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Blended Tutor Training

Blended Tutor Training. ____________________. Day 2- WELCOME BACK. Overview. Questions from Last Session Discussion of On-line Courses ELL Teaching Strategies Learning Disabilities Reading Strategies Lesson Planning Review/Evaluations.

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Blended Tutor Training

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  1. Blended Tutor Training ____________________

  2. Day 2- WELCOME BACK

  3. Overview Questions from Last Session Discussion of On-line Courses ELL Teaching Strategies Learning Disabilities Reading Strategies Lesson Planning Review/Evaluations

  4. Questions from Last Session?Discussion of On-Line Classes • Multiple Intelligences • What is your primary “intelligence?” • How do you think this information would help you in a tutoring session? • Writing Without Fear • Understanding the Reading Process

  5. Cultural Awareness • Countries that our learners come from

  6. Definition of Culture The set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group

  7. Cultural Awareness • Activity • Break into groups of 3-4. • Have each person identify a culture (different from their own) with which they are familiar. • List at least 2 items that are typical to that culture. • Discuss how those traditions are different from typical US traditions. • Report out to the whole group.

  8. Survival English What is Survival English? What would be some examples of Survival Vocabulary?

  9. TPR- Total Physical Response Learners acquire vocabulary by listening to and carrying out spoken commands. Tutor models command and repeats. Tutor repeats command and action with learner. Learner does not have to speak.

  10. Try TPR Pair up. One person is the learner and one the tutor. Teach the following: SIT DOWN STAND UP WALK STOP TURN AROUND

  11. Multiple Intelligences

  12. LD A Learning Disability is a neurological processing disorder. It’s related to how the brain functions in taking in, storing, retrieving, and/or expressing information. For a person with LD, certain processing “avenues” are blocked.

  13. Learning Disabilities • 50%-80% of all students in literacy and/or basic ed programs • LD students are NOT: • Lacking in intelligence • Must have average to above average intelligence to qualify • Due to cultural influence • A result of inappropriate instruction • Just Boys • It is an equal opportunity disorder • Due to lack of motivation

  14. Learning Disabilities LD refers to a wide variety of processing disorders. These are serious problems that effect major life functions related to an individual’s job performance, academic endeavors, home life, and/or community and social connections LD isn’t “cured” and LD doesn’t “go away.”

  15. Famous People with LD Albert Einstein Agatha Christie Winston Churchill Walt Disney Tom Cruise Cher George Patton

  16. Activity • Break into groups of 3-4. • You will be given instructions for your group. • The first group that is done – wins!

  17. Questions? Comments? How did the activity make you feel? How did you feel when the other group could do it and you could not?

  18. Strategies for working with LD 1. Structured Instruction 2. Connected Instruction 3. Informative Instruction 4. Explicit Instruction (I do, You do, We do) 5. Direct Instruction 6. Scaffolded Instruction 7. Intensive Instruction

  19. Strategies for working with LD 8. Process-Sensitive Instruction 9. Accommodating Instruction 10. Evaluated Instruction 11. Generalized Instruction 12. Enduring Instruction

  20. Dyslexia • Reading learning disability • Common problem involves letter reversals • b • d • q • p

  21. From Enchanted Gates Letters will not appear on one line. Spacing may not be correct. A P may be a Q or a B a D. Try to read. How did this make you feel?

  22. Decoding Vs Comprehension How are you feeling right now? Who dropped the popcorn on thefloor? When you are busy decoding, you don’t necessarily understand what you are reading.

  23. Components of Reading Instruction Phonemic Awareness Decoding Fluency Vocabulary Comprehension

  24. Graphic Organizers

  25. Lesson Planning

  26. Shoe Tying Activity Pick a partner. Decide who will be the tutor and who will be the student. Sit back to back. Students untie one shoe. Tutors instruct the student how to tie their shoe without looking at them. 3 minutes

  27. Why is it Important to have a Lesson Plan? Keeps learner’s goals in mind. Record of learner’s progress and materials used. Helps plan for next session.

  28. What should it look like? • Flexible • Can be casual • Break things down into small steps • What does my student need to know before I can teach him this concept? • Check writing

  29. Lesson Plan Formats • Described in the ELL course – a bit different, same idea • Basic format • Goals – short term • Objectives • Materials • Methods – steps, activities and review • Assignment • Evaluation • Suggestions for next lesson • Informal Plan

  30. Lesson Planning Activity As a group, select a lesson plan format. Choose a profile. Write a lesson plan using a real life material. Share your plan with the rest of the class.

  31. First Meeting What will it be like? What should I bring? Who will be there?

  32. Final Questions and Comments

  33. Congratulations! You have finished the hands-on portion of Tutor Training. Thank you for giving the gift of literacy to someone in _____________!

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