Instructor's Guide

Quizzes, Reflective Questions, and Activities

The following assignments are embedded in the Peer Tutoring tutorial:

• Activity 1: Quiz - What would you do to help a student in a tutoring session?
• Activity 2: Quiz - Building Rapport with a Student
• Activity 3: Quiz - Effective Strategies for Listening, Questioning, and Responding

 

Relationship to Other iStudy Tutorials

This tutorial is related to other tutorials on personal effectiveness, including note-taking, active reading, active listening, interview skills, stress management, conflict management, and brainstorming. Therefore, it is recommended that instructors introduce this tutorial to students in conjunction with other personal effectiveness tutorials.

 

Suggested In-Class Methods of Presentation

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 not to correct errors or write papers for students, but to provide assistance for the students to move forward academically. 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. 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 student.

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 student, and an observer. The tutor should strive to be an expert tutor by using the tips provided in the student manual. The student should make sure s/he understands what is being taught. The observer can use the tips provided in the tutorial information as checklists, showing the tutor and student 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, student, 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 iStudy Cooperative Learning tutorial.

In Class Discussions:

• Ask students 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 student.

 

Assessment Criteria

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):

 

Assessment Criteria

Where	Domain	Activities	%
iStudy Tutorial	Knowledge	The student can describe: basic listening skills basic questioning skills, and basic feedback techniques that a tutor should use in any peer tutoring situation.
iStudy Tutorial	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.
			100%

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