Impacts of Tutoring
Who is a learner?
Who is a leader?
Who is a mentor?
How do these roles affect learning?
Tutored Students Score Better -- True or False?
Developing Talent in Young People
Almost every youngster has the potential to learn the academic material taught in schools under favorable conditions.
- "What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning.”
- Benjamin Bloom (Developing Talent in Young People, 1985)
After reviewing more than 40 years of research, Benjamin Bloom asserted that “the middle 95% of school students become very similar in terms of their measured achievement, learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions.”
- His conclusion is that great achievements are not the result of native genius but a “long and intensive process of encouragement, nurturance (affectionate care and attention), education, and training.”
Importance of Staying in School
- $83,417: Average earnings of full-time, year-round workers age 18 and older with a bachelor's degree or higher.
- $72,896: Workers whose highest degree was a bachelor's had mean earnings of $72,896.
- $42,094: Mean earnings for full-time, year-round workers with a high school diploma (includes GED certificate).
- $31,288: Average earning for workers with less than a ninth grade education.
What is Tutoring
Who is a teacher?
Who is a tutor?
Who is learning?
Are these roles similar or different?
Tutoring is a multi-faceted activity that simultaneously supports students' desires and their learning.
Tutors create favorable learning conditions by providing encouragement, nurturance and strategies for learning.
o not giving answers, but demonstrating multiple strategies that students can use to investigate or solve something.
o not writing a paper, but coaching kids by talking and writing with them throughout all parts of the writing process.
o not reading an assignment to answer questions, but reading together to comprehend and to enjoy the learning.
In Tutoring Matters: Everything You Wanted to Know about How to Tutor by Jerome Rabow, Tiffani Chin, and Nima Fahimian (Temple University Press, 1999), the authors note that most tutors have a series of normal fears and anxieties when entering schools:
o Will the students like me?
o Will I like the students?
o Will I be able to fit in with and understand students who are different?
o Will I be able to teach the students?
o Will I succeed?
In response to these anxieties, Rabow, Chin, and Fahimian propose that tutors adopt a specific set of attitudes and behaviors that build a foundation for successful tutoring: giving up expectations, displaying enthusiasm and interest, and feeling empathy.
Be engaging, patient, and observant. Compliment strengths and efforts that are helpful to learning. (WOW! You did it!)
Ask questions. Engage in conversations.
Interact with students on an equal level, learning together.
Remember that everyone wants to appear and to feel smart in front of others.
Interpersonal skills and strategies that build comfortable relationships include:
o Establishing rapport
o Building trust
o Motivating students' interest
o Sharing each other’s cultures
o Being a role model by discussing your ways of learning and mistakes that helped you learn
o Appreciating cultural differences
o Anticipating, understanding and coping pleasantly with students' frustrations.
TEAMS tutors coach students by responding to needs, concerns, and backgrounds of children and adolescents in these ways:
o Completing homework assignments
o Understanding directions
o Increasing self-confidence
o Working independently
o Thinking critically
o Identifying key ideas
o Expressing themselves confidently in class
o Building English vocabulary for ELL students and for English speakers
Tutoring = Researching Learning
What has tutoring helped you to learn or do?
Who receives tutoring? Why?
Who do you think benefits from tutoring? How?
What will exceptional tutoring accomplish? When?
How is tutoring similar to and different from teaching? Who is helped? What occurs next?
Schools and Districts
For information about each school in the TEAMS Project, go to the School and District Profile page at the Massachusetts Department of Elementary and Secondary Education.
Demographics of US Education
To understand the nature of education in our country, it is important to understand the changing demographics of American society.
Fast Facts: Back to School Statistics 2016 from the National Center for Education Statistics
Highlights:
- 50.4 million students attend public elementary and secondary schools
- White students will account for 24.6 million. The remaining 25.4 million are composed of
- 7.8 million Black students,
- 13.3 million Hispanic students,
- 2.7 million Asian/Pacific Islander students,
- 0.5 million American Indian/Alaska Native students,
- 1.5 million students of Two or more races.
- The percentage of students who are White is expected to continue declining as the enrollments of Hispanics, Asians/Pacific Islanders, and students of Two or more races increase through at least fall 2024, the last year for which projections are available.
Low-Income Students Now a Majority in the Nation's Public Schools from the Southern Education Foundation, 2015
- In 40 of the 50 states, low income students comprised no less than 40 percent of all public schoolchildren.
- In 21 states, children eligible for free or reduced-price lunches were a majority of the students in 2013.
- Most of the states with a majority of low income students are found in the South and the West.
- Mississippi led the nation with the most low-income students: 71 percent, almost three out of every four public school children in Mississippi.
- The nation’s second-most low income students was found in New Mexico, 68 percent of all public school students in 2013.
To learn more about demographic changes, see the report State of Metropolitan America from the Brookings Institution (May 11, 2010) with an interactive map to see demographic changes by state.
- Whites are still a majority of the population, at 66 percent, down from 76 percent in 1990. Based on current Census Bureau projections, they will be in the minority by 2042, and far sooner, in 2023, for the under-18 population.
- Nonwhites accounted for 83 percent of population growth in the United States between 2000 and 2008.
- 85 percent of adults age 25 and older had at least a high school diploma in 2008—including those who earned a GED—up from 81.4 percent in 2000. Those with a four-year college degree grew to 28 percent, going up from 24 percent in 2000.
- Percentages of both Hispanic and black adults, age 25 and older, who hold at least a high school diploma climbed by about 8 percentage points between 2000 and 2008. For Hispanics, it reached 61 percent, and for African-Americans, 81 percent, still well below the 90 percent of white adults with at least that credential.
- College-completion rates also climbed for blacks and Hispanics, though by far smaller amounts, about 2 to 3 percentage points. 13 percent of Hispanic adults held a bachelor’s degree in 2008, and 17.5 percent of black adults, compared with nearly 31 percent of whites. For adults of Asian descent, the proportion was 50 percent.
Class 1 Outline
All Class Opener
Greet Students as they arrive for class in small conversation groups
Introduction of the Course and Tutoring Sites
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One/Two/Three Time Workshops
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Sharon Workshop:
Hula Hoops
and YoYos
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Bob Workshop:
TEAMS Wiki as a
Tech Book
Online Assignment for Week Two
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Third Workshop:
Self Tutoring
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Site Meetings
Tutors Make Tentative Choices about Tutoring Site Placement
America Reads/America Counts
Graduate Student Assignments
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TEAMS Wiki as Tech Book Lesson Plan
TEAMS as a Pedagogy Course
Opener
- Ask students how many have taken a course at UMass that used a paper textbook?
- Ask students how many have taken a course at UMass that used online readings and homework?
- Turn to the person next to you and tell them In which format you learn best and why
- How many hours a week do you average for the outside of class work for the classes you are taking at UMass
- Ask students how many have taken a flipped learning course?
- If you were asked to define flipped learning, what you would say
Activities
- Have students take out their hand-held devices and go to the TEAMS-Tutoring in Schools wiki.
- Show the home page with weekly course schedule and course topics
- Go the Week 2 page and show students how the page is arranged
- Intro video by Bob
- Key Topics in different colors under the video
- Assignment questions on a downloadable word.doc
- Assignments feature reading, viewing and doing
- Not just text-based readings
- Video, learning games, podcasts, interactive websites
- Use Google Translate to see the page in different languages
- Do assignments in parts, not all at once
- Have students in pairs open two resources on the page, review the resource and the questions
- Talk in pairs about your impressions
A Pedagogy Course
- Teacher of Students
- Student of Teaching
Five Standards of Effective Pedagogy, Teaching Tolerance
- Joint Productive Activity: Teachers and Students Producing Together
- Language Development: Developing Language Across the Curriculum
- Contextualization: Connecting School to Students' Lives
- Challenging Activities: Teaching Complex Thinking
- Instructional Conversation: Teaching Through Conversation
Growth Mindset
Multimodal Resources and Tools
Multiple Intelligence Learning
Close
This course, Education 497I/597r uses a wiki as a tech book to create a flipped learning structure where students do weekly reading and viewing activities online in preparation for large and small group learning activities during the in-person class time.
Stack'em Up, An Introduction to Engineering
Cup Stacking Team Building Activity
Yo-Yos
| First U.S. Yo-Yo Patent, 1866 |
June 6 is National YoYo Day
7 Cool Things You Didn't Know about YoYos
History of the YoYo from Time Magazine's All-Time 100 Greatest Toys
About Chinese Yo-Yo from Harvard University YoYo Club
Yo-Yo History on YouTube
Duncan Toys 'The Original World #1 YoYos'
Pedro Flores Yo-yo Circ. 1928-1929
Biography of Pedro Flores, Father of the YoYo
The first U.S. patent for a yo-yo like toy was issued in 1866, but it was not until 1928, that a Filipino immigrant named Pedro Flores popularized the toy.
While working as a porter in a Santa Monica, California hotel, he demonstrated various yo-yo tricks to the guests.
Flores made a key innovation in the yo-yo. Instead of tying a knot around the axel, he used a loop, which allowed the yo-yo to sleep or spin and to perform other tricks.
Flores’s demonstrations proved so popular that he opened the Yo-yo Manufacturing Company in Santa Barbara.
Flores is also credited with promoting the yo-yo contests that helped fuel the craze.
Hula Hoops
Hula hoopers at Easter Egg Roll, South Lawn of the White House, 2013
History of the Hula Hoop from Time Magazine's All-Time 100 Greatest Toys
Cool History Facts about Hula Hoops
See also Hula Hoop from the National Toy Hall of Fame
1000 BCE: Egyptian children played with large hoops of willow, rattan stiff grasses and dried grapevines.
1958. Wham-O Toy Company sold 25,000,000 hula hoops in the first two months after it was introduced.
Physics of Hula Hooping, Scientific American
Physics Secrets for Hula Hooping, Science Friday NPR
What makes a hula hoop spin around a person’s waist?
- It comes down to a combination of several forces at work. When the person inside the hoop moves their body to propel the hoop around them, they are exerting an upward force (from their hips) and a turning force known as torque.
- Torque is a twisting, outward force that is basically needed to cause the hoop to spin. (More technically, torque is needed to keep the hoop spinning because it is needed to keep the centripetal force going.)
- Another force involved in the hula hooping process is friction. For example, if a ball is rolling along a flat surface, it eventually stops due to friction. Friction between the hoop and the hula hooper’s clothes and the air will slow the hoop’s spinning. However, friction also helps to keep the hula hoop up on the hula hooper’s body while the force of the hula hoop’s mass pulls it down (this downward force is due to gravity).
- The heavier (more massive) the hoola hoop, the greater the downward force, gravity, and the more work it takes to keep the hula hoop spinning.
- The circular motion is created by movement that creates, centripetal force, which continues till something disrupts or stops the motion.
Self-Tutoring in TEAMS Learning Plan
1) Ask students in small groups: "If you could learn anything you wanted this semester, what would it be?"
- Free to choose
- Have time to learn
2) Have students share their self learning idea and then ask who would they ask to tutor them?
3) Bob explains that self-tutoring is part of the TEAMS Tutoring course.
- This means everyone is both a tutor and a tutee; a teacher and a student
- Seeing learning from two directions (someone who is helping others learn while being helped to learn themselves)
- Understanding what you need to help you learn maybe a way to understand what students need to help them learn
4) Stanley, Andrew and Stephany tell about their self-tutoring projects
5) Bob explains 5 to 10 hours of the required field hours for the course can be for self tutoring
- Reflection paper due at the last class
Kids Tutor Each Other to Learn About Teaching
Guitar Zero: The New Musician and the Science of Learning
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