TAMANAWIS
SECONDARY
PEER TUTORING
PROGRAM
TRAINING MANUAL
February 2013
2
TABLE OF CONTENTS
SECTION 1: OVERVIEW, OUTLINE & ASSESSMENT
Introduction………………………………………………………………
Peer tutoring course outline……………………………………………
Why be a Peer Tutor? Why do some students need a peer tutor?
Definition of the learner support team model………………………..
Expectations for classroom teachers re: peer tutors……………….
Teacher term report of tutor…………………………………………...
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SECTION 2: EFFECTIVE TUTORING
Code of ethics…………………………………………………………..
Goals for the tutor………………………………………………………
What’s expected of me as a tutor....................................................
Tutor Behaviours……………………………………………………….
The ten commandments of listening…………………………………
“The Big Three” – Powerful communication tools………………….
Tutoring tips…………………………………………………………….
Goals for the tutee……………………………………………………..
How to handle right and wrong answers…………………………….
Tutoring management………………………………………………....
Positive/Negative reinforcement………………………………………
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SECTION 3: PEER TUTOR PAPERWORK
Peer Tutoring Journal…………………………………………………..
Peer Tutoring Journal Evaluation Rubric……………………………..
Peer Tutoring program letter……………………………………………
Request for a peer tutor form………………………………………….
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SECTION 4: TRAINING EXERCISES & ASSIGNMENTS
Day 1 assignment – Why I Want to be a Peer Tutor………………..
Thinking on your feet ……………………………………………..
HOMEWORK CLUB…………………………………………………….
Learning Styles………………………………………………………….
Multiple Intelligences……………………………………………………
On-Line assignment…………………………………………………….
Final Project……………………………………………………………...
Final Project evaluation Rubric………………………………………...
Peer Tutoring Contract...................................................................
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SECTION 1:
OVERVIEW, OUTLINE &
ASSESSMENT
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Introduction
Welcome! You are now involved in a very necessary and very important component of the
educational process at Tamanawis Secondary. As part of the Learning Support Team, you
have just begun a partnership in learning and teaching at this school. You are a very important
and integral part of our program. When you are a Peer Tutor you are more than a student: you
are a role model, a mentor, someone that others look up to and admire. Our unique program
here could not function without you. You are a very special person! You are beginning an
unforgettable year, and we welcome you.
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Peer Tutoring Course Outline
The main focus of peer tutoring is to assist other students in classroom settings or work with
Learning Support students in a tutorial classroom. Peer tutoring provides valuable experience
in working with people in a leadership role, while enhancing the study skills, general
knowledge and academic expertise of the tutor. It may also complement their Graduation
Transition Plan.
Peer tutoring is associated with many occupations, including teaching, health care, counseling,
law, and the hospitality industry. It provides a valuable learning experience, and helps you
learn more about yourself as well!
Peer tutors work under the supervision of a sponsor teacher and receive training in the
following areas:
 Interpersonal skills
 Communication skills
 Learning styles
 Multiple Intelligences
 Planning and record keeping
 Confidentiality
 Instructional strategies
The responsibilities of a Peer Tutor are:
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To role-model positive behaviour, work ethic, attitude and attendance
To successfully complete peer tutoring training
To complete monthly journals and a final report
To maintain regular contact with the sponsor teacher
To respect confidentiality
To work collaboratively with the sponsor teacher
Tutoring opportunities:
 Learning Support Team tutorial classes
 Individual tutoring in the classroom setting (working one-on-one)
 Floater in the classroom
Types of program placement Grades 8 through 12:
 Learning Support Team
 Regular classes
 ESL
 Bases program
Evaluation:
Sponsor Teacher Reports
Paperwork
Journals
Major Project
Homework Club
50%
10%
20%
15%
5%
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Why Be A Peer Tutor?
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Help students learn how to learn
Help students feel good about themselves as they learn
Help the classroom teacher who cannot reach all the students each day
Earn valuable experience that can be applied to employment
Document Peer Tutoring on a resume
Feel good about yourself from helping others
Learn from those with whom you work
Be an integral and valuable asset to Tamanawis
Why Do Some Students Need A Peer Tutor?
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Poor organizational skills/test-taking skills
Absent from class due to illness
Need additional support/low self-esteem, poor motivation
Need a challenge/stay interested
Poor achievement, low ability
Difficulties with a new language and culture: English/Canadian
Have learning disabilities
PEER TUTORING = 4 CREDITS (APPLIED SKILL)
Definition of the Learner Support Team Model
The Learner Support Team model recognizes that it is in the best interests of students that
educators work together by systematically coordinating their efforts and expertise to enhance
student achievement.
The Learner Support Team, school and district-based teachers qualified in Special Education
or ESL, work collaboratively and cooperatively in delivering a range of support to students with
diverse learning needs.
Members of the LST coordinate their efforts, skills and expertise, as well as directly support the
regular classroom teacher in identifying, planning, teaching and assessing students with
learning needs. There is no single, correct way to structure these services.
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PEER TUTOR EXPECTATIONS for CLASSROOM TEACHERS
We are striving to match teacher/student needs with the most suitable tutors available in each
block. Teachers are asked to complete a simple evaluation at the end of each reporting
period, but informal feedback is always welcome!
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Tutors should model behaviour, attendance, attitude, work habits, etc.
Tutors should NOT leave your classroom during class time, unless directed by
you or the supervising teacher.
Tutors may work with a specific student, or a small group as required.
Tutors should provide support to tutees as independently as possible, but they
will need to know YOUR specific expectations regarding the type and degree of
support you expect.
Tutors are to keep a reflective journal of the process they are engaged in your
class in your class, which they will be submitting to the career centre, not
yourself.
Teachers are to report any anomalies in attendance or lates to the supervising
teacher.
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TAMANAWIS SECONDARY PEER TUTORING PROGRAM
Teacher Term Report of Tutor
Teacher
Tutor
Block
Rating Scale:
Please rate your tutor on a scale of 1 to 10 with 1
indicating poor and 10 indicating excellent.
1.
Attendance / Punctuality
/10
2.
Organized / Prepared
/10
3.
Enthusiastic / Reliable /
Hardworking / Productive
/10
4.
A positive role model
/10
5.
Self-motivated (seeks ways to help
teacher and communicates well with teacher)
/10
=============
Total
/50
Additional comments about their strengths:
Teacher Signature:
Thank you.
01/2008
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SECTION 2:
EFFECTIVE TUTORING
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Code of Ethics
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Tutors must speak and act towards clients with respect and dignity at all times.
Tutors must work fairly with their clients, and remember their individual rights and
feelings.
Tutors must review with their Teacher Contact progression or digression of their client.
Tutors must behave accordingly as a role model for their clients, and maintain a “clean”
record with the administration.
**Tutors MUST keep all information and business with their client absolutely, and completely
CONFIDENTIAL.**
Peer Tutoring provides tutors with a unique opportunity to pass on the knowledge and learning
strategies that have been effective for them.
Peer Tutoring tries to help students overcome blocks that are preventing them from being
successful:
 Poor organization
 Poor study methods and homework habits
 Communication problems
 Discouragement and frustration
Remember it is the goal at Tamanawis that all students experience success.
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Goals For The Tutor
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To improve your own organizational, study and communications skills
To improve your attitude to and achievement in your own classes
To increase your awareness of and ability to respond to your tutee’s (and others’) needs
To increase your empathy with other students
To appreciate the teacher’s role
To provide subject support through tutoring course skills, reviewing and studying course
concepts and editing of course assignments, thus actively engaging the student in
his/her learning process
To assist the tutee in “learning how to learn” through learning strategies and study skills
that enable success in the regular classroom
To model cooperation and respect in the learning process, both for oneself and for the
tutee
To provide support and encouragement in the tutee’s development of a positive selfimage, a belief in his/her ability to learn, and a sense of pride and accomplishment in
what he/she is able to do
To demonstrate flexibility and adaptability in the learning process
What is Expected of me as a Tutor?
A. Tutor Qualities
1. Genuine interest in others
2. A love of tutoring.
3. A desire for personal involvement in the learning process of others.
4. A willingness to learn.
5. A sense of responsibility and respect for the learning process.
6. Competence in the course subject areas.
7. A good self-concept and mature attitude.
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B. Tutor Behaviours
1. BE YOURSELF
You have been accepted into this program because you are the way you
are. The tutee will not find it difficult to be relaxed if you are.
2. BE CONFIDENT
The key to effective tutoring is good communication. The more
confidence you demonstrate, the more confidence the tutee will have in
you.
3. BE PREPARED
Model independent, responsible learning behaviours by keeping your log
book up to date and by planning the lesson in a thorough manner.
4. BE FLEXIBLE
If one approach in tutoring is not effective for the tutee, be prepared to try
alternate methods or materials. There are a variety of learning styles.
5. BE RESPONSIBLE
Model responsibility by arriving on time, by being ready to work, and by
coming with all equipment. Encourage the tutee to set to task
immediately.
6. BE ALERT
Watch for changes in your tutee’s attitude and attention. Physical traits
such as frowning, fidgeting, or hair twisting, etc. may indicate frustration
or confusion with the work.
7. BE PATIENT
It may take your tutee a little longer to learn than you, but each person
has a different learning style and rate of learning. Learn to be satisfied
with small successes at first.
8. BE HONEST
When your tutee asks you about his/her reading level or learning
disability, be honest. Don’t make promises about how much he/she will
progress. Broken promises only cause distrust and disappointment.
9. BE PROFESSIONAL Perhaps this is the most important behaviour you must demonstrate.
Respect all confidences regarding the tutee with whom you are working.
Keep all information and test results to yourself and the teacher. DO NOT
discuss the personal problems with your tutee to any of your friends.
10. BE FRIENDLY
Nothing works as effective as a smile, but it must be sincere. If you are
glad to see your tutee and are sincere in your willingness to help, your
tutee will know it.
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The Ten Commandments of Good Listening
1. STOP TALKING
You cannot listen if you are talking.
2. PUT THE TALKER AT EASE.
Help the student feel that he/she is free to talk. Focus on the student by using personal terms
like “you” and “your” instead of “I” and “me”.
3. SHOW THE STUDENT THAT YOU WANT TO LISTEN
Respond to the student in an interested manner. Use eye contact and body language to show
that you are interested. Look like you don’t want to miss a single word. Don’t daydream.
4. REMOVE DISTRACTIONS
Don’t model distractible behaviour by doodling, tapping, or shuffling papers.
5. EMPATHIZE
This means trying to put yourself in the student’s place so that you can see from his/her point
of view.
6. BE PATIENT
Allow plenty of time. Do not interrupt the student. Don’t start to walk away. Stick to the
student’s subject or concern.
7. HOLD YOUR TEMPER
An angry person gets the wrong meaning from words.
8. GO EASY ON ARGUMENT AND CRITICISM
This puts the student on the defensive. The student may “clam up” or get angry. Don’t argue;
even if you win, you lose.
9. ASK QUESTIONS
This encourages the student and shows that you are listening.
10. STOP TALKING
This is the first and last commandment because all other commandments depend on it. You
just can’t do a good job of listening while you are talking.
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“The Big Three” – Powerful Communication Tools
I have found the following three ideas to be extremely powerful and effective ways to
communicate with students. The beauty of their simplicity will be clear to you the first time you
use them.
1. When a student says, “I don’t know” as an answer to a life dilemma or as an answer to
a solution to something that needs to be dealt with, say to him or her, “IF you did know,
what would it be?”
2. When a student says, “I can’t do this!” say, “Okay, show me how CLOSE you can get!’
Why does this work? The student knows he or she can do CLOSE, and will start working –
which is what we want! In most cases, students find out that “close” is much closer to
completion than they though possible for them.
3. Never tell a student that something is “easy”. Say, “I agree with you; I think it is
DIFFICULT, too and I BELIEVE you can do it!”
This response is much better for building self-esteem as opposed to “It’s easy,” which
translates to “Everyone else can do it; why can’t you?”
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Tutoring Tips
The following tips will provide you with the guidelines necessary to function effectively as a
tutor:
1. Learn your tutee’s name and pronounce it correctly.
2. Give your tutee your undivided attention while you are tutoring him/her.
3. Listen to your tutee. Let him/her think and speak.
4. Establish good rapport with your tutee. Let him/her know that you care by showing trust,
respect, and acceptance.
5. Build the tutee’s confidence whenever possible.
6. Make sure the tutee understands the purpose of tutoring.
7. Be familiar with the vocabulary needed to converse with your tutee.
8. Determine your own attitudes about school, teachers, teaching and learning. Be sure
not to allow them to influence your behaviour during a tutoring session in any negative
way.
9. Talk to the supervising teacher and make sure that the work is being covered in the
manner assigned.
10. Be relaxed and friendly during all sessions.
11. Know the skills that you are working on for each tutee.
12. Use correct language and pronunciation during your tutoring sessions.
13. Never let your tutees struggle with their answers to the point of frustration.
Goals for the Tutee
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To make work more productive by better organizing study time, and learning
activities in all core subjects.
To handle homework assignments more effectively.
To improve the presentation and content of written work.
To acquire strategies for study-reading, note-taking, and reviewing for and taking
tests.
To become self-reliant and self-sufficient
To be able to maintain passing grades
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How To Handle Right and Wrong Answers
How To Handle Right Answers
1. Give praise and rewards at the right time.
2. A right answer must be both complete and correct.
3. Praise your student after every correct answer.
4. When your student gives a right answer on the first try, without help, give special
recognition.
5. Let the student know it is all right to try, even if unsure of the answer.
6. If your student doesn’t answer, do these things:
a. Calmly ask the question again, give a hint, ask another question that might elicit
the same answer, and be encouraging.
b. Sound pleased when you get an answer, and praise the student if it is right.
c. Don’t make an issue of the resistance to answer.
d. Have the student think out loud rather than say nothing.
How To Handle Wrong Answers
1. Correct your student’s work without being discouraging.
2. Don’t say “no” or “that’s wrong” and never make fun of answers.
3. Always try to get a right answer before going on to the next problem.
4. If the student’s answer is incomplete, help the student with the question and the answer.
5. If the answer is incorrect, give clues to help discover the answer.
6. Once the student has discovered the right answer, repeat the question, have the
student repeat the right answer, and provide praise.
7. Be sure the student understands what the error was, and give another opportunity later
to repeat the question and answer so that the correct answer is reinforced.
8. If the student consistently gets the wrong answer, review the different ways you might
involve the student and try another approach until you find one that provides success for
the student.
9. If your student tries to get you to do the work, be patient and encouraging, but don’t do
the work for them.
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Tutoring Management
The best approach to discipline is a preventative one. Positive reinforcement is one of the
strongest approaches used. Problems will arise. This does not indicate a lack of training or
ability on your part, but rather that you cannot control all situations. By considering certain
problem areas early, you may be better able to handle them, should they occur.
Think about these possibilities and answer these two questions for each of the following
situations given:
1. What is your responsibility, should the situation occur?
2. What would you do if the situation did occur?
Situations
A student is involved in cursing or giving an obscene gesture.
A student shouts at you angrily and threateningly.
A student ignores you while working.
A student refuses to co-operate with your request.
A student leaves without your permission.
A student cheats on his or her test.
A student uses the situation as an opportunity to show off.
A student speaks poorly of the teacher you are working with.
A student uses the time to take long washroom breaks.
A student asks you for the answers.
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Positive/Negative Reinforcement
Positive Reinforcement:
Using praise to reward good behaviour as a way to encourage repetition of that behaviour.
Negative Reinforcement:
Making a poor/degrading type of statement or action designed to eliminate the behaviour just
exhibited.
Positive reinforcement has three steps for implementation:
1. Rules: Identify specific behaviour that you want the student to learn. Keep the rules
simple and few. There should be a very clear way of identifying whether the rule is
being followed.
2. Ignore: Identify specific behaviour that you want changed. Do not respond to disruptive
or incorrect behaviour with reprimands or scolding. (This step is the most difficult to
follow.)
3. Praise: Identify appropriate behaviour with approval. The prime rule is “Catch the
student being good.”
Positive Reinforcement is a procedure of modifying behaviour. You can ignore disruptive
behaviour unless someone is getting hurt. Focus your attention on the students who are
working well to prompt correct behaviours in the students who are misbehaving.
Remember: Affecting a real change in behaviour is a slow process. Many of the inappropriate
behaviours have been learned and acquired over a long time.
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SECTION 3:
PEER TUTOR PAPERWORK
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PEER TUTOR JOURNAL
Your journal is meant to be a reflective account of the time you spend tutoring. Rather than a
simple diary of your activities, your journal should include observations and insights such as:
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Teaching strategies of the classroom teacher
Learning style of the student(s) you are tutoring
Strategies you use that work, or don’t work
How your personal learning style differs from that of your student
Personal highs and lows you experience while tutoring
Awareness of your own strengths and weaknesses
Feelings about how this work might pertain to future career goals
Ways in which your relationship with your student changes over time
Cues you have picked up through your student’s body language
How Multiple Intelligences theory has affected your interactions
(Remember – it’s not how smart you are, it’s how you are smart!)
Although your journal will not be evaluated on it containing daily entries, it is important that you
keep it up to date. The following dates are deadlines for submission:
Friday March 8
Friday April 19
Friday May 31
Wednesday June 19 = Final Project Presentation
If your journal is found to be lacking in reflective qualities, as outlined above, you will be
required to submit on a weekly basis.
Evaluation:
Classroom teacher assessment
Quizzes & assignments
Journal
Final Project
Homework Club Participation
50%
10%
20%
15%
5%
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PEER TUTORING JOURNAL - EVALUATION RUBRIC
2 (60-72%
3 (73-85%)
4 (86-100%)
KNOWLEDGE/UNDERSTANDING
Connect experiences with tutees to
what you learned about
communication tools with tutee and
teacher, dealing with right and wrong
answers, positive and negative
reinforcement…
CRITERIA
Shows a limited
understanding of
connections
between
experiences/tasks
as a tutor and
information from
training sessions.
Shows some
understanding of
connections
between
experiences/tasks
as a tutor and
information from
training sessions.
Shows considerable
understanding of
connections
between
experiences/tasks
as a tutor and
information from
training sessions.
THINKING/REFLECTING &
GROWING AS A TUTOR AND AS
A LEARNER
Analyze placement experiences.
Have your experiences taught you
how people learn. Can you
recognize different learning styles
and different ‘ways students are
smart’? Can you take what you’ve
learned working with one tutee and
apply it to another tutee, or your own
learning?
Analyzes
placement
experience with
limited
effectiveness.
Considers and
writes about
experiences as
potential learning
opportunities only
when prompted.
Analyzes
placement
experience with
some
effectiveness.
Considers some
key placement
tasks and
experiences as
opportunities for
learning.
Analyzes placement
experience with
considerable
effectiveness.
Considers a variety
of placement tasks
and experiences as
opportunities for
learning.
Writing is weak.
Vocabulary,
sentences,
paragraphs and
overall meaning are
weak.
Writing is
satisfactory.
Vocabulary,
sentences,
paragraphs and
meaning are all
acceptable, but
more work is
needed to fix
errors and
improve clarity.
The length and
number of
responses shows
satisfactory
concern and effort
as a tutor.
Writing is good.
Vocabulary is
precise, sentences
are correct, and
paragraphs follow
conventional rules
for organization &
development.
Meaning is clear.
Shows a high
degree of
understanding
connections
between
experiences/tasks
as a tutor and
information from
training sessions.
Analyzes placement
experience with a
high degree of
effectiveness. Has
learned from several
aspects of a variety
of placement
experiences.
Learning has been
about tutoring and
your own growth as
well.
Writing is excellent.
Vocabulary is exact.
Sentences are
varied in length and
pattern. Paragraphs
follow conventional
rules for
organization &
development.
The length and
number of
responses shows
diligence and
thoughtful reflection
as a tutor – and a
learner yourself.
THE WRITING
0-1 (0-59%)
The length and
number of
responses shows a
lack of concern
and/or effort as a
tutor.
The length and
number of
responses shows a
high degree of
concern and effort
as a tutor.
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TAMANAWIS PEER TUTORING PROGRAM
Supervising Teacher:
Dear
.
:
Thank you for accepting a peer tutor into your classroom.
This letter is to inform you that
peer tutor in your classroom during block
has been assigned to
.
All peer tutors have completed the training component of the Peer Tutoring program and are
aware of the expectations and responsibilities they take on as peer tutors. Our goal is to make
the placement of the student as helpful to you and your students as possible, as well as
provide a valuable experience for the tutor.
Please let us know as soon as possible of any concerns or problems that may arise, or if the
needs of your classroom change that may require a change in placement.
Attached is a list of teacher expectations regarding peer tutors. All tutors have their own copy,
but you may wish to review it with them.
Peer tutors will appear on your class lists, so please watch your BCeSIS lists and record
absences or lates as your other classes. Please let me know if you notice any irregularities in
attendance or lates.
Tutors are responsible to collect an evaluation form from you at the end of each reporting
period. This evaluation accounts for 50% of the tutor’s mark, and has been designed to be as
expeditious for you as possible.
Thank you again for sponsoring a peer tutor, and helping this program to be successful.
Sincerely,
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TAMANAWIS SECONDARY PEER TUTORING PROGRAM
Request for a Peer Tutor
Yes ___ I need a Peer Tutor!
***************************************************************************
Block:
__________
Subject: ________________________
Grade:
__________
Subject Teacher: __________________
Room No. __________
Your special instructions or requests:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Please return this form to the Career Resource Center (Room N209)
Attn: Mr. McMaster
09/2009
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SECTION 4:
TRAINING EXERCISES
& ASSIGNMENTS
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Peer Tutoring Exercises (to be handed in)
Day 1 Assignment – Why I Want to be a Peer Tutor
Write two or three paragraphs explaining why you have elected to become a peer tutor. What
are your strengths? What are some of your weaknesses you may have to overcome? How
will you make a difference to the students you will be working with. Are there particular subject
areas you would be more comfortable in? (Note: You will not necessarily end up in a class you
are strong at). Describe your expectations for your involvement ion the peer tutoring program.
Thinking on your Feet – Goal Setting
Your assignment is to set yourself a 5-day goal. This goal must be difficult for you to achieve.
Devise a plan to achieve the goal. Record, like a journal, each day, each attempt, and the
results of that attempt. Hand it in on the 6th day.
 This goal does NOT have to be about school. It can be about anything substantial.
Good luck!
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HOMEWORK CLUB
An expectation for all peer tutors at Tamanawis is participating in the supervision of the
Homework Club.
ALL peer tutors must select 3 sessions over the semester when they will attend Homework
Club to assist other students with their homework. A calendar will be posted in the Career
Centre.
It is YOUR RESPONSIBILITY to remember which sessions you have signed up for!
(Attending 3 sessions is worth 5% of your mark for the program)
Homework club runs every TUES, WED, & THURS from 3:00 – 3:45
in the Career Centre (N209)
Reminders will be posted to the facebook Group:
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This chart helps you determine your learning style; read the word in the left column and then answer the
questions in the successive three columns to see how you respond to each situation. Your answers may
fall into all three columns, but one column will likely contain the most answers. The dominant column
indicates your primary learning style.
When you..
Visual
Auditory
Kinesthetic & Tactile
Spell
Do you try to see the word?
Do you sound out the word Do you write the word down
or use a phonetic approach? to find if it feels right?
Talk
Do you sparingly but dislike
listening for too long? Do you
favour words such as see,
picture, and imagine?
Do you enjoy listening but
are impatient to talk? Do you
use words such as hear,
tune, and think?
Do you gesture and use
expressive movements? Do
you use words such as feel,
touch, and hold?
Concentrate
Do you become distracted by
untidiness or movement?
Do you become distracted
by sounds or noises?
Do you become distracted by
activity around you?
Meet someone
again
Do you forget names but
remember faces or remember
where you met?
Do you forget faces but
remember names or
remember what you talked
about?
Do you remember best what
you did together?
Do you prefer the
telephone?
Do you talk with them while
walking or participating in an
activity?
Contact people Do you prefer direct, face-toon business
face, personal meetings?
Do you enjoy dialog and
Do you like descriptive scenes or
conversation or hear the
pause to imagine the actions?
characters talk?
Do you prefer action stories
or are not a keen reader?
Do something
new at
work/school
Do you like to see
demonstrations, diagrams,
slides, or posters?
Do you prefer to jump right in
and try it?
Put something
together
Do you prefer verbal
Do you look at the directions and
instructions or talking about
the picture?
it with someone else?
Read
Need help with a
Do you seek out pictures or
computer
diagrams?
application
Do you prefer verbal
instructions or talking about
it with someone else?
Do you call the help desk,
ask a neighbour, or growl at
the computer?
Do you ignore the directions
and figure it out as you go
along?
Do you keep trying to do it or
try it on another computer?
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MULTIPLE INTELLIGENCES
Eight Ways of Being Smart
Intelligence Area
Is strong in:
Likes to:
Learns best
through:
Verbal-Linguistic
reading, writing, telling
stories, memorizing
dates, thinking in
words.
read, write, talk,
memorize, work at
puzzles.
reading, hearing and
seeing words,
speaking, writing,
discussing and
debating.
Math-Logic
math, reasoning, logic,
solve problems,
problem-solving,
question, work with
patterns.
numbers, experiment.
Spatial
reading, maps, charts,
design, draw, build,
working with pictures
drawing, mazes,
create, daydream, look and colors, visualizing,
puzzles, imaging
at pictures.
drawing.
things, visualization.
Bodily- Kinesthetic
working with patterns
and relationships,
classifying,
categorizing, working
with the abstract.
athletics, dancing,
acting, crafts, using
tools.
move around, touch
and talk, body
language.
touching, moving,
processing knowledge
through bodily
sensations.
Musical
singing, picking up
sounds, remembering
melodies, rhythms.
sing, hum, play an
instrument, listen to
music.
rhythm, melody,
singing, listening to
music and melodies.
Interpersonal
understanding people,
leading, organizing,
communicating,
resolving conflicts,
selling.
have friends, talk to
people, join groups.
sharing, comparing,
relating, interviewing,
cooperating.
Intrapersonal,
understanding self,
recognizing strengths
and weaknesses,
setting goals.
work alone, reflect,
pursue interests.
working alone, doing
self-paced projects,
having space,
reflecting.
Naturalist
understanding nature,
making distinctions,
identifying flora and
fauna.
be involved with
nature, make
distinctions.
working in nature,
exploring things,
learning about plants
and natural events.
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at
Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.
Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in
children and adults.
36
ONLINE ASSIGNMENT
LEARNING STYLES & MULTIPLE INTELLIGENCES

Google “Abiator’s Online Learning Styles Inventory”, which should take you to:

http://www.berghuis.co.nz/abiator/lsi/lsiframe.html

This link is also posted on the Career Centre section of the school website
(Tamanawis.com)
 Scroll down the menu bar on the left to Learning Styles Test 1 and submit to find your
dominant style of learning. Make sure you click on your type to read about strategies
suggested for your learning style.
 Take NOTES on what you believe to be the key points.
 Since you will be tutoring students with different learning styles from your own, click on
the other styles as well, to see how strategies may differ.
 WRITE DOWN some of the strategies you might use for these learners.
 Click on Learning Styles Test 2 and complete the questions. This time you will see a
graph comparing your dominant learning style to the other types.
 REPRODUCE this graph as neatly as you can.
 Now click on Multiple Intelligences Assessment on the left menu bar and do the test.
 REPRODUCE this graph as neatly as you can.
 Find out more about Multiple Intelligences by Googling:
“sharon jensen multiple intelligences” which should take you to:

http://hdcl10eem.wikispaces.com/jensen,+sharon,+Multiple+Intelligences
 RECORD the ways you are smart, according to MI theory.
 Think of the classrooms or subjects where the environment best suited your own
personal learning style and strongest area of intelligence.
 DESCRIBE how this information will help you a when you are out in the classroom
helping students who have completely different learning styles or “ways of being
smart” from your own.
(This assignment can be viewed online with active links through the peer tutor link on
the Career department page of the school website Tamanawis.com)
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38
Peer Tutoring Final Project
Due Date:
.
As your final project, create a presentation that you feel captures the essence of your
experience as a peer tutor. Your project will be presented to the other peer tutors in your
block on the first in-school exam day at the end of the semester. You may team up with
another peer tutor to create your presentation.
Consider:

What your introduction to the course was like when you first came to N209.

What were your successes…

What were your challenges…

Where are you going from here…

What advice would you give to the next group of peer tutors?
For example:
 Create a new case study/training example, like the ones in the Training Manual.
Make sure you include your suggested ‘solution’ (eg. for tutees of different
learning styles?)

Create a PowerPoint presentation using images and key ideas or concepts.

Make a mock newspaper page with articles about situations you came across
during your tutoring experience. (Don’t use real names)

Create a graphic novel
Or???
The format is up to you. Be creative. Just make sure it is thoughtful, and reflective.
The final project will count for 20% of your final grade for Peer Tutoring.
Evaluation of your final project will be according to the criteria on the back of this sheet.
39
PEER TUTORING FINAL PROJECT RUBRIC
#
4
3
2
0-1
Completeness
of Format
Accuracy –
Addressing what we
know about tutoring
Appearance
Mechanics (of the
writing)
You include all
components of
the chosen form.
You creatively
include touches
that are
appropriate to,
and expand upon
the assignment
There are no mistakes of
fact in your assignment.
All considerations about
learning and motivating
students are presented
accurately in your
project.
Your final
assignment is neatly
and thoughtfully
completed. The
appearance adds to
the content, and/or
makes it easier to
understand and
enjoy. It shows
originality.
There are no
grammatical,
mechanical, or spelling
errors in the
assignment. Attention
has been paid to every
detail of the mechanics
in the final project.
Most important
considerations about
learning and motivating
students are presented
accurately in your
project.
Some important
considerations about
learning and motivating
students are presented
inaccurately in your
project.
Many important
considerations about
learning and motivating
students are presented
inaccurately in your
project, or the focus is
not on learning and
motivating students.
Appearance and
presentation suit the
assignment well.
The assignment is
basically
complete, but the
content would be
better presented
in a different
format.
You missed one
or more major
aspects of the
chosen format.
Most of the
assignment is
missing or
incomplete.
Use of
Language
There is a lack of
preparation shown
in the appearance of
the project.
Mistakes in grammar,
spelling and mechanics
are annoying for the
reader and indicate a
lack of proof-reading.
Your use of
language is
complex and
creative. You
express yourself
in ways that show
a real grasp of
both the
assignment and
sophisticated
ways of
expression in
English.
Your language is
generally strong –
at a level that
expresses the
content of the
assignment
clearly.
Your language
shows a simplicity
or weakness that
does not express
the finer points of
the assignment.
Messiness shows a
lack of care and
affects
understanding.
Mistakes make
readability or
understanding
extremely unclear.
Weaknesses in
the use of
language greatly
obstruct meaning.
There are few mistakes
in grammar, spelling,
and mechanics, and
they do not seriously
affect readability or
understanding.
Student Reflection and Self-assessment:
40
Peer Tutoring Contract
Your regular attendance and early arrival to class are absolutely crucial; the students and
teachers need to know that they can count on you. You are one of the most important people
in your tutoring class. Therefore, the Peer Tutoring program requires you to make a
commitment to regular attendance and punctuality. Please sign below:
I, _________________________________ make a commitment to excellent attendance and
punctuality for the duration of my Peer Tutoring placement, knowing that my tutees and
teachers are depending on me. I am also aware that poor attendance, lack of punctuality,
failing grades, or the inability to follow the Peer Tutoring Code of Ethics, may result in my
removal from the Peer Tutoring program.
I have signed up for 2 Homework Club sessions, and will show up in the Career Centre on
those dates.
______________________________________
Peer Tutor’s name
_______________
Date
Join the facebook group:
to receive updates and due date notifications.
(There is a direct link to this group page on the Tamanawis.com – Deapartments – Career
Site)
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