LRNA/SPCH 96 Peer Tutoring in Groups Assignments, Handouts, & Links

(formerly LRNA 98G section 56)

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Please see the meetings page for  Kickoff, Roundtable, and All Tutor and other meetings (required for both new and returning tutors.

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Fall 2009 LRNA/SPCH 96 green sheet

Course description, policies, calendar, homework and more!

Getting started: Attend an orientation with Diana, and/or

1. Download the Group Tutor Orientation Presentation (PowerPoint).
2. Read the University of Melbourne's Advice for the First Session
   http://tlu.ecom.unimelb.edu.au/tutortraining/tutorial.html and the links for planning and preparation, setting the scene, and establishing relationships.

Fall 2009 LRNA/SPCH 96.55Y (Introduction to Peer Tutoring in Groups) meets on Fridays, 9:30-11:10 in L75 beginning Week 3.

To access the Catalyst web site (must be enrolled), go to:

https://catalyst.deanza.edu
Username: Your De Anza College Student ID
(NOT YOUR SOCIAL SECURITY NUMBER OR "99" NUMBER)
Password: Your Birthday in this format: MMDDYYYY
(Two digit month, followed by two digit day, followed by FOUR digit year; no slashes or spaces.)
For detailed instructions on how to use Catalyst, click on the First Time? links on the left side of the screen (before your log in.)

First homework assignment:
Download the LEAD worksheet (MS Word.)
Use this Leader Events, Activities and Discussion sheet to plan your first group meeting. Meet with your senior tutor or speak by phone to discuss your LEAD assignment and answer questions before your first group meeting.  Complete th LEAD worksheet and copy-paste to post it to Catalyst by Class #1.

Find out what we cover each week and what to do if you missed a class.

• LRNA 98G Class #1 Effective Leadership and Group Dynamics
• LRNA 98G Class #2 Active Learning and Study Strategies
• LRNA 98G Class #3 Collaborative Learning and Designing Groupwork Pt. I
• LRNA 98G Class #4 Learning Styles, Learning Differences and Campus Resources
• LRNA 98G Class #5 Collaborative Learning and Designing Groupwork Pt. II (culturally responsive collaboration, diverse learning styles)
• LRNA 98G Class #6 Wrap-up

LRNA 98G Class #1: Effective Leadership and Group Dynamics

In this class we introduce the concept of reflective tutoring, effective leadership, group formation, and characteristics of effective teams. We practice and model some activities to build trust, interdependence and accountability, and cover some practical aspects such as arranging space, introductions and icebreakers, and establishing clear ground rules. We also play a game called Leader Spin.

Reminders:

Homework posted by this class: Assignment #1: LEAD Planning Sheet. (Download the LEAD worksheet)

Plan Ahead:

• For Class #2: Complete the paper Adjunct Study Skills questionnaire or the online inventory: http://www.sarc.sdes.ucf.edu/inventory.php
• For Assignment #3: Arrange with Senior or other tutor to observe a group session
• For Assignment #6: Schedule yourself to videotape one group session during weeks 5 or 6

Handouts this week:

• Stages of Group Development (Word)
• Leader Spin (Word)

See our Class #1 Planning Agenda for a detailed inside look at the session.

Make Up Assignment

If you missed this class, please read the handouts and e-mail the following Makeup Assignment by the Monday following the class you missed.

First, watch Tutor's Guide video, Lesson 7: Managing Group Tutorials (10 minutes, available in L-47) or read the University of Melbourne's advice for the first session
http://tlu.ecom.unimelb.edu.au/tutortraining/tutorial.html

Next, read Student Leadership Skills for Action http://www2.hawaii.edu/~jharris/action.html and
USING SMALL-GROUP DEVELOPMENT TO FACILITATE COOPERATIVE LEARNING BASEGROUPS http://ctl.stanford.edu/Tomprof/postings/581.html.

Write at least one page describing the stages of group development, the role the tutor plays facilitating this development, and how you plan to implement these ideas in your groups this quarter.

LRNA 98G Class #2: Active Learning and Study Strategies

In this class we define active learning and metacognition and discuss the tutor's role in modeling effective learning. We practice specific study strategies and share ideas for how to combine "how to learn" with "what to learn" in group tutoring sessions.

Sneaky Study Skills
Textbook Reading Handout
Notetaking Handout
Test Taking Handout

If you missed this class, please e-mail the following Makeup Assignment by the Monday following the class you missed.

Read the articles on Active Learning at http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm

Read the handouts on tests, notetaking, and textbook reading skills.

OR, download two or more short video clips from
http://maclife.mcmaster.ca/academicskills/online_resources.cfm

Write at least one paragraph summarizing what you learned about active learning. Then choose one of the study strategy that you think students in your group would benefit from, and write one or two paragraphs describing how you would incorporate discussion of this strategy into your group session. What questions would you ask to get them thinking about the skill, and how would you make it fun, practical, and relevant?

LRNA 98G Class #3: Collaborative Learning & Designing Groupwork Pt. I

In this class we define collaborative learning and discuss reasons why it is effective with diverse learners. We explore types and formats of group activities, and how to train groups for cooperation. We practice and reflect on one group activity and prepare students to create their own group activity plan.

Download the handout for this class: Collaborative Learning/Groupwork Design. This handout contains "10 Questions for Planning CL" that can help with Assignment #4. We also pass out a resource packet including pages copied from Barkeley et. al. Collaborative Learning Techniques.

If you missed this class, please read the handout, and e-mail the following Makeup Assignment by the Monday following the class you missed.

Download and read "What is Collaborative Learning?" and browse

• Doing Collaborative learning: guide and activities
  http://www.wcer.wisc.edu/archive/CL1/CL/doingcl/DCL1.asp
• UT SI Manual
  http://www.utexas.edu/student/utlc/supplemental_instruction/manual/
• Ideas for Group Tutors

Write one page in which you summarize what you learned about the principles, assumptions, and types of collaborative learning, preparing students for group work, and group roles. Describe one specific activity you found that you could use with your group.

LRNA 98G Class #4: Learning Styles, Learning Differences and Campus Resources

In this class we discuss Multisensory (input) learning preferences Four dimensional (processing) learning styles (Felder) and provide an overview of how to refer students to campus resources, specifically for learning differences, disabilities and counseling.

Handouts for this class:

• Learning Styles Handout
• How to refer students to campus resources

Links:

• http://www.metamath.com//lsweb/dvclearn.htm
  DVC Learning Styles Survey (multisensory)
• http://www.engr.ncsu.edu/learningstyles/ilsweb.html
  Index of Learning Styles Questionnaire (Felder)
• http://www.ncsu.edu/felder-public/ILSdir/styles.htm
  Learning Styles and Strategies summary (Felder)
• http://www.ulc.arizona.edu/quick_mslq.php
  The Motivated Strategies for Learning Questionnaire (MSLQ)
• http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm Learning styles and tutoring
• http://www.resourceroom.net/
  Tools, Strategies, and Structured Explorations for Interesting Learners
• http://www.deanza.fhda.edu/specialed/
  De Anza's Disabled Students Programs & Services
• http://www.deanza.fhda.edu/specialed/dish/
  De Anza's Disability Information Student Handbook

If you missed this class, please e-mail the following Makeup Assignment by the Monday following the class you missed.

• If you haven't done so already, explore your own learning styles by taking the surveys at http://www.metamath.com//lsweb/dvclearn.htm and http://www.engr.ncsu.edu/learningstyles/ilsweb.html
• Read the descriptions and suggestions for all the learning styles at http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm and the Learning Styles Handout.
• Write at least one page summarizing both Multisensory (input) and the Four Dimensional (processing) learning styles. Do you think the results of your surveys accurately reflect your style and preferences or not, and why? Which suggestions seem most useful for you? How will you help your students maximize their learning preferences in group and when studying?

LRNA 98G Class #5: Collaborative Learning and Designing Groupwork Pt. II

In this class we continue the discussion of collaborative learning and group work, focusing on student diversity, learning styles, potential pitfalls and improving outcomes. Here are some relevant links:

• Cross Cultural Tutoring Training (Class #4 for individual De Anza tutors)
• http://tlu.ecom.unimelb.edu.au/tutortraining/diversity.html
• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm

If you missed this class, e-mail the following Makeup Assignment by the Monday following the class you missed.

• Download and read
  

  Making Groups Work for ALL Students handout
  http://tlu.ecom.unimelb.edu.au/tutortraining/diversity.html
  Diversity and Inclusive Practice (University of Melbourne tutor training)

  Additional Information (optional, but recommended!)

  http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm
  Diversity and Complexity in the Classroom, by Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching,1999.

  http://www.bernicesandler.com/id4.htm "How men and women and women are treated differently in class and at work

• Write at least one page answering the three questions on the last page of the handout.

LRNA 98G Class #6: Self-reflection and wrap Up

In this class we share our final reflection papers and discuss best practices to improve participation and dymamics in diverse groups.

If you missed this class, please email the LRNA 98G course evaluation.