LRNA 96

This is the required tutor training course for new Adjunct group tutors and General Subject group and individual tutors.

Please see the meetings page for  Kickoff, Roundtable, and All Tutor and other meetings (required for both new and returning tutors.)

SI resources, including checklists, tips, attendance forms etc. are on the SI Resources page.

See our list of resources for tutors and students--subject area links, learning skills, learning styles and more!

---

Winter 2013 LRNA 96 Information Sheet 

Course description, policies, calendar, homework and more!

Getting started:

1. Attend an orientation--you'll get your senior tutor contact information.
2. Enroll in LRNA 96 if you haven't done so yet.
3. Meet with your senior tutor.  Group Tutors complete LEAD (see below) and review with senior tutor before the first session.
4. For more tips, read the University of Melbourne's Advice for the First Session (group tutors)
   http://tlu.ecom.unimelb.edu.au/tutortraining/tutorial.html and the links for planning and preparation, setting the scene, and establishing relationships.

To access the Catalyst web site (must be enrolled), go to:

https://catalyst.deanza.edu
Username: Your De Anza College Student ID
(NOT YOUR SOCIAL SECURITY NUMBER OR "99" NUMBER)
Password: Your Birthday in this format: MMDDYYYY
(Two digit month, followed by two digit day, followed by FOUR digit year; no slashes or spaces.)
For detailed instructions on how to use Catalyst, click on the First Time? links on the left side of the screen (before your log in.)

First homework assignment:
Download the LEAD worksheet (pdf)
Use this Leader Events, Activities and Discussion sheet to plan your first group meeting. Meet with your senior tutor or speak by phone to discuss your LEAD assignment and answer questions before your first group meeting.  Complete the LEAD worksheet and copy-paste to post it to Catalyst by Class #1.

PLEASE NOTE:  The information below is only a rough guide, for those who do not have Catalyst access. Students enrolled in LRNA 96 must use Catalyst; the most up to date LRNA 96 resources and assignments are in Catalyst.  

Find out what we cover each week and what to do if you missed a class.

• Class #1 Effective Leadership and Group Dynamics
• Class #2 Active Learning and Study Strategies
• Class #3 Collaborative Learning and Designing Groupwork Pt. I
• Class #4 Learning Styles, Learning Differences and Campus Resources
• Class #5 Collaborative Learning and Designing Groupwork Pt. II (culturally responsive collaboration, diverse learning styles)
• Class #6 Wrap-up

Class #1: Effective Leadership and Group Dynamics

In this class we introduce the concept of reflective tutoring, effective leadership, group formation, and characteristics of effective teams. We practice and model some activities to build trust, interdependence and accountability, and cover some practical aspects such as arranging space, introductions and icebreakers, and establishing clear ground rules. We also play a game called Leader Spin.

Plan Ahead:

• For Class #2: Complete the paper Adjunct Study Skills questionnaire or the online inventory: http://www.sarc.sdes.ucf.edu/inventory.php
• For Assignment #3: Arrange with Senior or other tutor to observe a group session
• For Assignment #6: Schedule yourself to videotape one group session during weeks 5 or 6

Handouts this week:

• Stages of Group Development (Word)
• Leader Spin (Word)

Additional Links:

• Student Leadership Skills for Action http://www2.hawaii.edu/~jharris/action.html
• Using Small Group Development to Facilitate Cooperative Learning Base Groups http://ctl.stanford.edu/Tomprof/postings/581.html

See our Class #1 Planning Agenda for a detailed inside look at the session.

Make Up Assignment--see Catalyst

Class #2: Active Learning and Study Strategies

In this class we define active learning and metacognition and discuss the tutor's role in modeling effective learning. We practice specific study strategies and share ideas for how to combine "how to learn" with "what to learn" in group tutoring sessions.

Sneaky Study Skills
Textbook Reading Handout
Notetaking Handout
Test Taking Handout

Additional Links:

• Articles on Active Learning at http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm (handouts on tests, notetaking, and textbook reading skills)
• Video clips: http://maclife.mcmaster.ca/academicskills/online_resources.cfm

Make Up Assignment--see Catalyst

Class #3: Collaborative Learning & Designing Groupwork Pt. I

In this class we define collaborative learning and discuss reasons why it is effective with diverse learners. We explore types and formats of group activities, and how to train groups for cooperation. We practice and reflect on one group activity and prepare students to create their own group activity plan.

Handout for this class: Collaborative Learning/Groupwork Design. Contains "10 Questions for Planning CL" that can help with Assignment #4. We also pass out a resource packet including pages copied from Barkeley et. al. Collaborative Learning Techniques.

Download and read "What is Collaborative Learning?"

Additional Links:

• Doing Collaborative learning: guide and activities
  http://www.wcer.wisc.edu/archive/CL1/CL/doingcl/DCL1.asp
• UT SI Manual
  http://www.utexas.edu/student/utlc/supplemental_instruction/manual/
• Ideas for Group Tutors

Make Up Assignment--see Catalyst

Class #4: Learning Styles, Learning Differences and Campus Resources

In this class we discuss Multisensory (input) learning preferences Four dimensional (processing) learning styles (Felder) and provide an overview of how to refer students to campus resources, specifically for learning differences, disabilities and counseling.

Handouts for this class:

• Learning Styles Handout
• How to refer students to campus resources

Additional Links:

• http://www.metamath.com//lsweb/dvclearn.htm
  DVC Learning Styles Survey (multisensory)
• http://www.engr.ncsu.edu/learningstyles/ilsweb.html
  Index of Learning Styles Questionnaire (Felder)
• http://www.ncsu.edu/felder-public/ILSdir/styles.htm
  Learning Styles and Strategies summary (Felder)
• http://www.ulc.arizona.edu/quick_mslq.php
  The Motivated Strategies for Learning Questionnaire (MSLQ)
• http://www.trcc.commnet.edu/ed_resources/tasc/Training/Learning_Styles.htm Learning styles and tutoring
• http://www.resourceroom.net/
  Tools, Strategies, and Structured Explorations for Interesting Learners
• http://www.deanza.edu/dsps/
  De Anza's Disabled Students Programs & Services
• http://www.deanza.edu/dsps/dish/
  De Anza's Disability Information Student Handbook

Make Up Assignment--see Catalyst

Class #5: Collaborative Learning and Designing Groupwork Pt. II

In this class we continue the discussion of collaborative learning and group work, focusing on student diversity, learning styles, potential pitfalls and improving outcomes. Here are some relevant links:

• Cross Cultural Tutoring Training
• http://tlu.ecom.unimelb.edu.au/tutortraining/diversity.html
• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm
• Making Groups Work for ALL Students handout

Additional Links:

• http://tlu.ecom.unimelb.edu.au/tutortraining/diversity.html Diversity and Inclusive Practice (University of Melbourne tutor training)
• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/diverse.htm Diversity and Complexity in the Classroom, by Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching,1999.
• http://www.bernicesandler.com/id4.htm "How men and women and women are treated differently in class and at work

Class #6: Self-reflection and wrap Up

In this class we share our final reflection papers and discuss best practices to improve participation and dynamics in diverse groups.

If you missed this class, please email the LRNA 96 course evaluation.

.