Outline Status: Pending Approval From: Zaiens, Marie E

Section I: BASIC COURSE INFORMATION
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Outline Status: Pending Approval From: Zaiens, Marie E.

1.COLLEGE: L.A. MISSION COLLEGE

2.SUBJECT: EDUCATION

3.COURSE NUMBER: 006

4.COURSE TITLE: METHODS AND MATERIALS OF TUTORING

5.UNITS: 1

6.CATALOG COURSE DESCRIPTION:

This is a course offering instruction in tutoring techniques, group dynamics, interpersonal skills, record-keeping, organizational skills and study skills. Students will work 2-4 hours weekly from lab to practicum, tutoring those students who have enrolled in Supervised Learning Assistance Tutoring 001 and/or other college approved tutoring programs.This class trains new tutors in theory and practice in tutoring techniques, group dynamics, interpersonal skills, record-keeping. Tutors will be trained to work with self-instructional materials and will tutor students enrolled in supervised learning assistance and/or other college approved tutoring programs.

7.CLASS SCHEDULE COURSE DESCRIPTION:

This is a course offering instruction in tutoring techniques, group dynamics, interpersonal skills, record-keeping, organizational skills and study skills.This is a course offering instruction in tutoring techniques, group dynamics, interpersonal skills, record-keeping, organizational skills and study skills. Students will work 2-4 hours weekly from lab to practicum, tutoring those students who have enrolled in Supervised Learning Assistance and/or other college approved tutoring programs. Tutoring and instructional strategies that promote critical thinking, growth mindsets, and independent learning are discussed.

8.INITIAL COLLEGE APPROVAL DATE:

9.LAST UPDATE DATE:

10.CLASS HOURS:

Standard Hrs Per Week (based On 18 weeks) / Total Hs per Term (hrs per week x 18) / Units
Lecture: / 1 / 18 / 1
Lab/Activity (w / homework): / 0 / 0 / 0
Lab/Activity (w /o homework): / 03 / 054 / 01
Totals: / Lecture: / 1 / Lecture: / 18 / Lecture: / 1
Lab: / 3 / Lab: / 54 / Lab: / 1
Total: / 4 / Total: / 72 / Total: / 2
Totals In Protocol: / Lecture: / 0 / Lecture: / 0
Lab: / 3 / Lab: / 54
Total: / 3 / Total: / 54 / Total: / 1

11.PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT:

Note: The LACCD's Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course's prerequisite, corequisite or advisory is an 'appropriate and rational measure of a student's readiness to enter the course or program' and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

PREREQUISITES: No

Subject / Number / Course Title / Units / Validation Approval Date

COREQUISITES: No

Subject / Number / Course Title / Units / Validation Approval Date

ADVISORIES: No

Subject / Number / Course Title / Units / Validation Approval Date

12.OTHER LIMITATIONS ON ENROLLMENT: (See Title 5, Section 58106 and Board Rule 8603 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

N/A

Section II: COURSE CONTENT AND OBJECTIVES

1.COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE - Lecture: Outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture: Upon successful completion of this course, the student will be able to..(Use action verbs - see Bloom's Taxonomy for 'action verbs requiring cognitive outcomes.')
General Content Covered
I. Introduction to Tutoring: Orientation to The Learning Center, Tutor Rights and Responsibilities, Campus Resources;
II. Tutor/Tutee Expectations; the Tutor Cycle
III. Methods of assessing tutee progress through tutor cycle, Learning Styles, Teaching Styles
IV. Group Tutoring Methods: Role-Playing and Tutoring Patterns, Tutor Talk;
V. Cultural Awareness and Diversity Issues: lecture and Role-playing, counseling techniques
Specific Skills:
1. Factors involved in learning
a. Motivation and responsibility: Growth Mindset
b. identifying positive study habits
c. building teamwork skills/collaborative learning
d. group dynamics and interpersonal skills
e. individual and group learning
2. Assessing learning and instructional styles
a. Relating learning and teaching styles
b. personality traits effecting learning
c. identifying multiple intelligences
d. identifying barriers to learning
3. Goal setting and time management
a. effective organizational skills
b. time management skills
c. impact of procrastination
d. critical evaluation of study plans
4. Critical thinking and independent learning
a. characteristics of creative people
b. WORKOUTs for a critical thinker
c. barriers to critical thinking
d. decision making and strategic planning
5. Academic Success
a. reading and studying
b. listening and memory
c. effective note-taking
d. test-taking strategies
e. quantitative and qualitative learning
f. research and writing
6. Content mastery
a. stages of listening
b. active listening
c. memory and learning
d. enhancing recall and retention
e. using mnemonic devices
f. visual images and associations
7. Tutoring and instructional plan
a. Relate to tutee; establish goals based
on studentâ€™s stated needs or on referral
b. Establish plan for tutee including goals and
benchmarks
c. Investigate tuteeâ€™s learning styles
d. Record material and progress of tutoring
session
e. Tutee evaluation of effectiveness of
session and having immediate/current
needs met.
f. Tutor-directed work vs. work done by the
tutor
g. Tutor evaluation of session and progress of
tutee. / 18 / General Objectives
1. Identify the tutoring cycle, including assessment of student learning styles, goals, objectives, process for completion, and evaluation of tutee progress.
2. Develop accurate reports and records of tutee activities and progress
3. Demonstrate skills of listening and communication as they develop interpersonal skills.
4. Explain the importance of multicultural knowledge as it relates to teaching and learning.
5. Define and use in their tutoring, the concept of diversity within diversity.
SLOs - As a result of this course, the student will be able to:
1. Examine factors involved in learning and their impact on academic success. Develop strategies to encourage growth mindsets.
2. Identify, define and discuss multiple intelligences and evaluate the relationship between teaching and learning styles. Plan, design and choose specific tutoring and instructional strategies for at least two learning styles to enhance academic success.
3. Formulate and propose individualized and group learning plans that integrate and promote effective time management, independent learning skills, goal-setting and critical thinking skills.
4. Assess the relationship between learning and instructional styles, critical thinking, content mastery and academic success. Identify the basic components of critical thinking.
5. Apply the SQ3R to enhance reading comprehension, recall, note-taking, study and test-taking skills.
6. Formulate and evaluate the most effective Memory strategies to help retain and retrieve academic material and improve recall
7. Formulate an instructional tutoring plan and communicate learning needs related to a specific discipline.
Total: / 18
Total Hrs In Protocol: / 18

1.(cont'd) LAB:

COURSE CONTENT AND SCOPE - Lab: Outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lab: Upon successful completion of this course, the student will be able to..(Use action verbs - see Bloom's Taxonomy for 'action verbs requiring cognitive outcomes.')
General
I. Orientation to The Learning Center, Tutor Rights and Responsibilities, Campus Resources
II. Tutor/Tutee Expectations; the Tutor Cycle
III. Assessing tutee progress through tutor cycle, Learning Styles, Teaching Styles, Growth Mindset
IV. Group and One to One Tutoring Methods: employing methods
V. Cultural Awareness and Diversity Issues: employing techniques / 54
Total: / 54
Total Hrs In Protocol: / 54

1.(cont'd) SLO:

Outcome -
The student will:
(Describe the major
outcomes that a successful student will gain from the class for use in his/her life. Use higher order Bloom's taxonomy verbs.) / 1. Identify the tutoring cycle, including assessment of student learning styles, goals, objectives, process for completion, and evaluation of tutee progress.
2. Develop accurate reports and records of tutee activities and progress
3. Demonstrate skills of listening and communication as they develop interpersonal skills.
4. Explain the importance of multicultural knowledge as it relates to teaching and learning.
5. Define and use in their tutoring, the concept of diversity within diversity.
Assessment - as measured by the following method:
(Please indicate the criteria and rating scale by which the assessment will be evaluated.)
ILO - which Institutional Learning Outcome(s) (ILO) does this SLO support?
(See College Catalog p. 10.)

Essential Academic Skills: Reading and Communication

2.REQUIRED TEXTS:
Provide a representative list of textbooks and other required reading; include author, title and date of publication:

A Training Guide for College Tutors and Peer Educators, Lipsky, Sally, 2010; Keys to Effective Learning: Developing Powerful Habits of Mind 5th ed.DELETE, Carter, C., Bishop,J., & Kravits, S.L.DELETE, 2007DELETE; Mindset: The New Psychology of Success , Carol Dweck, 2007; Put the Pencil Down: Essentials of Tutoring, Marcia L. Toms, 2010

3.READING ASSIGNMENTS:
Provide a representative list of textbooks and other required reading; include author, title and date of publication:

The Online Tutor Training Project, by Kathie ReadSelected readings and videos from the following Â· A Look at Productive Tutoring Techniques (Video Training Series Developed and Produced by the Undergraduate Tutorial Center, Closed Captioned) some clips here: Â· A Tutor's Guide: Helping Writers One to One Â· Keys to Effective Learning: Study Skills and Habits for Success, 6/E also in a digital version from CourseSmart Â· Keys to Effective Learning: Developing Powerful Habits of Mind, 5/E Â· A Training Guide for College Tutors and Peer Educators, 1/E also in a digital version from CourseSmart Â· Put the Pencil Down: Essentials of Tutoring, Chap 1 available online: http://www.ncsu.edu/tutorial_center/Video/PutthePencilDown_Chapter1.pdf Â· The Online Tutor Training Project, by Kathie Read (currently used in the LRC for tutor training) http://www.lamission.edu/learningcenter/TutorTraining_09.aspx

4.WRITING ASSIGNMENTS:
Writing assignments, as required by Title 5, in this course may include, but are not limited to the following:

Responses to questions at the end of each learning module in the Online Tutor Training Project

Essential Academic Skills: Critical Thinking and Other Course Components

5.REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:
Provide examples of assignments, as required by Title 5, that demonstrate critical thinking.

Responses to questions at the end of each learning module in the Online Tutor Training Project, that require students to analyze their own learning styles, listening skills, study habits, and cultural backgrounds, and applying what they know about themselves to then analyze what Learning is, and how different people learn. Students must also clearly, accurately, and in a meaningful way, explain how they analyze and evaluate the relevance of their technique.Responses to questions throughout the chapters of Put Down the Pencil: Essentials of Tutoring and esponses to questions at the end of each learning module in the Online Tutor Training Project. Each require students to analyze their own learning styles, listening skills, study habits, and cultural backgrounds, and applying what they know about themselves to then analyze what Learning is, and how different people learn. Students must also clearly, accurately, and in a meaningful way, explain how they analyze and evaluate the relevance of their technique.

6.SELF-REFLECTIVE LEARNING:
If applicable, describe how students will reflect on their development as active learners. Provide representative examples below.

N/A

7.COMPUTER COMPENTENCY:
If applicable, explain how computer competency is included in the course.

Word processing and Internet access, including email.

8.INFORMATION COMPENTENCY:
If applicable, explain how information competency is included in the course.

Students will be exposed to the use of the library search products and be versed in information access.

Evaluation and Instruction

9.REPRESENTATIVE OUTSIDE ASSIGNMENTS (HOMEWORK):
Out of class assignments (Homework) may include, but are not limited to the following:

Observe simulated and conduct real tutorial sessions within an academic discipline and contrast and compare various tutorial styles and complete critiques of observations.

10.METHODS OF EVALUATION:
Title 5, section 55002 requires grades to be 'based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.' Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed 'Course Objectives' at the beginning of Section II):

Written responses to questions at the end of each learning module in the Online Tutor Training Project, that require students to analyze their own learning styles, listening skills, study habits, and cultural backgrounds, and applying what they know about themselves to then analyze what learning is, and how different people learn. Students must also clearly, accurately, and in a meaningful way, explain how they analyze and evaluate the relevance of their technique and implement these techniques in the tutoring sessions. They will be evaluated on how well they explain their techniques, and how well they implement them (based on supervised observation of them), and by student surveys responding to tutor performance.

11.METHODS OF INSTRUCTION:
Please Check All That Apply

Discussion
Activity
Field Experience
Independent Study
Purposeful Collaboration
Other (Please Explain)

12.SUPPLIES:
List the supplies the student must provide.

Pen and Paper

13.DIVERSITY:
If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Discussions and reading/writing assignments pertaining to people who are underserved, underprepared, under represented, & those who have been marginalized and disenfranchised in the educational system. This includes people of color, lower socioeconomic status, non-traditional learners, women, and people from various cultural backgrounds.

14.SCANS COMPETENCIES:
(required for all courses with vocational TOP Codes; recommended for all courses)
SCANS (Secretary's Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):
RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.
INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group's efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.
INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.
SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems.
TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.

Section III: RELATIONSHIP TO COLLEGE PROGRAMS

1.THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE DEGREE OR CERTIFICATE PROGRAM:

a. If yes, the course will be a portion of the 'approved program' listed on the State Chancellor's Inventory of Approved Programs (approved programs can be found on the State Chancellor's Office website at https://misweb.cccco.edu/webproginv/prod/invmenu.htm)

2.GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS:

a.Area Requested: None

Approval Date:

If applicable, provide an explanation of how the course meets the General Education parameters for one of the five general education areas - Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 -General Education Requirements. http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm

b.Area Requested: None

Approval Date: