Chabot College
Fall 2009
Course Outline for Tutoring 1B
CONTENT-AREATRAINING FOR TUTORS
Catalog Description:
1B – Content-Area Training for Tutors
(May be repeated 3 times)
.5 units
Training for college tutors to acquire skills and techniques for tutoring in specific content areas.
Required course for tutors participating in Chabot College Learning Connection tutoring programs.
Corequisite: Tutoring 1A.
½ hour per week or 9 hours total
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
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effectively apply knowledge in theory and principles of teaching, tutoring, and learning in their
specific tutoring subject areas;
reinforce for “tutees” concepts necessary for course mastery in the specific subject area being
studied;
describe how students usually approach the subject area;
identify typical stumbling blocks for students being tutored in the subject area;
model aloud an effective thinking process to solve or think through a problem in the subject area;
inform students of methods of instruction and/or methods of testing common in the subject area;
model effective basic academic skills (study habits, note-taking strategies, reading/working with
the text, test-taking) as they apply to the subject area;
tutor two or more tutees effectively in a group learning session;
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 in the specific subject area being studied
Concepts necessary for course mastery in the specific subject area being studied
Common student approaches to mastering the subject area
Typical stumbling blocks in the subject area
Thinking through and solving problems in the subject area
Methods of instruction and methods of testing common in the subject area
Reinforcing basic academic skills applicable to the subject area
Facilitating group learning sessions
Learning support services at Chabot College.
Methods of Presentation:
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Lecture
Discussion
Small group interaction
Subject-specific faculty presentations/interviews
Media presentations
Online (hybrid in support of 9 face-to-face hours)
Chabot College
Course Outline for Tutoring 1B
May 2008
2
Assignments and Methods of Evaluating Student Progress:
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Typical Assignments
a. Consider the approach taken by a student to solve the following problem. Note the
strengths and weaknesses of the students’ approach. Prepare to explain in class how you
would advise the student to solve the problem successfully.
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Methods of Evaluation
a. Class participation, including both face-to-face and online (when applicable) participation
b. Final evaluation of tutoring skills
c. Final project
Textbook(s) (Typical):
The College Learning and Reading Association, Tutor Training Handbook, 2006; Currently in use
subject area texts, such as A Primer for Calculus, Leonard I. Holder, Monterey: Brooks/Cole,
2007.
Special Student Materials:
None