This module addresses academic survival skills and communications skills, and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.
Students should have the following skills prior to using this module:
The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:
Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.
The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction. Provide students with the following information:
Each module contains activities designed to help students learn and practice the concepts presented. Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts. Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice. Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.
The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.
To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.
Open the first file in the module folder to begin the lesson.
This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)
The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used. Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials. Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.
Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.
Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.
In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.
As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments. Including this information in your course syllabus will make it readily available to students.
Following are the assignments embedded in the Peer Tutoring module:
Activity 1: Activity - identify the best and worst locations for a tutoring session
Activity 2: Reflective question - think about a situation where someone helped you feel more comfortable
Activity 3: Activity - analyze this situation
Activity 4: Quiz
Activity 5: Quiz
Activity 6: Activity - analyze these situations
Activity 7: Activity - complete the interactive role play
NOTE: The interactive role play activity contains ".mov" video clips. Some users may need to install the QuickTime plugin for their browser before the videos will play. The plugin is available at http://www.apple.com/quicktime/download/.
This module is related to other modules on personal effectiveness, including note taking, active reading, active listening, project planning, interview skills, stress management, conflict management, and brainstorming.
Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.
Peer tutoring is not the same as instruction. It is, instead, students helping other students to help themselves with tasks such as writing or math assignments. It is a hard job because the tutor’s role is to provide assistance for the others to move themselves forward academically, but it is not to correct errors or to write papers for them. Depending on the dialogue, the questions and answers, the listening, and the feedback, the relationship between a peer tutor and his or her students can be mutually enriching. Peers learn from each other; “experts” learn from novices.
The purpose of being introduced to peer tutoring is first and foremost to learn how to be a tutor. In addition, students are helping their fellow students achieve more in college and learning about how to be a better tutee. Other goals are for them to learn about learning itself, improving their communication and listening skills, and deepen their understanding of a subject or topic by learning how to communicate it to others.
In-class Activity:
Break the learners up into small (three people) groups. Provide each individual in the group with a simple subject s/he is familiar with, perhaps a current social issue. In turn, each person should serve as a tutor, a tuttee, and an observer. The tutor should strive to be an expert tutor by using the tips provided in the student manual. The tuttee should make sure s/he understands what is taught. The observer can use the tips sheets as checklists, showing the tutor and tuttee what s/he did correctly and/or incorrectly. Then the people in the group can switch roles and repeat the above process, doing this until each person in the group has had the role of tutor, tuttee, and observer at least once.
Each group could present its findings to the class and be prepared to discuss them. Instructors can assess learners’ understanding of peer tutoring principles at this point by observing how each group presents its findings and responds to questioning.
Note: This is an excellent opportunity to utilize and reinforce the cooperative learning techniques from the Cooperative Learning Module.
In Class Discussions:
Ask student s to make a list of the interpersonal skills, abilities, personal characteristics, and knowledge that an excellent peer tutor should possess.
After students practice tutoring each other, discuss what they think they did well and where they think they need more practice.
Ask students to talk about their own personal experiences as both tutor and tutee.
There are a variety of tip sheets in this module that students need to read, understand, and practice. The interactive, branching, scripted role play provides some practice for students, but is not a replacement for interacting with other students.
Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The student can describe 1)basic listening skills 2)basic questioning skills, and 3)basic feedback techniques that a tutor should use in any peer tutoring situation. |
|
iStudy module |
Comprehension |
The student can identify the skills being used when observing a tutoring session. |
|
In-class |
Application |
The student can actively participate in the in-class activities by using basic listening skills, questioning skills, feedback techniques, and communication principles. |