Tutor Training

1
______________________________________

• Tutor Training

2
Welcome
3
Overview

• Introductions/Questions
• Background on Adult Learning Theory and Literacy
• Instructional Approaches
• Components of Reading Instruction
• Components of Written Instruction
• Teaching Strategies for ELL

4
Introductions

• Pick a partner
• Spend 2-3 minutes interviewing your partner
• Find out their name, occupation, hobbies,
  interests and the favorite book they have read
• Take notes
• Switch places
• Introduce your partner to the group

5
Questions you have about tutoring

• Write on a post-it
• What are you hoping to learn in this training?
• Turn it in

6
History of Literacy in _________
7
Mission and Vision
8
What is literacy?

• an individuals ability to read, write, and
  speak in English and compute and solve problems,
  at levels of proficiency necessary to function on
  the job, in the family of the individual, and in
  society.
• 1998 Adult Education and Family Literacy Act

9
What is Literacy?

• What are some of the things that you should be
  able to do if you are literate?
• Decision making on the job
• Budgeting
• Job applications
• Questions for your Dr. visit
• Understand health information
• Use 911
• Memo to childrens teacher
• Use computers
• Communicate with a team member on the job
• Read a Newspaper
• Make informed political decisions
• Know where to get outside help

10
National Literacy Statistics
Americans spend more on premium label ice cream
each year than on adult basic education and
literacy programs
11
National Literacy Statistics

• 93 million Americans function at the two lowest
  levels of literacy (National Assessment of Adult
  Literacy, 2003).
• 14 at the lowest level cannot
• Locate an intersection on a map
• Calculate the total cost on an order form
• Understand directions on a prescription label
• 29 of the population at the second lowest level
  cannot
• Use a bus schedule
• Balance a check book
• Write a note explaining an error on a bill

12
More National Statistics

• The U.S. is the only industrialized nation where
  young people are currently less likely than their
  parents generation to be high school graduates
  (Robert Wood Johnson Foundation, Sept. 2009).
• 46 of prison inmates do not have a high school
  diploma (NCFL, 2002).
• Almost 50 of adults on public assistance do not
  have a high school diploma or GED (National
  Institute for Literacy)

13
In Wisconsin

• Over 1.5 million adults in Wisconsin (nearly 39)
  qualify for literacy services as they struggle
  with the functional literacy skills required to
  succeed in everyday life (National Institute for
  Literacy, 1998)
• Wisconsin has the second highest high school
  graduation rate in the country for white
  students. In contrast, Wisconsin has the worst
  graduation rate (50th out of 50 states) for
  African-American students. (Center on Wisconsin
  Strategy, 2002)

14
Health Literacy Facts

• Literacy skills are the strongest predictor of an
  individuals health status more than age,
  income, racial or ethnic group, education level
  or employment status (Institute for Medicine).
• 36 of the U.S. population have poor health
  literacy skills (National Center for Education
  Statistics)
• Another 53 of the population is challenged by
  health literacy. Only 12 of the U.S. population
  is proficient in health literacy (NAAL Health
  Literacy, 2003).
• Those with limited health literacy skills have an
  average healthcare cost of 13,000 compared to
  3,000 for those with higher health literacy
  levels (American Medical Association).

15
More Health Literacy Facts

• 106-236 billion is lost every year on
  healthcare costs due to health literacy issues
  (University of Connecticut, 2007)
• In Wisconsin, between 3.4 and 7.6 billion dollars
  each year is lost to the issue of low health
  literacy (J. Vernon, 2009).

16
The Big Secret

• of low literate adults who have not told their
• Children 52
• Friends 62
• Spouse 68
• Health care providers 75
• Co-workers 85

17
Guidelines For Tutors
18
Adult Learning

• What makes working with adults different from
  working with children?
• How have any classes you have taken as an adult
  been different from those taken as a child?
• How did instructors treat you differently as an
  adult compared to as a child?

19
Adult Learning Theory

• What are the key concepts for Adult Learning?
• Relevance
• Respect
• Experience
• Barriers
• Multi-sensory approach (Doing!)

20
Relevance

• Learning needs to relate to their needs and
  experience (it needs to be worth their time)
• Goal setting is crucial
• Learners come voluntarily and therefore are
  usually highly motivated
• Learners are often self directed and know what
  they want
• How do you build relevance into a tutoring
  session?

21
Respect

• Many of our learners have not been successful in
  school in the past
• We all deserve respect
• Many tutors learn more from their learners than
  they feel they have taught them
• Learners need to feel they can safely take risks
  in their learning
• How can you build respect into your tutoring?

22
Experience

• Our learners come with a life time of experience
• They have held jobs, traveled, had relationships,
  had families and held adult roles
• Their experience is part of their self-identity
• Life experiences can be barriers.
• What life experiences can be hindrances to
  effective learning?

23
Barriers

• Lack of time
• Child care issues
• Transportation issues
• Work commitments
• Health issues
• Can you list some other barriers that may
  challenge your tutoring and how you can overcome
  them?

24
Multi-sensory

• We learn
• 20 of what we hear
• 40 of what we hear and see
• 80 of what we do
• Teaching should be participatory
• Use
• I Do
• We Do
• You Do

25
Self-determination

• The six components are
• Gain Self Awareness
• Learn to Value Yourself
• Plan
• Be Proactive
• Reflect and Readjust
• Environment
• Which component would you think would be the most
  challenging for an adult learner?

26
ELL ABE

• What does it stand for?
• ELL
• ESL
• ESOL
• EFL
• ABE

27
Fish in a Tree

• What on earth are you doing? said I to the
  monkey when I saw him lift a fish from the water
  and place it on a tree.
• I am saving it from drowning, was the reply.

28
Goal Setting

• Long Range Goals
• Short Term Goals

29
What are goals?

• Quantifiable
• Achievable
• Documentable

30
SMART

• S Specific
• M Measurable
• A Achievable
• R Realistic
• T Timely

31
Why Set Goals?

• Goal setting is the cornerstone of a
  learner-centered environment
• What parts of adult learning theory does goal
  setting address?

32
Why Set Goals?

• Sense of Direction
• Sense of Satisfaction
• Student Centered
• Facilitates lesson planning
• Administrative necessity

33
How Do You Set Goals?

• Discuss why a student wants to learn what they
  want to learn
• ELL
• I want to learn to speak English better
• Who do you want to talk to?
• What do you want to tell them?
• What and where do you speak English now?

34
How Do You Set Goals?

• Basic Literacy
• I want to learn to Read
• Why do you want to learn to read?
• What do you want to read?
• Who do you want to read to?
• What cant you do because you cant read well?
• What do you read now?
• I want to learn to write
• Who do you want to write to?
• What do you want to write?
• Do you need to write for your job?

35
(No Transcript)
36
Learning Styles

• How do you learn best?
• Visual learning through seeing
• Auditory learning through listening
• Tactile/Kinesthetic learning through doing,
  moving and touching
• Is it important to know how your learner learns
  best?

37
Multiple Intelligences
38
Cultural Awareness

• Countries that our learners come from

39
Cultural Awareness

• Activity
• Break into groups of 3-4.
• Think about what it is like to land in a country
  where you do not speak the language
• Brainstorm some of the things you would like to
  know first
• Come up with the first 4 questions you would ask
• Report out to the whole group

40
LD

• A Learning Disability is a neurological
  processing disorder. Its 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.

41
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

42
Learning Disabilities

• LD refers to a wide variety of processing
  disorders.
• These are serious problems that effect major life
  functions related to an individuals job
  performance, academic endeavors, home life,
  and/or community and social connections
• LD isnt cured and LD doesnt go away.

43
Famous People with LD

• Albert Einstein
• Agatha Christie
• Winston Churchill
• Walt Disney
• Tom Cruise
• Cher
• George Patton

44
Activity

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

45
Questions? Comments?

• How did the activity make you feel?
• How did you feel when the other group could do it
  and you could not?

46
Strategies for working with LD

• 1. Structured Instruction
• 2. Connected Instruction
• 3. Informative Instruction
• 4. Explicit Instruction
• 5. Direct Instruction
• 6. Scaffolded Instruction
• 7. Intensive Instruction

47
Strategies for working with LD

• 8. Process-Sensitive Instruction
• 9. Accommodating Instruction
• 10. Evaluated Instruction
• 11. Generalized Instruction
• 12. Enduring Instruction

48
Dyslexia

• Reading or language processing learning
  disability
• Common problem involves letter reversals
• b
• d
• q
• p

49
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 this slide
• How did this make you feel?

50
Decoding Vs Comprehension

• How are you feeling right now?
• Who dropped the popcorn on the floor?
• When you are busy decoding, you dont necessarily
  understand what you are reading.

51
Instructional Approaches

• Direct and Explicit Instruction
• I Do
• We Do
• You Do
• Multi-sensory
• Scaffolding
• Activity In your groups, discuss several
  activities that exemplify your assigned approach

52
First Meeting

• SAMPLE OBJECTIVES OF A FIRST MEETING
• Spend some time getting acquainted
• Talk about learning goals
• Set tone of sessions
• Establish commitment
• Complete and sign tutor/student agreement (if
  applicable)
• Review student handbook (if applicable). Read
  together.
• Have some possible plans for activities

53
Authentic Texts

• Real Life Materials
• What would you say would be a real life or
  authentic text?
• What adult learning theory items does a
  real-life material address?

54
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

55
Why is it Important to have a Lesson Plan?

• Keeps students goals in mind
• Record of students progress and materials used
• Helps plan for next session

56
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

57
Lesson Plan Formats

• Basic format
• Goals short term
• Objectives
• Materials
• Methods steps, activities and review
• Assignment
• Evaluation
• Suggestions for next lesson

58
Graphic Organizers
59
Components of Reading Instruction

• Phonemic Awareness
• Decoding
• Fluency
• Vocabulary
• Comprehension

60
Phonemic Awareness

• A phoneme is the smallest unit of sound in a
  spoken language
• phonemic awareness is the ability to isolate and
  manipulate those individual sounds within words
• English has about 44 phonemes

61
Decoding

• Decoding is matching letters to the sounds they
  represent
• Decoding is knowing that the letter B says /b/
• Decoding should also be integrated within all
  other reading instruction activities

62
Fluency

• Fluent reading is
• smooth and fluid
• where the words are read accurately with
  appropriate
• phrasing
• intonation
• Emphasis
• Breathing
• Research has shown that reading fluency is a key
  piece necessary to achieve comprehension.

63
Vocabulary

• Vocabulary is one of the fundamentals of English
• Vocabulary is the set of words a person is
  familiar with in a language
• The challenge of teaching vocabulary is creating
  lesson plans that are both effective and
  entertaining

64
Activity

• Truth possible notion
• Are of those
• Functional propositions with
• Then an even
• Assumption state even
• Values any assignment
• If atomic nonatomic
• Rudimentary affairs being
• Is that to
• Accordance made possible
• More even standard
• A tables from
• The connectives predictable

65
State of Affairs

• If the assumption is made that the connectives
  are truth-functional, then an even more
  rudimentary notion of state of affairs is
  possible a state of affairs is any assignment of
  truth values to the atomic propositions of the
  system, with the truth values of the nonatomic
  propositions being predictable from those of
  atomic propositions in accordance with the
  standard truth tables
• Macawley, James D. (1980) Everything That
  Linguists Have Always Wanted to Know About
  Logic, pg 161. Chicago University of Chicago
  Press. but were ashamed to ask

66
Components of Written Instruction

• Mechanics and Grammar
• Structure
• Spelling

67
Writing Anxiety

• Being a good writer does not mean having
  everything right the first time, and not making
  any mistakes.
• They will not have to rely on their personal
  experiences when writing
• Writing does not require that they always edit,
  rewrite, and revise a certain number of times
• Writing should be fun

68
Writing with Your Student

• How many of you like to write?
• What kinds of things do you write?
• Does anyone think of himself as a writer?
• How have computers affected writing?

69
Why Write?

• Reinforces reading skills
• Provides material for future lessons
• GED requires it

70
Creative Writing

• Topic ideas
• Captions for pictures
• Story about the picture
• Put yourself into the picture
• Cartoons

71
Other Ideas

• Biopoem
• Fortunately, Unfortunately
• I used to..But now I

72
Essay

• 5 paragraphs
• Introduction
• Body
• Conclusion
• At least 3 sentences per paragraph
• GED make notes on a separate piece of paper and
  corrections on the essay

73
Introduction

• Brainstorm 4 ideas that address the topic
• Topic sentence introduces what topic assigned is
• Introduce each of the 3 best ideas

74
Body

• Each idea from the introduction is a paragraph
• Each paragraph has a topic sentence
• Each paragraph explains the idea

75
Conclusion

• Re-state the introduction
• Sum up the ideas and thoughts
• No new ideas

76
Expert Essay Tips

• Transitions between paragraphs
• No new ideas that are not in the introduction
• No unsupported ideas
• Good grammar
• Outline, rough draft, first draft, additional
  drafts, final draft

77
THERE IS NO SUCH THING AS BAD WRITING

• ALL WRITING IS GOOD

78
Lets Write

• Look at the pictures posted
• Pick one that stimulates your imagination
• Write one paragraph from the perspective of
  either a person or animal in the picture

79
Teaching Strategies for ELL

• Pronunciation
• Stress and Intonation
• Idioms
• Survival Vocabulary

80
Pronunciation

• Minimal Pairs
• Practice helps learner hear differences in
  pronunciation
• For example

81
Stress and Intonation

• Stressed Words Content Words
• Nouns (e.g. kitchen, Peter)
• (most) principal verbs (e.g. visit, construct)
• Adjectives (e.g. beautiful, interesting)
• Adverbs (e.g. often, carefully)
• Non-Stressed Words Function Words
• Determiners (e.g. the, a, some, a few)
• Auxiliary verbs (e.g. don't, am, can, were)
• Prepositions (e.g. before, next to, opposite)
• Conjunctions (e.g. but, while, as)
• Pronouns (e.g. they, she, us)

82
Idioms

• Examples Body Parts
• a heart of gold be a very kind person
• learn something by heart learn something
  completely
• twist someone's arm persuade someone
• cost an arm and a leg cost a fortune
• foot the bill pay the bill
• put your foot in it say or do something you
  shouldn't

83
Survival Vocabulary

• Primary vocabulary to learn is based on the
  learners needs
• Real-life objects and pictures
• TPR Total Physical Response

84
Final Questions and Comments
85
Congratulations!

• You have finished Tutor Training.
• Thank you for giving the gift of literacy to
  someone in________!