UTC: Video Contents

Contents of
A LOOK AT PRODUCTIVE TUTORING TECHNIQUES
Millennium Edition

Click on the module number below to see a 1 - 2 minute sample. You must have the RealPlayer video viewer. Within each module are several topics. There are several examples of each topic from different tutoring sessions. A User's Guide accompanies the series.

Module /
(Length) Title Description

1
(10:55)
The Tutor's Role An overview of the the tutor's main roles as a helper, a peer learner, a teacher, and a Tutorial Center employee.

2
(8:28)
Positive Reinforcement Examples of verbal and nonverbal positive reinforcement. How to use positive reinforcement effectively. Use of qualified positive reinforcement.

3
(11:07)
Listening Skills Examples of patience and active listening skills shown by good tutors. Tutors shown waiting for students to ask questions and waiting for responses after asking questions.

4
(13:24)
The Student's Ideas Emphasizes the importance of building on the student's own ideas. Strategies include: encouraging and acknowledging student ideas, yielding to student ideas, active listening by paraphrasing ideas, redirecting student questions, and delayed positive reinforcement.

5
(15:11) Importance of Student Verbalization Demonstrates the importance of student verbalization for both student and tutor. Advantages cited include giving the tutoring session a conversational quality, clarifying thinking, increasing the number of student questions, helping the tutor diagnose the learning difficulty, improving student confidence, and helping students answer their own questions.

6
(13:22) Questioning Skills Use of questions for both diagnosis and teaching. Questions classified as closed- or open-ended and by the first three levels of Bloom's taxonomy of the cognitive domain (memory, comprehension, and application). Use of Socratic questioning to lead students to correct concepts and procedures.

7
(17:44) Helping the Student Become an Independent Learner An emphasis on the long-term goal of tutoring--improving study skills so that the student becomes self-sufficient. Strategies highlighted include: letting the student do the work; offering study tips, problem solving strategies, and test-taking strategies; referring to the text and notes; and encouraging the use of other campus study resources. In addition, high structure and low structure tutoring sessions are contrasted.

8
(15:06) Direct Techniques Traditional techniques used when students need more structure. Topics include: giving feedback, correcting errors, pacing explanations so that students can participate, including questions with explanations, using visuals and real life examples, and summarizing key points.

Module / (Length)	Title	Description
1 (10:55)	The Tutor's Role	An overview of the the tutor's main roles as a helper, a peer learner, a teacher, and a Tutorial Center employee.
2 (8:28)	Positive Reinforcement	Examples of verbal and nonverbal positive reinforcement. How to use positive reinforcement effectively. Use of qualified positive reinforcement.
3 (11:07)	Listening Skills	Examples of patience and active listening skills shown by good tutors. Tutors shown waiting for students to ask questions and waiting for responses after asking questions.
4 (13:24)	The Student's Ideas	Emphasizes the importance of building on the student's own ideas. Strategies include: encouraging and acknowledging student ideas, yielding to student ideas, active listening by paraphrasing ideas, redirecting student questions, and delayed positive reinforcement.
5 (15:11)	Importance of Student Verbalization	Demonstrates the importance of student verbalization for both student and tutor. Advantages cited include giving the tutoring session a conversational quality, clarifying thinking, increasing the number of student questions, helping the tutor diagnose the learning difficulty, improving student confidence, and helping students answer their own questions.
6 (13:22)	Questioning Skills	Use of questions for both diagnosis and teaching. Questions classified as closed- or open-ended and by the first three levels of Bloom's taxonomy of the cognitive domain (memory, comprehension, and application). Use of Socratic questioning to lead students to correct concepts and procedures.
7 (17:44)	Helping the Student Become an Independent Learner	An emphasis on the long-term goal of tutoring--improving study skills so that the student becomes self-sufficient. Strategies highlighted include: letting the student do the work; offering study tips, problem solving strategies, and test-taking strategies; referring to the text and notes; and encouraging the use of other campus study resources. In addition, high structure and low structure tutoring sessions are contrasted.
8 (15:06)	Direct Techniques	Traditional techniques used when students need more structure. Topics include: giving feedback, correcting errors, pacing explanations so that students can participate, including questions with explanations, using visuals and real life examples, and summarizing key points.