Tutors of Literacy in the Commonwealth
Suggested Outline for End of the Month Report
Revised September 2, 2011
Example of Professional Development Information to Gather from Volunteer Instructors on a Monthly Basis
(can be cut and pasted into existing monthly report form or used in whatever manner best suits your needs; the content is important, not the format)
Description of Activity
Activity, Brief Description and Reflection
(i.e. webinar, meeting, independent study, conversation, book
study, training, research, online course, etc.)
Was this activity beneficial? Were there any obstacles or
successes associated with this activity - in either your
instruction or the learner’s performance?
Length of
activity
How did your instruction
change as a result of the
activity?
(amount of
time spent
doing the
activity)
(i.e. Did you apply a new
teaching technique? Did you
change the format of your
session?)
How was the learner impacted by
the change in your instruction and
how was the impact measured?
(i.e. Was the learner able to do
something at the end of the session
that he/she was unable to do at the
beginning? Did he/she demonstrate a
better understanding of the lesson?)
Example 1: I participated in an online course on
tutoring adults with learning differences. The course
gave me insight into problems some adults may have
and it gave me a better understanding of the variety
of ways that I can adapt my instruction based on the
needs of the learner.
6 hours
The adult whom I tutor
often says he has trouble
reading; we used a colored
transparency sheet over his
reading and made the print
larger.
The learner was able to read the
words more fluently and he didn’t
lose his place nearly as often as he
did without the sheet.
Example 2: I went online and researched the topic
multiple intelligences and how it affects learning. My
learner was having trouble demonstrating her
understanding of concepts but she is very artistic so I
wanted to see if there might be another way to tap
into her obvious intelligence and help her
demonstrate her knowledge. It was very difficult to
sort through all of the information available online
though and I had a hard time narrowing down the
information I found.
Example 3: I attended our monthly tutor support
group and asked if anyone had any suggestions for
me about my tutoring sessions – the learner is so
easily distracted and I have a hard time keeping him
focused. I asked if anyone had any suggestions for
working with him and keeping his attention.
2 ½ hours
I asked the learner to
visualize and draw word
problems as we were doing
them. We had never
approached word problems
this way.
30
minutes
A participant suggested that
I change the location of our
session so I moved from a
room with a window with
lots of activity outside to a
room with no windows and
few distractions on the wall,
etc.
The learner was able to draw
pictures based on the word
problem and as a result she was
able to determine the correct
answer with each problem we
tried. After a month she
successfully completed an entire
handout of word problems that I
had created based on her interest
in cooking.
The learner had a much easier
time focusing on the lesson. I
didn’t have to remind him of what
we were doing nearly as often. He
even said that it was easier for him
to pay attention! By the end of the
month he was focusing with only 1
or 2 reminders each session –
much better than 10 – 15!
How did you share the
experience with peers?
(i.e. Did you post it on a blog?
Write a newsletter article? Have
a conversation with peers? Talk
to your coordinator? Discuss it
during a group sharing
session?)
At our monthly tutor
support group I shared the
experience and suggested
that they try something
similar if they had a learner
who was struggling with
reading.
I wrote a short article for our
tutor newsletter about
multiple intelligences and
how to build on them to
improve learning.
I posted a comment on the
tutor sharing blog about the
success we had moving to a
room with fewer
distractions.
Tutors of Literacy in the Commonwealth
Suggested Outline for End of the Month Report
Revised September 2, 2011
Professional Development Information to Gather from Volunteer Instructors on a Monthly Basis
Description of Activity
Activity, Brief Description and Reflection
(i.e. webinar, meeting, independent study, conversation, book
study, training, research, online course, etc.)
Was this activity beneficial? Were there any obstacles or
successes associated with this activity - in either your
instruction or the learner’s performance?
Length of
activity
(amount of
time spent
doing the
activity)
How did your instruction
change as a result of the
activity?
(i.e. Did you apply a new teaching
technique? Did you change the
format of your session?)
How was the learner
impacted by the change in
your instruction and how was
the impact measured?
(i.e. Was the learner able to do
something at the end of the
session that he/she was unable to
do at the beginning? Did he/she
demonstrate a better
understanding of the lesson?)
How did you share the
experience with peers?
(i.e. Did you post it on a blog?
Write a newsletter article? Have a
conversation with peers? Talk to
your coordinator? Discuss it
during a group sharing session?)