Chabot College
Fall 2009
Course Outline for Tutoring 1A
TUTORING THEORY AND PRACTICE
Catalog Description:
1A –Tutoring Theory and Practice
(May be repeated 3 times)
.5 units
Training for college tutors to acquire specific skills and techniques for tutoring in academic and
vocational subject matter areas and basic skills. Required course for tutors participating in Chabot
College Learning Connection tutoring programs. Corequisite: Tutoring 1B or equivalent.
½ hour/week or 9 hours total
Prerequisite Skills
None
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. effectively apply knowledge in theory and principles of teaching, tutoring, and learning in both
drop-in and scheduled tutoring environments;
2. communicate effectively with tutees, staff, and instructors.
3. coordinate with tutees, staff, and instructors to determine individual students’ academic needs;
4. establish and apply tutoring instructional plans and objectives with individual students;
5. model effective problem-solving strategies;
6. apply methods for self-assessment and adjust tutoring accordingly;
7. tutor in basic academic skills;
8. tutor two or more students effectively in a group learning session;
9. refer students to appropriate learning support available to them at Chabot College.
Course Content
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Theory and principles of teaching, tutoring, and learning
Interpersonal communication skills
Cross-cultural tutoring
Learning needs assessment skills
Planning tutoring sessions and setting objectives
Problem-solving techniques
Self-assessment and implications for tutoring
Reinforcing basic academic skills
Facilitating group learning sessions
Methods of Presentation:
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Lecture
Discussion
Small group interaction
Subject-specific faculty presentations/interviews
Media presentations
Online (hybrid support of 9 face-to-face hours)
Chabot College
Course Outline for Tutoring 1A
May 2008
2
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a. Read the tutor’s explanation of a discrete obstacle to student learning that arose during a
tutoring session. Post a response to the article on Blackboard, considering the possible
causes of the obstacle and possible solutions to overcoming the obstacle. Prepare to roleplay in class and to assess with other tutors the likelihood of the proposed causes, the
potential of the proposed solutions, and adjustments that might be necessary to the tutor’s
approach to the tutoring session.
2.
Methods of Evaluation
a. Class participation, including both face-to-face and online (as applicable) participation
b. Final evaluation of tutoring skills
c. Final project
Textbook(s) (Typical):
The College Learning and Reading Association, Tutor Training Handbook, 2006.
Special Student Materials:
None