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Training Guide for College Tutors and Peer Educators, A Sally Lipsky

Training Guide for College Tutors and Peer Educators, A By Sally Lipsky

Training Guide for College Tutors and Peer Educators, A by Sally Lipsky

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Training Guide for College Tutors and Peer Educators, A Summary

Training Guide for College Tutors and Peer Educators, A by Sally Lipsky

A Training Guide for College Tutors and Peer Educators presents relevant and research-based methods for successful academic support sessions for tutors and peer educator trainees in an adaptable, user-friendly, and interactive format. By mirroring appropriate methods for organizing and presenting material in an academic support session, it allows the reader to experience for themselves the practices and strategies they will apply as future tutors and peer educators. Based on solid learning theory, the activities, assessments, examples and features included in this flexible and engaging text simulate recommended peer educator practices and emphasize guiding college students to become active, self-monitoring and independent learners. While teaching readers the key, research-based elements of quality peer assistance, this first-edition guide also incorporates a comprehensive list of topics represented in certification programs. Peppered with practical examples and interactive problem-solving scenerios that readers can immediately apply in their positions, trainees will learn how to plan for sessions, how to assess students' learning, how to create collaborative activities, how to integrate college learning strategies, and how to approach common issues faced on the job.

Training Guide for College Tutors and Peer Educators, A Reviews

The text is a great resource for supervisors wanting solid, research-based instruction for training staff members working in one-on-one and group tutoring or course-based situations, such as with Supplemental Instruction. It is designed to be used in a range of training settings, be it a credit-bearing course, workshops, self-paced, or online. Also, if you are applying for CRLA's International Tutor Program Certification or certification through NADE's Course-based Learning Assistance or Tutoring Services, the Instructor's Manual includes a section with suggestions for how the text materials can relate to certification requirements. --Arden B. Hamer, Indiana University of Pennsylvania

About Sally Lipsky

Sally Lipsky's academic background and work experiences have centered on public education-from elementary to the postsecondary levels. Upon graduation from the University of New Mexico (B.S. elementary education), she began her career as a Title I reading instructor with the Houston (TX) public school district. After earning a M.Ed. in reading education from Texas Southern University, she taught in the Pittsburgh (PA) public schools. She earned a Ph.D. in language communications and adult education from the University of Pittsburgh and continued her career at Indiana University of Pennsylvania, where she has worked for over twenty years as a faculty member in the Developmental Studies Department, College of Education and Educational Technology. Her work involves coordinating academic support services and peer assistance programming; supervising paraprofessional peer educators; teaching first-year seminar courses and a peer educator training course; and developing promotional, evaluation, and outcomes assessment procedures. She has made numerous professional presentations and written about aspects of postsecondary learning, including the text College Study: The Essential Ingredients (in its second edition) published by Pearson Education. Furthermore, as a member of the College Reading and Learning Association (CRLA), she has chaired the Learning & Study Skills Special Interest Group. As a member of the National Association for Developmental Education (NADE), she has chaired the Peer Assistance Programs Special Professional Interest Network. To this day, she remains fascinated with the process of learning and committed to the value of public education.

Table of Contents

Preface Chapter 1 - The Power of Peers: Your Role as a Peer Educator Opening: Focus Questions What is a Peer Educator? Role of a Peer Educator Activity 1.1: Andragogy and Peer Assistance Facilitator of Learning Peer Educator's Role and Development of Students Benefits for You, the Peer Educator Activity 1.2: Interviewing Learning Strategy: Managing Your Time Activity 1.3: Assess Your Time Management Skills Strategies for Improving Time Management Setting Goals Activity 1.4: Personal Goal Closing Activity 1.5: Check Your Understanding Activity 1.6: Elements of Effective Peer-Led Sessions Suggestions from Experienced Peer Educators How do you incorporate learning and study strategies? Chapter 2 - Promoting Active Learning Opening: Focus Questions Active Learning Activity 2.1: Promoting Active Learning How Learning Occurs Information Processing Model Activity 2.2: Information Processing and Learning Strategies Activity 2.3: Applying the Information Processing Model Differences in Learning Visual, Auditory, Tactile/Kinesthetic Preferences Activity 2.4: Assessing Learning Modalities Activity 2.5: Analyzing Learning Modalities Personality Type Activity 2.6: Assessment Description of the Dimensions Activity 2.7: Reflecting Activity 2.8: Learning Preferences and Learning Strategies Closing Activity 2.9: How do you learn best? Activity 2.10: Checking for Understanding Activity 2.11: Applying Suggestions from Experienced Peer Educators How do you increase active participation? Chapter 3 - Incorporating Critical Thinking and Questioning Skills Opening: Reading Textbooks Activity 3.1: Practice Previewing Introduction Talk Out Loud Activity 3.2: Practice Cognitive Process Instruction Include Questions Activity 3.3: Integrating Questions in Sessions Activity 3.4: Observing Include Higher-Level Directives Activity 3.5: Directive Words Activity 3.6: Critiquing Closing Activity 3.7: Analyzing Activity 3.8: Elements of Effective Peer-Led Sessions Suggestions from Experienced Peer Educators How do you encourage critical thinking? Chapter 4 - Assessing Students' Learning Opening: Self-Assessment Why Assess Students' Learning? Activity 4.1: Reflecting How to Assess Students' Learning? Beginning of Session Activity 4.2: Assessment Example Middle of Session Activity 4.3: Try it Out End of Session Activity 4.4: Thinking and Assessing What Is and Is Not Adequate Evidence of Learning? Activity 4.5: Observation Closing Activity 4.6: Practice Summative Assessment Learning Strategy: Preparing for Exams Activity 4.7: Exam Preparation Activity 4.8: Summarizing Important Information Suggestions from Experienced Peer Educators How do you assess students' understanding? Chapter 5 - Collaborative Learning and Group Work Opening: Predicting Collaborative Learning Activity 5.1: Examples of Collaborative Learning Collaborative Learning Guidelines Group Configurations Activity 5.2: Observing Dealing with Common Problems Activity 5.3: Responding to Problems Planning Sessions Activity 5.4: Plan a session Closing Learning Strategy: Graphic Organizers Activity 5.5: Collaborative Graphic Organizer Activity 5.6: Check for Understanding Suggestions from Experienced Peer Educators How do you create collaboration among students? Chapter 6 - Tutoring as a Proactive Process Opening: Highlighting and Annotating Activity 6.1: Guidelines Activity 6.2: Applying Introduction A Proactive Model Activity 6.3: Reflection The Tutoring Cycle Step I. Assess the Student's Needs Activity 6.4: Assessing a Student's Needs Step II. Recommend, Demonstrate, and Apply Activity 6.5: Try it Out Step III. Break Down Content; Evaluate Learning Activity 6.6: Tutoring Strategies Step IV. Plan for Application Activity 6.7: Evaluate Student Responses Step V. Follow Up Activity 6.8: Tutoring Cycle: Observing and Practicing Active Listening Activity 6.9: Reflecting Activity 6.10: Active Listening Strategies Activity 6.11: Verbal and Nonverbal Cues Verbal Communication Activity 6.12: Practice Verbal Communication Guidelines for Verbal Communication Activity 6.13: Active Listening and Verbal Communication Closing Activity 6.14: Follow up- Highlighting and Annotating Chapter 7 - Valuing Diversity Among Students Opening: Listening and Note Taking Activity 7.1: Note Taking Strategies Thinking About Diversity Individual Activity 7.2: Reflecting Group activity 7.3: Brainstorming Group activity 7.4: Creating a Venn Diagram Individual activity 7.5: Predicting Overview Dealing with Differences Activity 7.6: Identifying Similarities and Differences Guidelines for Peer Leaders Activity 7.7: Case Studies Resources for Referral Activity 7.8: Role-playing Scenarios Closing Stereotypes and Biases Activity 7.9: Different Perspectives Conclusion Suggestions from Experienced Peer Educators How do you create a welcoming setting? Chapter 8 - Online Assistance Opening: Learning Discipline-Specific Terminology Procedure for Learning Terminology Activity 8.1: Chapter Terms Adjustments for Online Assistance Preparation Activity 8.2: Summarize and Apply Synchronous vs. Asynchronous Activity 8.3: Summarize and Apply (cont'd.). Communication Activity 8.4: Summarize and Apply (cont'd.) Activity 8.5: Summarize and Apply (cont'd.) Activity 8.6: Critique an Online Dialogue Learning and Study Strategies Activity 8.7: Summarize and Apply (cont'd.) Community Activity 8.8: Summarize and Apply (cont'd.) Closing Assessment Activity 8.9: Summative Assessment Chapter 9 - Effective Peer-Led Sessions: A Summary Summation Activity 9.1: Top-ten List Self Assessment Activity 9.2: Revisiting Your Role in Students' Development Self-Assessment Activity 9.3: Self Assessment Conclusion Suggestions from Experienced Peer Educators What can you do with an empty box?

Additional information

GOR013595533
9780137145089
013714508X
Training Guide for College Tutors and Peer Educators, A by Sally Lipsky
Sally Lipsky
Used - Very Good
Paperback
Pearson Education (US)
20100209
144
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

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