Chabot College
Fall 2006
Replaced Fall 2010
Course Outline for Tutoring 200
SUPERVISED TUTORING
Catalog Description:
200 – Supervised Tutoring
May be repeated 3 times
non-credit
Reading, mathematics, language arts, speaking, decision making, and problem-solving
skills necessary for academic and technical training success. Self-paced, one-on-one and
small group instruction tailored to students’ individual needs. Variable hours laboratory.
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. read with the comprehension and understanding necessary for success in the
discipline being studied;
2. ask questions to clarify written and verbal instructions and points raised in a text or
lecture;
3. perform calculations related to the discipline being studied;
4. set up problems posed in discipline being studied and propose logical solutions;
5. communicate effectively orally and in writing;
6. manage time;
7. set priorities.
Course Content:
1.
2.
3.
4.
5.
6.
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8.
9.
Determining learning needs
Determining learning styles
Reading for comprehension and understanding
Asking critical questions
Calculating
Problem solving
Communicating effectively in writing and speech
Managing time
Setting Priorities
Chabot College
Course Outline for Tutoring 200, Page 2
Fall 2006
Methods of Presentation:
1. Individualized instruction, tailored to student’s specific needs, with an instructor
and/or trained, supervised tutor
2. Small group instruction facilitated by an instructor and/or trained, supervised tutor
3. Computer-assisted instruction
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Write ten questions that you expect will appear on an upcoming exam. With a
tutor, brainstorm answers to the questions.
b. Create a time management chart, including times that you expect to be studying
for each class you are taking this term. Calculate how many “unscheduled” hours
you have each week. Determine whether you have left yourself enough time to
sleep, eat, drive to work and school, spend time with friends. In other words,
determine how realistic your time plan is. Review your plan with a tutor.
2. Methods of Evaluating Student Progress
a. Regular attendance
b. Progress in academic or technical classes and programs, including performance
on final exams.
Textbooks (Typical):
Blue Print Reading, A. E. Bennett & Louis J. Siy, 2003
Criminal Justice in America, George Cole & Christopher E. Smith, Thomson, Publishing
Company, 2000
Explorations in College Algebra, Second Edition, Kime/Clark, John Wiley and Sons,
2001
Strategies for College Success/Media Education, John W. Satrock & Jane S. Halonen,
Wadsworth/Thomason Learning, 2000
Special Student Materials:
None
CGH Curriculum, TUTR 200
New 1/23/06