1 Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to students the importance of their role in the learning process including their (and our) physical and mental presence throughout the session. Second, we will focus on the students understanding of concepts rather than solving particular problems. Third, after developing conceptual understanding, we will turn to specific applications. Our tutors do NOT complete an assignment for a student. Rather, we help students by discussing and guiding them to understanding and comprehension. Often, this is not an easy process. Giving answers (however tempting) helps no one improve their knowledge or skills. If you do not know the answer to a student's question, do not try and pretend that you do. The tutoring session is not a place to display your intelligence. Students care very little about how smart you are; they care about how much smarter you can make them. Common Misconceptions About Tutoring Tutors need to know the answers to any and all questions students ask. Even if they eventually discuss larger issues, tutors should always begin by pointing out specific errors. A good tutor should be doing most of the work in a session. A tutor who is just sitting there asking questions isn't providing much help. The tutor must always be in control of what happens during a session. Tutors are lecturers, there to tell students what they don't know. A good tutor corrects every error made by a student. The job of the tutor is to point out mistakes in student work. The primary task of a tutor is to evaluate the content knowledge and skills of a student. Roles & Responsibilities of ASO Tutors Attend and fully participate in tutor training and regular staff meetings. Inform the program coordinator and instructor of difficulties that students are having with the course material. Regularly check for updates about study groups and promptly respond to messages from the program coordinator and instructor. Show up to assigned study group sessions on time and well prepared. Notify the students in the study group and the program coordinator prior to the session start time if you are unable to attend and need to reschedule. Notify the program coordinator and remind the students of any planned schedule changes.
2 Regularly communicate with the program coordinator and instructor about how the study groups are going. Take and turn in accurate attendance for each of the sessions. Facilitate active learning in study groups (i.e. ask for volunteers, assign students to respond to questions, direct students to the board for problem- based questions, rephrase or break down difficult or complex questions, etc.). Treat the students in the study group, fellow tutors, program coordinator, and instructor with courtesy and respect. Understand that a tutor may not know all the answers, nor is she/he expected to. Refer the student to written resources, the instructor, or TA in cases where a question cannot be answered in the session. Creating a Positive Atmosphere One thing that is important for a positive tutoring experience for the student is the environment in which it occurs. Things that tutors can do to create a positive atmosphere: Be friendly, make small talk. Don't talk down to students. Use your knowledge of faculty and courses. Build student confidence. Use your intelligence wisely; don't show off. Take your time. Let students talk. Explain problems in simple terms. Expectations for Study Groups At the First Session Sit down with the group and introduce yourself. Let the students know why you decided to become a tutor. Generate ground rules for the group (as a group). Remind the students that your job is to act as a facilitator, not a teacher. You will reinforce this idea non- verbally, by not standing at the board, only getting up as necessary. Remind the students that, because this is a group effort, everyone is responsible for keeping the study group on task, not just you. At the Beginning of the Session Share the agenda with the students, if known. Write it up on the board. Ask the students which concepts or questions they would like to emphasize. During the Session Be a member of the group. Do not present yourself as an instructor or expert. Do not be afraid to say I don t know or I m not sure, let s look that up.
3 Stay on task and remind students to do so, but allow for flexibility. If you can t explain something so that it is understandable to a student, then invite someone else to try. Refer students to the instructor and/or TA for additional support. At the End of the Session Find out if any students have other questions that need to be addressed. Tell the students what the plan is for the next session. o The next set of topics, if known. o Getting ready for an exam (1-2 weeks in advance). Sample Study Group Outline If you have a review sheet, divide it amongst the participants. If you don t have a review sheet, divide up the material and have each person design a few plausible test questions for that material to share next week. 4:55-5:00 PM Arrange room to facilitate group learning (desks in a U shape, roundtable, etc.) Write agenda on board, if known. 5:00-5:10 PM Greet incoming students. Have them sign attendance log. Ask for input from students on anything they would like to emphasize. Remind study group of your role as facilitator (not teacher) and that the study group requires active participation from all students in order to be productive. 5:10 PM Solicit questions from the students and initiate activities, when necessary. Find ways to get everyone involved: o ask for volunteers o assign students to respond to questions o direct students to the board for problem- based questions o rephrase or break down difficult or complex questions 5:50 PM Ask students to summarize what they learned in group and what questions they still have. Make arrangements to get answers to questions that came up during session that were not answered. 6:00 PM Check in with students to find out if session was helpful. Explain what the topics/activities will be for the next study group. Solicit suggestions for the next study group.
4 Group Facilitation Activity: Create a list of techniques that could be used to encourage interaction from members of your groups. Use your own knowledge and experiences, as well as techniques discussed in the pre- training readings (copies can be found in the back of your binder). Use the space below to record responses from all tutors. Techniques for Encouraging Interaction:
5 Discussion: We have already touched on some ways to create a positive and interactive atmosphere, but what other issues must you consider in order to facilitate student learning? How can you help to create a safe and inclusive learning environment? How can you demonstrate sensitivity to diversity within the group (ethnic, socioeconomic, language, academic background, etc.)? Use the space below to record highlights from this conversation. Creating a Safe and Inclusive Learning Environment:
6 Activity: Partner with one of your fellow tutors. Each pair will be assigned a set of potential problems you may face. For each problem you and your partner must identify indicators/signs that a problem exists, potential causes of that problem, and possible solutions or tips for coping with that problem. First use your own knowledge and experiences, then refer to the handouts provided. Use the spaces below and on the following pages to record responses from all tutors. Problem: Indicators/Signs: Causes: Solutions/Tips:
16 Study Group Activities (Quick Reference) Practice working homework problems on the board. Have students test each other by asking questions. Have students practice teaching each other. Have students compare lecture notes. Practice drawing diagrams and making charts. Brainstorm test questions. Summarize assigned readings and report to other members. Create summaries/outlines for different chapters for exam review. Use study guides, end of chapter questions, terms, handouts, etc. Study Group Activities (Detailed) Group members pair off and compare their homework answers. They generate a list of the homework problems they re not sure about and write the question number up on the board. The entire group discusses the homework problems. The tutors can keep track of the hard problems, collate the problems, and redistribute them as an exam review. Each group member identifies up to three things in their lecture notes or assigned reading that they do not understand or which need clarification. Those are written on the board. The group then organizes them either by topic or by importance and tries to clarify them as a group. The tutors can keep track of the hardest concepts, collate, and redistribute to the students for an exam review. Group members choose or are each assigned a day s worth of lecture notes. They individually make lists of the most important concepts. The students then work with one or two others, who worked with the same day s worth of material, refine their lists and then write their list on the board for the rest of the group. These lists can be used to generate a review sheet for the material. Group members pair off and review/compare their lecture notes from the past week. They then make a list of three or four of the most important concepts and attempt to summarize them in their own words. These lists can later be used to help generate a review sheet. Before the group meets, the students make lists of terms/concepts based upon their notes. These are just words or short phrases, not entire sentences. For group study, the tutors write these on the board and have each group member take turns explaining the terms of concepts to the rest of the group. This list can be used to help figure out what is most important and what is less important in the material.
17 For concepts that can be compared and contrasted, each group member (alone or in small groups) reviews notes and makes a list of major topics for the material covered (see other methods for doing this above). Note any relationships among the topics these are often good material for essay questions. Then the study group creates a chart by placing the major topics in the left column. In the header row, they either break down the major topics into analytical categories or provide applications, definitions, and examples. For articles or non- textbook reading, group members can pair off to generate summaries of the assigned readings and report to other members. The summaries should describe what was most important, not simply restate what was read. Group members brainstorm and try to predict test questions each week. Tutors keep a running list for each chapter or lecture so that he/she can do a complete review before each test and the final exam. Create your own exam review sheet. Tutors divide the material among the group members and have them use the homework, notes, and/or readings to figure out what is most important (What should I be able to do? What should I be able to explain?) and report it to the rest of the group. This can be done at the end of the session to share at the beginning of the next study group. Use old or sample tests (approved by the instructor) for additional practice problems. Assign each group member or pair problems and give them time to work on them. Then, each group member or pair presents their answer to the group. Create your own practice test. In the study groups taking place two weeks before a test, assign a chapter or lecture to each individual in the group. Each individual looks through his/her notes to devise at least five challenging test questions for the next study group (the week of or before the exam). Ideally, the questions would resemble the types of questions (multiple choice, fill- in- the- blank, short answer, essay, etc.) and represent the range of question levels (knowledge, comprehension, application, etc.) you might encounter on the real test, so this may work best for the second exam. Each individual shares his/her questions with the group so everyone takes away a full set of questions. If time allows, you can start tackling the questions, preferably without the use of their notes to simulate the real test situation. After a test or quiz has been returned, the group makes a list of difficult questions to analyze (where did you go wrong, why is the question difficult?) and plans a strategy for the next test. Group members take turns drawing or explaining diagrams from the notes/reading. The diagrams can be assigned or the tutor can write the number or page number for each diagram on a scrap of paper, allowing each group member to choose randomly.
18 Each group member draws a picture of a scenario or a process on the board without the help of their notes. Then have the group members switch places with each other and either label the drawing or write out the steps to the process in words, again without their notes. Before the group meets, the tutor identifies and studies complex or detailed processes, diagrams, figures, etc. that appear in their materials. During the study group, the students review all of the applicable notes and the tutor assigns each group member an item to draw and explain without the help of their notes. Then the group members use their notes to correct, refine, or add to the drawings or explanations. Types of Questions Testing Questions elicit specific information, check for content understanding How do you predict that would work in? What qualities do these two things have in common? How does this connect with? Which do you think is best? Clarifying Questions elicit clarification, check for understanding of others; also used to probe for inconsistencies or errors Can you rephrase that? What did you mean by? Can you give an example? Elaborating Questions encourage expression of thoughts and feelings Can you tell me more about that? Uh- huh, what else? How do you feel about?
19 Effective Questioning in Study Groups Ask questions of clarification concerning complex concepts/theories to ensure that everyone is on the same page. Start with this type of question concerning the recently covered material to get a feel of what level the group is at. Figure out where the difficult content lies. Ask questions at varying cognitive levels (knowledge, comprehension, application, etc.) so students get practice in thinking about the material in different ways. Ask probing questions (why, how) which ask students to deepen their ideas, provide justifications for conclusions, or articulate assumptions. Ask open- ended questions for multiple ideas or answers before attempting any evaluation or selection among them. Carefully consider the alternative views. Ask questions to define concepts by their own experience. Ask questions involving direct comparison and contrast that require students to develop bridging concepts or dimensions. Ask questions by analogy, simile, or other indirect comparison. Stimulate new concepts by asking for comparisons among apparently unrelated elements. Use unique examples. Ask questions about the question allowing students to come up with their own questions. Come up with different ways to rephrase the same question. Break large questions down into smaller ones. Ask questions to summarize or generalize the main points when completing a topic area before moving on to the next topic. Ask deductive questions requiring implications or extensions of concepts and theories. Ask connective questions relating past material to present material and future material. Ask students to question what they have seen and heard. Guide someone to the answer by asking a series of smaller leading questions. Write down the questions asked in the session and post them or them out.
20 Questioning Skills to Try in your Study Group Try to List 1. Try to pause for 5 seconds after asking a question. Now everyone can think carefully and gain confidence before responding! 2. Try to ask open- ended questions rather than those that require a yes or no answer. This requires students to explain how and why, and you may open a lively discussion. 3. Try to avoid answering your own questions. Otherwise students will learn to wait until you give them the answer. 4. Try to follow up responses with the question Why? This will help the student who could not answer the initial question to understand how the answer was reached! 5. Try to limit the use of questions which rely almost completely on memory. The goal is to learn at higher cognitive levels beyond memorization. These questions might be good for a quick warm- up at the beginning of the session. 6. Try to follow up a response by fielding it to the rest of the group. This allows for multiple perspectives or opinions on a solution. 7. Try to avoid giveaway facial expressions to responses. Showing negative reactions discourages future response. 8. Try to avoid asking questions that contain the answer. Examples include Now, you will have to, won t you? This is a, isn t it? 9. Try to avoid calling on only one particular person. All students except the one you called on will turn off their brains and wait for the answer. Ask more than one person for the answer. 10. Try to avoid labeling the degree of difficulty in a question. This is an easy one The responder will not feel any worth for answering correctly because it was easy, and conversely the responder will feel even worse if answered incorrectly! 11. Try to call upon students who are quiet/reluctant to participate. This goes along with being inclusive of everyone s opinions and perspectives. 12. Try to refer to previous student responses. This requires students to compare, justify, and question each other s responses to their own. 13. Try to call on students randomly when everyone is willingly participating. This guards against favoritism and keeps students on their toes for when they will be called on next.
How to Study Mathematics Written by Paul Dawkins Before I get into the tips for how to study math let me first say that everyone studies differently and there is no one right way to study for a math class.
Facilitating Adult Learning How to Teach so People Learn Prepared by: Dr. Lela Vandenberg Senior Leadership & Professional Development Specialist 11 Agriculture Hall East Lansing, MI 48824-1039 (517) 353-1898
FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thing
Learning From Lectures: A Guide to University Learning Learning Services University of Guelph Table of Contents Student Guide:... 3 University Lectures... 3 Preparing for Lectures... 4 Laptop Pros & Cons...
Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online
EDITH COWAN UNIVERSITY Faculty of Business and Law Helpsheet Use this sheet to help you: prepare for, participate in, and lead tutorials 5 minute self test Before you read the Helpsheet, spend five minutes
LESSON 7: LEARNING MODELS INTRODUCTION mobility motivation persistence sociological Think about your favorite class. Does the teacher lecture? Do you do experiments or go on field trips? Does the teacher
The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults S. Joseph Levine, Ph.D. Michigan State University firstname.lastname@example.org One of a series of workshop handouts made
STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS
LLCC Study Skills Center 8-8 Tips on How to Study Math What s Different About Math Textbooks 1. Math textbooks must be studied very slowly. 2. Unlike many other textbooks, math textbooks have: No repetition
Module 6; Managing Large Classes Approaches to Language Teaching: Extension; Video Length: Approximately 11 Minutes; Notes to the Trainer; For best results, have participants go through the readings for
Teaching Interactive Structures Using the Direct Instruction Framework Direct Instruction Sample Lessons Leveraging the Social Objective A Resource Guide for Elementary Teachers San José Unified School
AP Psychology Course Syllabus and Survival Guide Mr. Koch email@example.com 651 982 8550 Course website: http://hs.forestlake.k12.mn.us/staff_sites/dan_koch_home/koch_ap_psychology/ Wiki page:
Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to
Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process
SCIENCE STUDY SKILLS CYCLE (S 3 C) DR. JEFF PARADIS (SACSTATE) GENERAL INFORMATION Doing well in college science classes requires a minimum of 2-3 hours work outside of class for each hour you are in lecture.
ACTIVE LEARNING: AN INTRODUCTION * Richard M. Felder Hoechst Celanese Professor Emeritus of Chemical Engineering North Carolina State University Rebecca Brent President, Education Designs, Inc. Cary, North
Estimated time: 45 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about
Getting the Most out of ATI www.atitesting.com What is ATI? ATI is an online resource that will be used throughout the nursing program to help you learn about nursing practice as well as help prepare you
An Investigation into Visualization and Verbalization Learning Preferences in the Online Environment Dr. David Seiler, Assistant Professor, Department of Adult and Career Education, Valdosta State University,
Copyright 2010 Substitute Teaching Division, STEDI.org ISBN: 978-0-9821657-5-1 SubTrainer Manual 7th Edition These materials have been produced for use by training of substitute teachers. Copies of handout
Lesson plans for exam preparation ISE II Interview: Lesson Plan 3 ISE II (B2) Interview: preparing the Interactive Task Level: ISE II (CEFR B2) Time: 3 x 45 minutes Aims: To prepare for the Interactive
GETTING THE MOST OUT OF LECTURES Use this sheet to help you: prepare for and learn from lectures manage note-taking during lectures 5 minute self test 1. What are some of the purposes of lectures? 2. How
I. GENERAL INFORMATION VALENCIA COLLEGE, OSCEOLA CAMPUS PSYCHOLOGY 2012 32733 (General Psychology) Summer B, 2014 Dr. Nancy Small Reed Instructor: Dr. Nancy Reed Office hours: The first 15 minutes of class
Increasing Interview Effectiveness Loretta Capra, Colorado State University Maureen McGonagle, DePaul University/Centers LLC Description: If you could change your interview process to improve your chances
1 Spring 2015 Syllabus for ENG 131.42: Writing Experience I Instructor: Professor Martha Petry Office: My Office is located on JC s Main Campus, WA 226 My Office Phone: 517-796- 8530 English Dept. Phone:
SI Coordinator Handbook Information, Resources and Forms Updated November 2010 1 2 Table of Contents SI Coordinator Job Description... 5 Observations and Evaluations... 9 Initial Contacts... 10 Informal
Interactive Teaching and Learning Activities (also called Student Engagement Techniques ) The following activities provide opportunities for students to engage with content in the classroom. These techniques
38 CHAPTER 5 Vocabulary and Concepts PURPOSE The purpose of this chapter is to foster an understanding that teaching words well means giving students multiple opportunities to learn how words are conceptually
Internet Safety Guide for Parents How to Talk to Your Kids about Staying Safe Online Presented by Keith Dunn http://www.kdcop.com Page 1 Now I know each and every single one of you is extremely busy. Both
HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? Results Learning Presented by Cyle A. Feingold Founder and Director Results Learning, LLC AGENDA Overview of Executive Function
ACADEMIC SUPPORT TUTORING HANDBOOK: GUIDELINES & SUGGESTIONS Congratulations! We are delighted that you've accepted a leadership position as a tutor at Reed College. Peer tutoring is a core component of
Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E firstname.lastname@example.org www.trinitycollege.co.uk
A Guide For Studying Physical Science Follow these steps for maximum benefits from this course (and a high grade): 1. Attend Lecture and Lab every day!!!! 2. Read the assigned text chapters and lab exercises
Negotiation and Refusal Skills Lesson 6 Synopsis Students reflect on their first volunteer project visit. Negotiation and refusal skills are introduced and demonstrated through role plays. Students then
Learning styles Introduction Every student approaches learning in a different way. How we learn as individuals is known as our "learning style". One of the best ways to maximise your learning is to find
PROBLEM SOLVING Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Modeling Conditional Probabilities 1: Lucky Dip Mathematics Assessment Resource Service University of Nottingham
Study Skills Multiple Choice Tests & Exams Mount Allison University Challenges in Preparing for Multiple Choice Tests & Exams Anxiety Time-constraints Volume of material covered Misconceptions about the
CHIPPEWA STUDY SKILLS Helpful Hints for Test and Exam Preparation Brought to you by Chippewa Resource and Student Success The Raider 5 Step Study Method & Other Tidbits Step 1: Organize Your Notebook Your
Massachusetts Institute of Technology Sloan School of Management System Dynamics II: Applications of System Dynamics Professor Jim Hines Guidelines for kickoff meeting and first breakout Group presentation:
Taking Notes in Class I. Page Setup: Cornell System Date Topic Leave blank 2 Notes 2-3 lines leave blank II. Background Information. A. Today we will be discussing an organized way of study that starts
Lesson: General: Age: Time: Objectives: Structures: Target Vocab: 8-14 years 40 mins - 1 hour Greetings, Asking & answering personal questions, using modal verbs for rules, Identifying different classroom
Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors
SHARPEN YOUR NOTE -TAKING SKILLS Mayland Community College SOAR Program 1996 Note-taking is a three part process of OBSERVING, RECORDING, AND REVIEWING. First you observe an event (teacher lecturing or
www.brainology.us Building Students Confidence, Fulfillment and Achievement Through the Understanding of Expandable Intelligence GO! PART III. LESSONS & MATERIAL GUIDE FOR TEACHERS UNIT 3: BRAIN BUILDING
ASPB EDUCATION FORUM Teaching Tips for Higher Education The ASPB Education Committee will offer an occasional series of articles providing teaching tips for university or college instructors. These simple
THUMBS UP/THUMBS DOWN COLORED CARDS INDIVIDUAL REPORTER BOARDS CHAIN NOTES Minute by Minute Assessment Students respond to a whole-class question by putting thumbs up. If they fully understand a concept,
Lesson Planning Teaching & Learning Commons Presentation Lesson Planning Good planning is the key to success in any activity Planning ensures the right allocation of time to each topic Planning prevents
ALIGNMENT TO STANDARDS BASED INSTRUCTION The Charlotte Danielson Framework for Effective Teaching and Standards Based Instruction The purpose of the Danielson Framework for Effective Teaching is to increase
Lesson 7 Dealing with Troublesome Feelings Overview This lesson teaches about dealing with troublesome feelings and the importance of getting help when needed. Students review the benefits of expressing
Study Strategies Used By Successful Students Test performance not only reflects how much one studied in the hours and days right before the test but also how well the person has been studying throughout
Handout 1: A Philosophy for Adult Education * Adapted from Bergevin, P. (1967). A Philosophy for Adult Education. New York: The Seabury Press, pp. 3-5.* It is important to preserve the uniqueness of individuals
INDEX OF LEARNING STYLES * DIRECTIONS Enter your answers to every question on the ILS scoring sheet. Please choose only one answer for each question. If both a and b seem to apply to you, choose the one
AP PSYCHOLOGY 2012 SCORING GUIDELINES Question 1 A. Annabelle is planning to apply to college but has not yet decided where she will apply. Describe how the following psychological concepts and terms relate
Strategies for Winning at Math Student Success Workshop Just the Facts Poor performance in math is NOT due to a lack of intelligence. The key to success in math is having the right approach to studying
UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS Summary: This unit plan covers the basics of exponential and logarithmic functions in about 6 days of class. It is intended for an Algebra II class. The
High School Science Lesson Plan: Biology Introduction Each lesson in the Adolescent Literacy Toolkit is designed to support students through the reading/learning process by providing instruction before,
Youth Club Young Volunteer Handbook Task Training Presentation and Public Speaking Skills This resource may be used free of charge by local authorities and community groups for the benefit of young people;
COACHING FOR ON-THE-JOB DEVELOPMENT Connecticut Training and Development Network October 2001 TRAINING PLAN FOR GOALS #1 & #2 TOPIC: Goals #1 & #2 Define coaching and mentoring and discern the difference
AMS 5 Statistics Instructor: Bruno Mendes email@example.com, Office 141 Baskin Engineering July 11, 2008 Course contents and objectives Our main goal is to help a student develop a feeling for experimental
How to Pass Physics 212 Physics is hard. It requires the development of good problem solving skills. It requires the use of math, which is also often difficult. Its major tenets are sometimes at odds with
Coronado Unified School District Administrators meet in a Professional Learning Community (PLC) to deepen and explore best practices. A district wide book study of The Art and Science of Teaching was commenced
Complete a Relationships Presentation Speech Tips 1. I am so scared of giving my speech. How do I get over my nervousness? Nervousness is natural. Think of it as a friend rather than an enemy. You need
INTERNET RESOURCES FOR SERVICE PROJECTS IN YOUR CLASSROOM http://servicelearning.org This University of Colorado Web site has extensive links to helpful information about service learning, a list of topics
A-1 Checking My Equity Systems ECO Enid Lee, Educational Consultant A culturally conscious teacher checks the assumptions he/she is making of students and their families on the basis of culture, language,
Study Skills for Mathematics Dr. Lisa O Keeffe August 2012 Study Techniques for Mathematics Study outside of class regularly Work on maths every day. (recommended 2 hours study for each one hour lecture)
LECTURE AND NOTE TAKING Goals of Note Taking Taking notes helps with classroom concentration, test preparation and for clues as to what the instructor feels is most important. Prepare to take effective
Lesson getting Organized A G E N D A n Starter n The Paper Flow n What? When? n Create a System n Conclusion n Questions for Assessment Objectives Students will examine ways to organize information and
East Midlands Oral History Archive Centre for Urban History Interviewing for Research - Asking the Questions Listening skills o Eye contact Asking questions o Open questions o Follow up questions/probing
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
Estimated time: 40 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
Skills for Adolescence unit 6, Lesson 10 Unit 6, Lesson 10 STANDING UP TO PRESSURE TO USE DRUGS IN THIS LESSON Studies show that drug use jumps significantly between grades six and seven, making it likely
Ten Best Practices for Teaching Online Research into teaching online is still in its infancy. However, here are ten practices that contribute to an effective, efficient and satisfying teaching and learning
THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,
Lesson 13 My Drug-Free Future Overview This lesson teaches about how drug and alcohol use can affect a person s goals for the future. After reviewing the negative consequences of drug use and the benefits
Active Learning Strategies Right Brain Reports Let learners work in small groups to create informational reports to present to the large group. Instead of a verbal report on the information, have learners