Tutoring 101Tutoring 101

Migrant Education ProgramMigrant Education Program

Deliberate in our planningDeliberate in our planning

Activities needs to be Activities needs to be targeted to specific targeted to specific grade level skillsgrade level skills

Academic, social, Academic, social, language developmentlanguage development

Deliberate in our Deliberate in our planning to meet planning to meet specific needs of specific needs of studentsstudents

Linking to SkillsLinking to Skills

Activity/ Grade- AgeActivity/ Grade- Age School Subject SkillsSchool Subject Skills Background Skills (time Background Skills (time

management, critical management, critical thinking, problem thinking, problem solving, solving, communication)communication)

Creative, Personal Creative, Personal Expression SkillsExpression Skills

Social Development Social Development Skills (team/group Skills (team/group work, collaboration, work, collaboration, leadership)leadership)

What skills does your What skills does your activity develop?activity develop?

Scavenger HuntScavenger Hunt

Link the skills to the activityLink the skills to the activity

Clearly Defining ObjectivesClearly Defining Objectives

Plans should clearly Plans should clearly show “What is your show “What is your aim?- one statementaim?- one statement

Be more specificBe more specific Include how learning Include how learning

can be demonstratedcan be demonstrated Include who will learnInclude who will learn

Summary of tutoring Summary of tutoring should clearly show should clearly show your objectives and how your objectives and how well the student faired well the student faired with those objectiveswith those objectives

Different Grade LevelsDifferent Grade Levels

K-12K-12 K-2, 3-5, 6-8K-2, 3-5, 6-8thth, 9-12, 9-12thth

What are the challenges you face with this What are the challenges you face with this group?group?

What do they like to do?What do they like to do? How do they behave?How do they behave? What is important to them?What is important to them? What do you remember about being this age?What do you remember about being this age?

Designed for studentsDesigned for students

Two groups-Move to Two groups-Move to the wall and waitthe wall and wait

Move to wall…Move to wall…

When kids are fully When kids are fully engaged behavior engaged behavior problems disappearproblems disappear

No dead timeNo dead time Make a list of children's Make a list of children's

songs- extra points if songs- extra points if they have a hand or they have a hand or body motionbody motion

Make a list of games Make a list of games that can be used as that can be used as transition games- Simon transition games- Simon Says- Tic Tac toe, etcSays- Tic Tac toe, etc

Designed for StudentsDesigned for Students

Minimize wait timeMinimize wait time Make sure activities have a clear ending, not Make sure activities have a clear ending, not

too loose or open-endedtoo loose or open-ended Give kids leadership, let them choose, or lead Give kids leadership, let them choose, or lead

activitiesactivities Be prepared!Be prepared!

Homework HelpHomework Help

What skills are needed to complete homework What skills are needed to complete homework besides content knowledge?besides content knowledge?

Staff are like parent substitutesStaff are like parent substitutes Not required to be subject matter experts but Not required to be subject matter experts but

need to be willing to learnneed to be willing to learn

Active Homework HelpActive Homework Help Ask student to explain Ask student to explain

assignment in own wordsassignment in own words Have student write problem Have student write problem

in different wayin different way Encourage student to guess Encourage student to guess

or estimateor estimate Suggest working backwardsSuggest working backwards Enlist peer supportEnlist peer support Break problems into smaller Break problems into smaller

parts and stepsparts and steps Use process of elimination Use process of elimination

with studentswith students

Model problem using Model problem using different exampledifferent example

Ask student what they don’t Ask student what they don’t understand and help them understand and help them with that aspectwith that aspect

Suggest or ask students Suggest or ask students where they can get helpwhere they can get help

I do, you watchI do, you watch I do, you helpI do, you help You do, I helpYou do, I help You do, I watchYou do, I watch

Finding ResourcesFinding Resources

A student needs to practice the reading A student needs to practice the reading strategy “making predictions” What resources strategy “making predictions” What resources might the student use?might the student use?

A student needs help converting fractions to A student needs help converting fractions to decimals. Where can he/she find help?decimals. Where can he/she find help?

A student must list countries that border A student must list countries that border China? What resource would you recommend.China? What resource would you recommend.

Project-based LearningProject-based Learning

Get students developing critical thinking skillsGet students developing critical thinking skills Have them use the scientific method Have them use the scientific method Determine how this relates to every day lifeDetermine how this relates to every day life Involve writing, reading, and math in the Involve writing, reading, and math in the

processprocess Tailor it to students specific grade level Tailor it to students specific grade level

standardsstandards TASTE TESTTASTE TEST

Teach the Following Concepts and Teach the Following Concepts and VocabularyVocabulary

PrecipitationPrecipitation GroundwaterGroundwater BedrockBedrock Aquifer (Upper and Aquifer (Upper and

Lower)Lower) Confining LayerConfining Layer PorousPorous Plant lifePlant life SoilSoil

Pollution/PollutantsPollution/Pollutants WellWell PumpPump Water TableWater Table Re-chargeRe-charge What happens to water What happens to water

after it rains?after it rains? Can what we do above Can what we do above

ground affect the ground affect the underground?underground?

Reading StrategiesReading Strategies

Reading for Meaning sheetReading for Meaning sheet Reading StripsReading Strips Keeping it goingKeeping it going Engage children in reading they are interested Engage children in reading they are interested

inin Read to students, have them read to you, read Read to students, have them read to you, read

in Spanish or English depending on in Spanish or English depending on circumstance- LETS READcircumstance- LETS READ

Building Writing SkillsBuilding Writing Skills

What kind of writing do kids admire?What kind of writing do kids admire? Writing can be connected to many thingsWriting can be connected to many things Encourage kids to write freely, don’t worry Encourage kids to write freely, don’t worry

about spelling or punctuation at firstabout spelling or punctuation at first Twisted Story- write a sentence on your paper Twisted Story- write a sentence on your paper

and pass your paper on- continue until you get and pass your paper on- continue until you get your paper back.your paper back.

Building Writing SkillsBuilding Writing Skills

Write directions on how to write a letter of the Write directions on how to write a letter of the alphabet- Exchange papers and follow the directions alphabet- Exchange papers and follow the directions given you.given you.

Write instructions as though the person doing this Write instructions as though the person doing this simple task is from another planet and has no idea simple task is from another planet and has no idea about this task. For example write instructions of how about this task. For example write instructions of how to put on a coat without writing “how to put on a to put on a coat without writing “how to put on a coat”. Give these instructions to another person and coat”. Give these instructions to another person and have them follow them exactlyhave them follow them exactly

Self correcting- participants see how well their Self correcting- participants see how well their instructions are.instructions are.

Language Experience ApproachLanguage Experience Approach

What you can say you can writeWhat you can say you can write What you can write you can readWhat you can write you can read Listening and speaking to reading and writingListening and speaking to reading and writing Learners tell story, teachers writes the words Learners tell story, teachers writes the words

as spoken. This creates reading and writing as spoken. This creates reading and writing material that is based on learners interests and material that is based on learners interests and is made up of words learner can understand is made up of words learner can understand and say.and say.