TLC Monthly Webinar for Tutor
Coordinators
June 27, 2012
1:00 – 2:00 pm
Agenda
• Refresher on use of webinar platform,
Collaborate
• Questions
• Assisting volunteer tutors with the content of
instruction
– Math
– ESL
• Sharing
• Next TC webinar – a new schedule will come out
for the next program year, starting in August
Navigation of Collaborate
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To talk…
To type…
To note approval, etc…
Raise hand…
Yes/no
Questions for Tutor Coordinators
Tutor Coordinator Strand of Summer Institute
• What would you like to see addressed?
Tutor Coordinator Webinars
• Would you like to see them continue next
program year?
What can TLC do to further support you in your role
as a Tutor Coordinator?
Math
General Information for Tutoring in Math
(Handout - MATH_TLC_Gen_Info_Tutors)
What do adults need to know?
Numeracy / Mathematical Literacy
• The functional application of math.
• Knowledge and skills required to manage the mathematical demands of situations.
• Math in the home, community, workplace.
Common Core State Standards for Mathematics (more detail in additional handout)
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
Math
General Information for Tutoring in Math
(Handout - MATH_TLC_Gen_Info_Tutors)
General Hints for Teaching Math
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Get students comfortable with numbers.
Talk about math and math operations in everyday life.
Involve doing, not just seeing.
Teach concrete, then representational, then abstract.
Understand the language.
Beware of misconceptions and misinterpretations.
Make the practice challenging and fun.
Math
General Hints for Teaching Math
(Handout - MATH_TLC_Hints_Teaching_Math)
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Get Comfortable
Provide a Low Anxiety Environment
Attitude Matters (and is Contagious)
Talk about Math and Math Operations in Daily Life
Involve Doing, Rather that Just Seeing
Teach Concrete, then Representational, then Abstract
Ask Questions that Promote Mathematical Thinking
Make Your Own Problems
Have the Learner Teach the Subject Back to You
Math
General Hints for Teaching Math, continued
(Handout - MATH_TLC_Hints_Teaching_Math)
• Understand the Language
• Decide the Strategy
– Math Thinking Strategies
• Problem Solving Strategy - Thinkfinity Making Math
Manageable
• The Four Step Method to Solving Math Problems
• Beware of Misconceptions and Misinterpretations
• Explain Everything
• Make the Practice Challenging and Fun
• Practice, Practice, Practice
• Help the Learner Visualize
Math
Concrete to Representational to Abstract
(Handout - MATH_TLC_Conc-Rep-Abstract)
Concrete to Representational to Abstract
• Emphasize teaching students the concepts
and skills of math before memorizing facts,
rules, or operations.
• Be more concerned with the process of doing
math than with getting a correct answer.
Knowing how to find the answer is a lifetime
skill.
Math
Concrete to Representational to Abstract
(Handout - MATH_TLC_Conc-Rep-Abstract)
• Concrete: Use three dimensional, real objects
to demonstrate the skill or concept. Allow the
students time to practice, and use a variety of
manipulatives. Objects to use might include
candy, blocks, popsicle sticks, chips, macaroni
noodles, toys, or the students themselves.
Students should master the skill before
continuing. (The skill should be automatic.)
Math
Concrete to Representational to Abstract
(Handout - MATH_TLC_Conc-Rep-Abstract)
• Representational: Use drawings to solve
problems. The drawings are used the same
way that the objects were used in the
concrete practice. The learner could use
pictures of dots, lines, circles, or stars to
represent the objects. Students should
practice until they master the skill before
continuing.
Math
Concrete to Representational to Abstract
(Handout - MATH_TLC_Conc-Rep-Abstract)
• Abstract: Demonstrate the problem at the
abstract level, using only numbers and
symbols rather than objects or drawings.
Students practice problems on their own until
they master the skill, before moving on to a
new skill or concept.
Math
Math
Games and Activities that Practice Math Skills
(Handout - MATH_TLC_Games_Act)
– Games with Cards
– Games with Dice
– Other Games
– Commercial Games
– Activities
Math
Resources for Teaching Math
(Handout - MATH_TLC_Resources for TC Webinar)
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Focus on Basics – Numeracy
http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9a.pdf
GED Teachers’ Lesson Bank Mathematics
http://www.floridatechnet.org/GED/LessonPlans/Mathematics/Mathematics.htm
Goodwill Community Foundation, Tutorials on math basics and money
http://www.gcflearnfree.org/
National Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.html
Math.com
http://www.math.com
Pennsylvania Adult Ed Resources - click on Teachers, then Math
http://paadultedresources.org
Tutoring Adult Learners Using the Internet
– Math Section:
https://sites.google.com/site/tutoringandtheinternet/home/math-resources
Math
(Handouts – as seen in the Tutor Coordinator Team Room)
ESL
General Information for Tutoring in ESL
(Handout - ESL_TLC_Gen_Info_Tutors)
What does a tutor need to know?
• All the characteristics of adult learners apply to adult ESL learners.
• Relate to learners’ needs and goals.
• Relate to lives outside of the classroom.
• Build on their knowledge and experiences.
• ESL learners are tremendously varied in what they already know and what they
need to know.
• Tutors are teaching/modeling culture as well as language.
• Be aware of body language.
• Be aware of Second Language Acquisition Stages.
What do adult ESL learners need to know?
• Four Basic Language/Communication Skills
• Listening
• Speaking
• Reading
• Writing
ESL
General Information for Tutoring in ESL
(Handout - ESL_TLC_Gen_Info_Tutors)
How to proceed
• Aim for meaningful communication.
• Aim for success, not perfection.
• Lessen anxiety.
• Maximize exposure.
Listening and Speaking
• Sounds, into words, into sentences, into conversations
• Appropriate patterns of stress, rhythm, intonation, pauses
• Idioms
• Total Physical Response
• Dialogues and Role Plays
ESL
General Information for Tutoring in ESL
(Handout - ESL_TLC_Gen_Info_Tutors)
Reading
• Phonemic Awareness
• Decoding
• Fluency
• Vocabulary
• Comprehension
Writing
• Letters, into words, into sentences, into paragraphs and longer
• Start with short writing tasks, and build to longer.
– Fill in the blank, yes no answers, sentence completion, lists
Integrate listening, speaking, reading, and writing
• Language Experience Approach
• Use authentic materials whenever possible.
• ESL Teaching Toolbox and backup plans
ESL
Language Teaching
(Handout - ESL_TLC_2nd_Lang_Acq_Stages)
Second Language Acquisition Stages
• Silent and Receptive Stage
• Early Production
• Speech Emergence
• Intermediate Fluency
• Advanced Fluency
• Characteristics
• Students
• Strategies
• Teachers/tutors need to:
• Learning Tasks
• Assessing Comprehension
ESL
Language Teaching
(Handout - ESL_TLC_2nd_Lang_Acq_Stages)
Second Language Acquisition Stages
Early Production Stage, example
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Characteristics
• Students:
• Begin to respond verbally with one or two words.
• Begin to understand words often repeated in a familiar context.
• Students build listening vocabulary.
• Students progress to a few words/phrase to respond to questions or express
ideas.
• Relate words to their environment.
• Begin to focus on contextual clues.
• Use routine expressions.
• Mispronounce words (no need to correct them)
• Will repeat or recite memorable phrases.
• May not tell you if they do not understand.
ESL
Language Teaching
(Handout - ESL_TLC_2nd_Lang_Acq_Stages)
Second Language Acquisition Stages
Early Production Stage, continued
• Strategies
• Teachers/tutors need to:
• Encourage listening and not force speaking.
• Ask Yes/No and choice questions.
• Ask who, what, where, listing questions.
• Allow students to draw and illustrate answers.
• Use labeling and diagramming.
ESL
Language Teaching
(Handout - ESL_TLC_2nd_Lang_Acq_Stages)
Second Language Acquisition Stages
Early Production Stage, continued
• Learning Tasks
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Name
Label
Group
Respond
Discriminate
List
Categorize
Tell/Say
Chant
ESL
Language Teaching
(Handout - ESL_TLC_2nd_Lang_Acq_Stages)
Second Language Acquisition Stages
Early Production Stage, continued
• Assessing Comprehension
• Know: Where is the …
• Comprehend: Draw and label the …
• Apply: Show me how you know …
• Analyze: Show how you would sort …
• Synthesize: Predict (tell) what comes next
• Evaluate: Why did ___ choose ___
ESL
Teaching Strategies
(Handouts - ESL_TLC_LEA and ESL_TLC_TPR)
• Language Experience Approach
– To link the learner’s experience and speaking ability to the
written word when the learner has little or no writing
ability.
– To record learners' own ideas and oral language and use
the stories to increase literacy skills.
• Total Physical Recall
– Total Physical Response (TPR) is a teaching technique in
which learners acquire new English vocabulary by listening
to and carrying out spoken commands.
ESL
Strategies and Activities
(Handout - ESL _TLC_Strategies_Activities)
A note on activities, and games in particular: Tell the students why
you are doing the activity or playing the game, otherwise they
might think the activity is not serious and be hesitant to participate.
Some Examples from Handout
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Determine Readability
Use Graphic Organizers to Increase Comprehension
Vocabulary Flash Cards
Make a Chart
Using Letters and Sounds to Segment Words
Finger Tap
Listening or Speaking Games
Drawing
ESL
ESL Teaching Toolbox, Adapted from Assembling an ESL Teaching Toolbox,
produced by ProLiteracy Worldwide for use on www.thinkfinity.org
(Handout - ESL_TLC_Teaching_Toolbox)
Visual Aids
• Magazine Picture Files
• Dictionary
• Realia (objects or activities used to relate classroom
teaching to real life)
• Maps
• Calendars
• Money
• Clock
• Samples of Everyday Text
ESL
ESL Teaching Toolbox, Adapted from Assembling an ESL Teaching Toolbox,
produced by ProLiteracy Worldwide for use on www.thinkfinity.org
(Handout - ESL_TLC_Teaching_Toolbox)
Activities
• Games
• Use commercial games the way they are supposed to be played, or make up your own
rules. Use the tiles as building blocks for words. Examples: Scrabble, Boggle, Smart
Mouth, Bananagrams
• Make your own vocabulary flashcards and use them for Memory/Concentration or Go
Fish games.
• Make your own bingo games to practice listening and reading skills.
• Play guessing games such as Twenty Questions, I-Spy, or Hangman.
Other Strategies
• Back-Up Plans
• Sometimes lessons finish early, students are tired or sick, or you have misjudged your
content and moved on. Have a few ideas to fill in for these occasions.
• Have a newspaper handy for a variety of activities.
• Have the student select a magazine picture to describe, or create a story.
• Freewrite. Have the learner select a topic, or suggest one; respond to an article in
the newspaper.
ESL
ESL Sample Lesson Plans, Adapted from I Speak English by Ruth Johnson Colvin
(Handout - ESL_TLC_Sample Lessons)
• Content Objective
Shopping at the market for food
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Level I Students
Level II Students
Level III Students
Level IV Students
ESL
ESL Sample Lesson Plans, Adapted from I Speak English by Ruth Johnson Colvin
(Handout - ESL_TLC_Sample Lessons)
Content Objective
Shopping at the market for food, example for Level II Students
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Work with real foods or pictures of food items.
Practice listening comprehension by showing the pictures, saying the names of the food
items, and making up a short sentence about each food or group of food items.
Have students make a shopping list from the pictures. Group the list according to food type.
Ask students to make flashcards of food items, and on the back note the food group to which
it belongs.
Ask students to cut coupons out of the newspaper you have brought and have them sort the
coupons according to food category and item.
Read and discuss with the student the contents of the coupons.
Practice simple and complex substitution drills such as: Harold bought lettuce, tomatoes, and
carrots to make a salad. Martha bought steak, potatoes, French bread and wine to prepare a
special meal.
Make plans to go to the market with the student later, pointing out names of food items,
comparing prices of different brands, and figuring out the final prices after using coupons.
ESL
Year-Long Guide for Working with Low-Literate English Learners
from: Albany Park Community Center, Chicago. Lindsay Crammond and Amy Jaret.
received from PAACE Conference 2011, Beginning ESL, presented by Nancy Krygowski and Allegra Elson
(Handout - ESL_TLC_Yr_Guide_Working_w_Low-Lit_ELL)
ESL
(Handouts – as seen in the Tutor Coordinator Team Room)
ESL
Resources for Teaching ESL
• ESL Wiggio, facilitated by Susan Finn Miller
http://adulteducationeslwiggio.wiggio.com
• PA Adult Ed Resources, Teachers, ESL
http://www.paadultedresources.org/english-as-asecond-language.html
• Tutoring Adult Learners Using the Internet
– ESL Section:
https://sites.google.com/site/tutoringandtheinternet/home/e
sl-resources
Highlights and Challenges
• Please share highlights of your past month.
• Are you facing any challenges for which you
would like input from your peers?
Thank you!
Future Tutor Coordinator Webinar Dates
will be Announced
Hope to see you at the Summer Institute!