encourage learner to do more talking/learning. Tutor did not over explain or take control.

Use Informational approach effectively

Use Socratic method of tutoring effectively

STEP 7 Learner Summary of Content

Encourage or allowed learner to summarize/explain what has been learned (i.e., "Let's review or summarize.).

Waite for explanation to run its course. Tutor does not interrupt or correct a misstatement. Give learner opportunity to correct him/herself or ask a question and pause.

Use learner's explanation to evaluate his/her understanding.

If understanding is incomplete, returned to Step 6.

STEP 8 Learner summary of underlying processes & skills underlying the task+

Have learner summarize the thought process or skills learned in Step 4. ("What skills or concepts did you use to work out this problem again?")

Wait for learner's summary to run its course.

Determine if learner's understanding would allow the completion of similar tasks independent of tutoring.

If understanding was incomplete, returned to Step 7.

STEP 9 Confirmation

After learner explained the content (Step 7) and process (Step S), tutor offers positive statements confirming that the learner did in fact understand.

Confirming statements were tied to specific accomplishments, helping learner become an independent learner.

Use sincere, sparing praise and encouragement. Tutor does not overwhelm the learner with positive reinforcement.

Encourage learner to evaluate his/her own work and to be proud of their accomplishment. ("You did excellent work on this problem.")

Tie negative statements to learner's work or to a breakdown in the tutor/learner interaction ("We are getting off track."), not to the learner as a person.

STEP 10 What Next?

Help learner anticipate what the learner will learn next that will connect to the task for which tutoring was sought.

Help learner understand how information from class, tutoring, and resources were connected

Ask questions like, "Where do you go from here in class?" or "What will you do next and how will what we've done help you?"

STEP 11 Next session: arranging & preplanning+

Allow learner to make decision regarding returning for another session. ("Shall we meet again?" or "What can we do next time?")

If appropriate, tutor confirms date and time for next session.

If not appropriate, tutor encourages a revisit when necessary.

STEP 12 Closing: goodbye

End session on a positive note.

Thank learner for contributions made (i.e.. being prepared).

End session with an appropriate closing.