Teacher Education 362
FIELDWORK IN COMMUNITY SETTINGS
Tutoring as Community Service
San Diego State University | Fall 2014
Course Instructor: Kyra Freeburg, M.S., Teacher Education
Office: NE 79C Phone: 619-594-6667(office) | Email: kfreeburg@mail.sdsu.edu
Service-learning Team: Nadia Rohlinger, M.A., Coordinator of Service Learning;
Kyra Freeburg, M.S., Tutor-training Specialist; La Shon Palmer B.A, Admin. Assistant
Pathways Office: NE 280
Phone: 619-594-8626 | Email: pathways@mail.sdsu.edu
Website: http://pci.sdsu.edu/servicelearning
Supports
If you are a student with a disability and believe you will need accommodations for this class, it
is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that accommodations
based upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Internet sites: available from instructors during selected class sessions and posted on Blackboard.
Meetings
Mondays, 4:00p.m.-6:40p.m.. (9/8 – 12/8), SSW 3630
Seminars
(All tutors including returning tutors must choose from either option stated below and
every tutor must attend all the Seminars 1-4)
TE-362 Monday – Seminar Dates
Seminar #1 Monday, September 22th, 4pm- 5:30pm at SSW 3630
Seminar #2 Monday, October 27th, 4pm- 5:30pm at SSW 3630
Seminar #3 Monday, November 24th, 4pm- 5:30pm at SSW 3630
Seminar #4 Monday, December 1st, 4pm- 5:30pm at LOCATION TO BE DETERMINED
JOINT SEMINAR W/ OTHER MONDAY CLASS
TE-362 T/TH – Seminar Dates
Seminar #1 Thursday, October 2nd, 2pm- 3:30pm at NE 73
Seminar #2 Thursday October 23rd, 2pm- 3:30pm at NE 73
Seminar #3 Thursday, November 20th, 2pm- 3:30pm at NE 73
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Seminar #4 Thursday, December 4th, 2pm- 3:30pm at NE 73
Ms. Freeburg’s Office Hours
By appointment please call 619-594-6667.
Pathways Office Hours
Monday & Tuesday: 8am – 4pm | Wednesday: Closed | Thursday & Friday: 8am – 4pm
Required Textbooks and Materials
Most required readings will be posted on Blackboard. You will be required to print and bring
selected readings to class for a discussion and/or an activity. Supplementary websites will be
suggested for selected topics.
Training Date: Mandatory for all TUTORS!
Saturday, September 13, 2014 from 9 a.m. to 11:30 for Returning tutors and 9:00am to 4:00 p.m.
for NEW TUTORS. Training takes place in the Student Services West Bldg. room 1500.
Course Description
This course trains you to assist middle and high school students with reading and writing in
math, science, and social studies through a service-learning experience.
The course aims to enable you to apply tutorial strategies to improve your tutees’ skills in
reading or math fluency and comprehension. The course prepares you through lecture, discussion
sessions, and reflection on the tutorial experience. Expert guest lecturers will conduct selected
classes. You will be exposed to basic principles of how students learn to read and the challenges
they and their teachers face in meeting state standards. This includes making connections
between theories and models of instruction such as a rhetorical approach to reading and
understanding text. Assisting English Learners is a principal focus of this course.
Through your reflection on your interaction with middle or high school students and their
teachers you will become better students, listeners, questioners, readers and writers.
This is a pre-professional training program. We expect each student to adhere to minimum
standards of professionalism.
Required Documentation:
Prior to receiving a school placement, students working with public schools must complete and
submit all documentation required by California and the SDSU Research Foundation. See
Service-learning Documentation on Blackboard) by September 15, 2014. All documentation
should be received by this date.
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Course Objectives
Upon completion of this course you will be able to:
1. State what service learning is and what it is not.
2. Engage in three activities with a class member that will support the formation of a
learning community in this class (including activities in the Saturday tutor training).
3. Describe the characteristics of effective tutors.
4. Reflect on processes, challenges and experiences with secondary school students in the
school tutoring settings.
5. Describe cross-cultural and cross-linguistic issues and factors involved in secondary
students’ academic/literacy achievement.
6. Demonstrate sensitivity and respect in interactions and problem-solving using
multicultural knowledge and skills.
7. Become aware of the problems, schools, teachers, counselors and administrators face in
addressing the achievement gap and how the bigger picture of this affects communities.
Course Requirements:
1. Attendance at regularly scheduled class meetings and active participation in class discussions.
Program announcements and logistical information will be shared in class and on Blackboard:
http://blackboard.sdsu.edu/
Training Date: Mandatory for all TUTORS!
Saturday, September 13, 2014 from 9 a.m. to 11:30 for Returning tutors and 9:00am to 4:00 p.m.
for NEW TUTORS. Training takes place in the Student Services West Bldg. room 1500.

Seminars (All tutors including returning tutors must choose from either option stated below
and every tutor must attend all the Seminars 1-4)





TE-362 Monday – Seminar Dates
Seminar #1 Monday, September 22th, 4pm- 5:30pm at SSW 3630
Seminar #2 Monday, October 27th, 4pm- 5:30pm at SSW 3630
Seminar #3 Monday, November 24th, 4pm- 5:30pm at SSW 3630
Seminar #4 Monday, December 1st, 4pm- 5:30pm at LOCATION TO BE
DETERMINED JOINT SEMINAR W/ OTHER MONDAY CLASS





TE-362 T/TH – Seminar Dates
Seminar #1 Thursday, October 2nd, 2pm- 3:30pm at NE 73
Seminar #2 Thursday October 23rd, 2pm- 3:30pm at NE 73
Seminar #3 Thursday, November 20th, 2pm- 3:30pm at NE 73
Seminar #4 Thursday, December 4th, 2pm- 3:30pm at NE 73
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2. Participation in class is weighed heavily. The insights and information learned through social
interaction with peers are essential to your learning. That means raising your hand and
participating in class, every class. This is a majority of your grade.
Assuming that all other requirements are fulfilled at the exemplary level, you may ensure
earning an “A” in the course by attending all scheduled classes with an excused absence for
no more than one class. You will lose one percentage point for every absence after the first
excused absence. You will lose one-half percentage point for every tardy after the first
meeting of the semester.
To earn all participation points you must also complete the “Teach Me” presentation at an
acceptable level of skill.
This is a pre-professional training program. We expect each student to adhere to minimum
standards of professionalism.
Come to class with the required materials for each course meeting. They will be used for group
and individual activities at selected class meetings. Readings and assignments as well as tutors’
experiences, concerns and questions will be shared, analyzed and discussed in class or
at seminar.
3. School site field experience commitment and responsibilities:
Tutors must spend a minimum of 4 hours per week over at least 2 days at the school site.
Paid America Counts tutors may spend as much as 15 hours per week at school sites depending
on their eligibility.
If for any reason you will be unable to attend a tutoring site session:


Give at least 24-hour notice whenever possible. Call the Pathways Office at 619-5948626, or email pathways@mail.sdsu.edu at any hour to inform the service-learning team.
In addition call or email the site coordinator and the classroom teacher at your school site
to inform them you will not be in as well.
Failure to notify any of the appropriate persons may negatively affect your grade.
Tutor’s Role: Tutors are role models of what a successful college student looks like. Tutors
work closely with secondary school teachers and students in the classroom to assist and tutor
students during the school day or in some cases after school. Tutors prepare students for the
rigors of academic, social and psychological expectations of college. Tutors are NOT expected to
serve as an assistant for the teacher. The tutor’s main role is working with students. A part of the
tutor training and a part of a class session will be allotted to this.
For new tutors, tutoring is scheduled to start the week of September 22nd or later in September
and lasts until the end of the semester. Some of you, especially returning tutors, have started
earlier and some of you may continue through the End of December.
The logistics for placement and supervision of your service-learning experience is managed
by the staff in the Pathways Office (NE 280).
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4. Tutor Session Logs and Documentation: Because this is in large part a grant-funded project,
we must keep records and reports as required by the U.S. Department of Education. Tutors are
responsible for filling out each portion of the Tutor Logs completely and accurately daily while
at the school site. All tutors will turn their logs in to the Pathways Office with their monthly
timesheets in NE 280.
5. Literacy Tutor Reflection: This assignment is a 3-4 page narrative reflection in response to
your growth in knowledge and self-confidence in tutoring skills based on changes in and/or
affirmation of your experience as a tutor during the semester. This will constitute your final
exam, and is due at the latest by December 12th, by 11:59 p.m. This assignment will be turned in
electronically in the Assignments section of Blackboard as an attachment.
6. Blackboard Blog Discussion. You are required to post one blog entry in response to each of
two blogs that will be started by the instructor on Blackboard; these blogs will have questions
posted for discussion. You must also comment on at least four classmates’ blog entry responses
per blog discussion assignment. Each blog entry may have a maximum of five student
comments. Once this maximum is reached, you must comment on a different blog entry. Each
Blackboard Blog Discussion round counts for 5 points (3 points for your blog entry, ½ point each
per comment on a classmates’ blog entry).
In order to earn full points for entries these blog comments are to be grammatically correct, well
thought out and show critical thinking skills. Your entries and comments must move the
discussion along with probing questions, thoughtful observations and point back to your readings
or experiences in the classroom at SDSU and the school site.
7. Tutor Midterm and Final Evaluation from Teacher: You are responsible for obtaining the
Mid and Final Tutor Evaluation completed by each cooperating teacher and submitting it to the
Pathways Office. The Midterm Teacher Evaluation is due by 10/31 and the Final by December
5th. I recommend you give the teacher your evaluation at least a week prior to you needing it to
demonstrate not only your professionalism but allow the teacher ample time to fill it out and
return it to you.
8. Student Data Forms: You are responsible for turning in 25 completed Student Data Forms
for the students you are working with as a tutor (available on Blackboard under
Tutor Documentation). A Sample of what a completed Student Data Form looks like is in your
tutor training folder you received on September 13th. The first 15 forms are due October 31st and
the last 10 forms are due December 5th. You will receive credit for only completed Student Data
Forms.
Grading and Evaluation
Class work, projects and written assignments will be weighed for the total course grade according to the
following weighted scale:
Class Participation: attendance at class meetings and/or Seminars [30pts.] 30%
“Teach Me” presentation showing reciprocal teaching simulation [15 pts.] 15%
Tutor Reflection (at the end of the course…………………………[20pts.] 20%
Blackboard Blog Discussion Reflections 2 @ 5 pts. Each
[10pts. ] 10%
Cooperating Teacher Mid-Term and Final 6 pts. Each………………………12%
Twenty-five (25) Completed Student Data Forms (approx. 1/2 pt. per data form) 13%
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All written assignments will be typed, double-spaced in continuous narrative portions and edited for usage
and mechanical errors. The content of all projects and assignments will be evaluated based on the level of
higher order thinking skills demonstrated by the student according to the criteria for grading included in
this syllabus. Any papers not submitted to Blackboard by the end of the day on the date due will be
designated late. Late papers will be penalized five percent for each day past the due date until posted
on Blackboard.
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SCHEDULE OF TOPICS & ASSIGNMENTS
Session
Topics
Readings/Assignments
September





Introduction to the class
[10 min.]
Overview of Service
Learning [10 min.]
Icebreaker [20 mins.]
Review of requirements
and expectations for
the course, syllabus [20
min.]
Experiential learning
theory
Show video of What is
Service-Learning? [10min]
“Service-Learning Documentation”
Syllabus handout
Generate FAQs
Be sure to access Blackboard by September 15rd
Website: YouTube Video
Making the Connection: The Service Learning Revolution
What service learning is not.?
http://www.bcps.org/offices/service_learning/serv_learn_isnot.html
Link: Video on Service Learning
https://www.youtube.com/watch?v=0OWDpPSQRfE
Activity: [20 mins.]
Monday
September 8th
First Class
CLASS #!
Break in to small groups and
identify 3 characteristics of
Service-learning seen in the
video.
Access and read before class:
Link: Learning Community A Definition
Class Discussion on Group
Findings: [30 mins.]
Assignment due: Come prepared to discuss how a class such as
ours could become an authentic learning community and what are
the advantages and disadvantages. Be prepared to share what you
identified at the tutor training that fostered a learning community.
Review next steps for Tutor
Training and Assignment as
to what comes next.
Assignment for tutor training: Identify activities at the tutor
training that support the formation of learning community.
NOTE: Check the email
address you have on SDSU
Web Portal and make sure
that is the email you want to
use for communication on
Blackboard.
***Schedule live scan
fingerprinting and TB
testing**
SATURDAY
Sept 13th
**Last day to add and drop
classes September 8th.**
Tutor Training Mandatory
for all TUTORS!
From 9 a.m. to 11:30 for
Returning Tutors
9:00am to 4:00 p.m. for
NEW TUTORS.
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Training takes place in the
Student Services West Bldg.
room 1500.
Lecture: [50 mins.].




Monday Class
Sept 15th
CLASS #2
Monday
Sept 22
Seminar #1

Formation of learning
community
What are the conditions
to form a
learning community?
What are the advantages
to forming a
learning community?
What did we identify
from the tutor training
that helped create a
learning community?
How does participation
play a role in a learning
community?
Discussion: [75 mins.]
 What is our common
vision, common will
and how do we make
enough time? [20 mins.]
With a partner come up with
one activity that increases
the possibility that this class
will become a learning
community. [20-25 mins.]
Share out and model some of
what the groups came up
with in their activity. [30
min]
Seminar #1
Professional Development
Monday
September 29
Access and read before class:
Link: Experiential Learning Theory
Link:
http://www.aee.org/about/whatIsEE
Access and read before class:
Role Playing/Simulation on Blackboard
Supplemental material:
-Role playing, games and simulation examples on Blackboard
-AGPA Simulations/Role Play
Assignment due: Come prepared to discuss how experiential
learning theory interacts with learning styles, personality types and
career types.
Thursday Seminar also available, see Seminars section of the
syllabus
Assigned: Blackboard Blog Entry #1 (What is Service Learning
and how does it support the formation of learning community),
DUE October 7th, by 11:59 p.m., four comments due October 14,
by 11:59 p.m.
NO CLASS
Monday
October 6th
Class #3
Review in class:
Link: Learning Community A Definition
Lecture: [50 mins.]
 The theory of
experiential learning
October
Review in class:
Link: Experiential Learning Theory
Link:
http://www.aee.org/about/whatIsEE
Discussion: [25 mins.]
Role Playing/Simulation on Blackboard
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
Experiential learning
theory, learning styles,
and personality types.
Introduction to simulation
as a form of
experiential learning:
 What is a
simulation?
 What is role play?
 What is the debrief?
Form “Teach Me”
presentation groups
We will work together in
teams of three to four get
you ready to plan; design
and implement a 10-minute
tutoring simulation/role play
for November 3rds class.
This will fulfill your “Teach
Me” presentation
requirement.
Supplemental material:
-Role playing, games and simulation examples on Blackboard
-AGPA Simulations/Role Play
Link: Experiential Learning Theory Video
https://www.youtube.com/watch?v=8aAwtmDqpnU
Assignment: Outside of class work with your group in teams of
three to four to plan, design and implement a 10-minute tutoring
simulation/role play for November 3rd. This will fulfill your
“Teach Me” presentation requirement.
View on Blackboard:
Example tutor scenarios and definition of “Teach Me” presentation
In class view on
Blackboard:
Example tutor scenarios and
definition of “Teach Me”
presentation and discuss.
Get ready to present Group TEACH ME’s on 11/4 next class
Bring whatever other materials you may need to present your
simulation/role play in fulfillment of your “Teach Me” presentation
Mid-Term Evaluation from Teacher due to Pathways Office
Oct 31st.
Monday Oct.
13th & 20th
NO CLASS
First 15 Student Data Forms
Due to Pathways Office
by Oct. 31st.
SEMINAR #2
Professional Development
Reminder
Mid-Term Evaluation from Teacher due to Pathways Office
Oct 31st.
th
October 27
SEMINAR #2
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First 15 Student Data Forms
Due to Pathways Office
by Oct. 31st.
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November
TEACH ME
PRESENTATIONS
Process: Your group will
present its 10-minute “Teach
Me” simulation/role play
and receive feedback.
Monday
November 3rd
Class #4
Mondays
Nov 10th &
17th
NO CLASS
Instructor will download, print and bring to class: Structured
observation instrument (for the video) on Blackboard
Criteria for designing a reciprocal teaching lesson
Introduction: Reciprocal
Teaching
 Reciprocal Teaching as
a form of experiential
learning (advanced
organizer) [10 mins.]
 View video on
reciprocal teaching, Part
1, use structured
observation technique
[10 mins.]
 Debrief Part 1: what did
you see and how could
we have used in our
Teach Me’s? [10 mins.]
 View video on
reciprocal teaching, Part
2, use structured
observation technique
[10 mins.]
 Debrief Part 2: : what
did you see and how
could we have used in
our Teach Me’s? 10
mins.]
No Class
Assignment: Blackboard Blog Entry #2 (Give two examples of
your experiential learning since starting to tutor.) DUE Nov 10th,
by 11:59 p.m., four comments due Nov17th, by 11:59 p.m.
SEMINAR #3
Professional Development
Thursday Seminar also available, see Seminars section of the
syllabus
Monday
November
24th
Access and read: Rubric for final tutor reflection on Blackboard
Assignment: Tutor Reflection Final Paper due Friday Dec. 12th by
11:59 p.m. Upload your essay on Blackboard using a Word
document.
SEMINAR #3
December
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Monday
December 1st
Seminar #4
Combination
seminar w/
other class
location TBD
Monday
December 8th
Class #5
Last Class
SEMINAR #4
Professional Development
LOCATION TBD
Full class discussion: [
 Share your role in the
classroom this semester.
 What was your
relationship with your
cooperating teacher?
 How could your
experience had been
made better?
 Service learning redux
 Assessment of class
process and outcomes
Final Evaluation from Teacher due to Pathways office Dec. 5 th.
Final 10 Student Data Forms
Due to Pathways Office
by Dec. 5th
Have you done your online evaluation of this class?
REMINDER Assignment: Tutor Reflection Final Paper due
Friday, Dec. 12th by 11:59 p.m. Upload your essay on Blackboard
using a Word document.
Your tutor reflection takes the place of a formal final exam.
Debate/Discussion:
Big Picture of what we have
experienced and learned.
What are the State and
National issues in education
that you can see having
worked in a school?
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