Title: How it’s Done Challenge
Training Topic: Techniques for Beginning & Ending a Session, Model Problem Solving
Description of Activity & Directions:
Each group will be assigned a “how to” topic. You will have 5 minutes to prepare a brief (1-2 minute) presentation/skit to
show how you successfully teach the assigned task to a group of diverse learners. Consider the Tutoring Cycle as you plan
your presentation.
The following groups will teach us how to:
 Group 1: Make a PB&J
 Group 2: Brush our teeth
 Group 3: Do the Macarena
 Group 4: Draw a picture of a house
 Group 5: Draw one isosceles, one right angle, and one acute triangle
 Group 6: How to skip
 Group 7: How to blow a bubble with gum
Consider the following while preparing your skit:
 Previous/background knowledge
 Cultural differences
 Skill level
 Motivation/interest
 How did you feel as the “student”? Bored? Confused?
 What did each group do well? What were some challenges?
 How did you feel as the “tutor”?
Individual Skits (larger group should be divided into equal smaller groups)
Group 1: Teach the group how to make a PB&J
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 2: Brush your teeth
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 3: Do the Macarena
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 4: Draw a picture of a house
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 5: Draw one isosceles, one right angle, and one acute triangle
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 6: How to skip
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Group 7: How to blow a bubble with gum
Group Member Roles:
 Elect one “tutor” who will teach the lesson to the group
 Remaining group members will be the “students”
o “Students” should interact with the “tutor” throughout the lesson
o They should present the “tutor” with potential challenges when appropriate (ex. Cultural differences,
communication barriers, etc.)
o Create potential challenging situations that might occur during a tutoring session (ex. Disliking the
professor, not going to class, etc.)
You will present your skit to the entire group and then discuss your experiences as “tutors” and “students”.
Debrief: How did it feel to be the “tutor” in this situation? The “student”? What did you do to begin and end the session?
What was the most challenging part? How did you model problem solving behaviors?
Reference: Demur, Kim. Assistant Director of Academic Advising. Worcester Polytechnic Institute. Worcester, MA.
kyeomans@wpi.edu.