Tutoring in itself can be a rather complex situation. Especially if one is not comfortable with the subject at hand. The student sitting right across from the tutor has no idea what to expect or how he/she will be helped. Expectations may run high or low, depending on what is heard around campus. As we all know, word of mouth is key, yet some mouthpieces cannot be trusted. However, a student walks in unknowing what to expect, and a tutor has no idea of their next assignment. Rolling with the punches, a normal coach will introduce themselves, and ask the norm (looking at student poignantly): "What is your assignment about?" This may or may not open the doors to conversation, yet allows the student to think through the task assigned by his/her professor and think maybe this person will definetely help me. Most students want to get an "A" in every class for academic decorum, departmental regulations, or just mere bragging rights. At the writing center, the philosophy is that the student develops as a writer and blossoms into composing their best work through the assistance of this great place. Although various individuals and leaders in discourse will agree to dissagree on their methods, procedures, and style of effectiveness; the end result is still the same: produce writers in the world of academia. In direct relation, to the moves and coaching styles a tutor may use, thus is the effectiveness of that very same tutoring session and its end result. To achieve that final product, case studies are made on what will be successful and what to abolish in writing center criteria. Studies often show that the mirror approach in body language is a tool that gets positive results. In our relay race, we will find many examples on how effective questioning and tutorly moves leads to successful sessions between coaches and students.
TOPIC: EFFECTIVE questioning while peer tutoring is in session.
Research & how it will work in Writing Centers:
It should assist other future tutors in deciding what moves to use and what questions will be effective in their sessions with students.
Tuesday, November 16, 2010
BLOG 14: OBSERVATION NOTES
Session 1: October 19, 2010
Coach: female (Maria)*
Student: female (Curly)*
*= real names have been made up to protect individual's privacy.
The student walked in coming from an English 1030 class, saying, "I need to fix my paper."
The coach eased into conversation, and began asking what she can do to help. Yet the student was persistent, and said "I need to fix it, need to rewrite for tomorrow"
Coach: "You want to read [it] together," the coach said pointing to a paper already corrected with markings all over the copy.
The tutor came closer to student by strolling her seat closer to the student. They started to read together the highlighted comments of what the student's professor wrote. "Curly" became frustrated by putting her hand on her head and sighed. The student took out a pencil.
Coach: "She (meaning professor) wants details." Student seemed a little frustrated but as the session continued writing paper aloud, "You're good..."
Coach: "What are you trying to say?"
Student: "What do you mean normal?
Coach: "Why don't you say :"In that way..." and motioned for student to fill in the blanks on the paper.
When the student resisted, and said "Okay," yet her body language with her hand on her head with the elbow to the table mostly said the contrary and that she was not comfortable with what the tutor was saying. Then the coach said, "Your paper...your choice...the way you said it, it's not the way you meant it..."
With this tutorly move, the coach was able to get the student talking about what the student's paper was all about and what she [the writer] was trying to get across.
Good questions overall was seen in this session--with the student resistant at first, because the tutor's initial reaction was the thought that the tutor was going to fix her paper. In not doing so, the session was an effective one, allowing the tutor to control the progress of the session.
Coach: female (Maria)*
Student: female (Curly)*
*= real names have been made up to protect individual's privacy.
The student walked in coming from an English 1030 class, saying, "I need to fix my paper."
The coach eased into conversation, and began asking what she can do to help. Yet the student was persistent, and said "I need to fix it, need to rewrite for tomorrow"
Coach: "You want to read [it] together," the coach said pointing to a paper already corrected with markings all over the copy.
The tutor came closer to student by strolling her seat closer to the student. They started to read together the highlighted comments of what the student's professor wrote. "Curly" became frustrated by putting her hand on her head and sighed. The student took out a pencil.
Coach: "She (meaning professor) wants details." Student seemed a little frustrated but as the session continued writing paper aloud, "You're good..."
Coach: "What are you trying to say?"
Student: "What do you mean normal?
Coach: "Why don't you say :"In that way..." and motioned for student to fill in the blanks on the paper.
When the student resisted, and said "Okay," yet her body language with her hand on her head with the elbow to the table mostly said the contrary and that she was not comfortable with what the tutor was saying. Then the coach said, "Your paper...your choice...the way you said it, it's not the way you meant it..."
With this tutorly move, the coach was able to get the student talking about what the student's paper was all about and what she [the writer] was trying to get across.
Good questions overall was seen in this session--with the student resistant at first, because the tutor's initial reaction was the thought that the tutor was going to fix her paper. In not doing so, the session was an effective one, allowing the tutor to control the progress of the session.
Blog 13: The Research Plan (Draft version)
FORMULATED RESEARCH PLAN
Statement of Purpose: To Demonstrate effective questioning in peer tutoring sessions between coaches (tutors) and students.
Detailed Statement of Research Questions: How to identify precise questions coaches (tutors) ask? What do certain questions mean? Why do they do that? What kind of questions are effective? Are coaches giving hints or merely a strategy or coaching method? When is modeling effective??
Information To Gather: Published examples, articles, ebooks, notated authors written with Discourse Analysis and effective questioning in peer tutoring sessions.
Preliminary Lists of Sources: (Place Annotated Bibliography 12.2 here--when completed) Need more resources, still researching...
Plan for Gathering Information: I will continue to reasearch topics on discourse, peer tutoring, effective sessions in writing centers, effective moves tutors make, and other effective methods in Writing Centers.
Observation Notes: Things to keep in mind---Questions? How affective? Look more at body language with quotes to see acceptance of student with tutor rapport in order to figure out how successful the session was between student and coach. And how successful the approach of that particular coach/tutor was in discourse and rhetoric analysis of the session.
Statement of Purpose: To Demonstrate effective questioning in peer tutoring sessions between coaches (tutors) and students.
Detailed Statement of Research Questions: How to identify precise questions coaches (tutors) ask? What do certain questions mean? Why do they do that? What kind of questions are effective? Are coaches giving hints or merely a strategy or coaching method? When is modeling effective??
Information To Gather: Published examples, articles, ebooks, notated authors written with Discourse Analysis and effective questioning in peer tutoring sessions.
Preliminary Lists of Sources: (Place Annotated Bibliography 12.2 here--when completed) Need more resources, still researching...
Plan for Gathering Information: I will continue to reasearch topics on discourse, peer tutoring, effective sessions in writing centers, effective moves tutors make, and other effective methods in Writing Centers.
Observation Notes: Things to keep in mind---Questions? How affective? Look more at body language with quotes to see acceptance of student with tutor rapport in order to figure out how successful the session was between student and coach. And how successful the approach of that particular coach/tutor was in discourse and rhetoric analysis of the session.
BLOG 12.2--- Annotated Bibliography...in progress.. research is somewhat difficult task ;(
Hello Everyone,
Sorry I haven't posted in awhile... I was sick with some type of bug and my blood pressure went up to 180 or so, I was stressing out with all my papers and classes...then my Dad got sick, he's a diabetic, and his sugar went up to 500 and his blood pressure went up. To make short story: he was hospitalized for almost 4 days, Thank God he is back home and feeling much better---now my husband has a semi-flu...and I finally got real sleep last night ;0 bUT I'm BAck ;0... THank God!!
*****************************************************************
Topic: Effective questioning and tutorial moves, while peer tutoring in session.
*********************************************************************
I will post my COMPLETED Annotated Bibliography 2...very shortly. Thanks for your patience.
Sorry I haven't posted in awhile... I was sick with some type of bug and my blood pressure went up to 180 or so, I was stressing out with all my papers and classes...then my Dad got sick, he's a diabetic, and his sugar went up to 500 and his blood pressure went up. To make short story: he was hospitalized for almost 4 days, Thank God he is back home and feeling much better---now my husband has a semi-flu...and I finally got real sleep last night ;0 bUT I'm BAck ;0... THank God!!
*****************************************************************
Topic: Effective questioning and tutorial moves, while peer tutoring in session.
*********************************************************************
I will post my COMPLETED Annotated Bibliography 2...very shortly. Thanks for your patience.
Blog 12: Annotated Bibliography---Preliminary copy
Transactive Peer Tutoring: Distributing Cognition and Metacognition by Alison King,
EDUCATIONAL PSYCHOLOGY REVIEW, Vol. 10, Number 1, 57-74, DOI: 10, 1023/ A:1022858115001
ASK to THINK—TEL WHY®©
is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge.
EDUCATIONAL PSYCHOLOGY REVIEW, Vol. 10, Number 1, 57-74, DOI: 10, 1023/ A:1022858115001
Abstract
ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. peer tutoring - distributed cognition
Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.
Learning together: peer tutoring in higher education
By Nancy Falchikov, Margo Blythman
ARE WRITING CENTERS ETHICAL? BY IRENE l. CLARK & DAVE HEALY
***Discourse Patterns for Mediating Peer Learning
by Alison King (California State University San Marcos)
by Alison King (California State University San Marcos)
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
Tuesday, November 2, 2010
Blog 12: topic of paper
How to identify precise questions coaches (tutors) ask? What do certain questions mean? Why do they do that? What kind of questions are effective? Are coaches giving hints or merely a strategy or coaching method? When is modeling effective??
I have to develop a measure or note-taking strategy where questions are asked, body language is taken into consideration, and making a list of when students understand or have an "Aha" moment. I'm still going through my notes, and it seems my notes are different everytime, but through out this ordeal attempting to code my notes somehow so when I go back, I can pull out the best information that pertains to my topic.
I'm still brainstorming...how to narrow down my topic. It's a topic worth mentioning but I was afraid it was too broad, and was not narrow enough, or focus.
Still in progress, to be continued...
I have to develop a measure or note-taking strategy where questions are asked, body language is taken into consideration, and making a list of when students understand or have an "Aha" moment. I'm still going through my notes, and it seems my notes are different everytime, but through out this ordeal attempting to code my notes somehow so when I go back, I can pull out the best information that pertains to my topic.
I'm still brainstorming...how to narrow down my topic. It's a topic worth mentioning but I was afraid it was too broad, and was not narrow enough, or focus.
Still in progress, to be continued...
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