Training Guide for College Tutors and Peer Educators, A PDF Manual Solutions

30.00$

Category : Higher Education

Table of Contents

Preface

 

Chapter 1 - The Power of Peers: Your Role as a Peer Educator

Opening: Focus Questions

What is a Peer Educator?

Role of a Peer Educator

Activity 1.1: Andragogy and Peer Assistance

Facilitator of Learning

                Peer Educator’s Role and Development of Students

Benefits for You, the Peer Educator

 Activity 1.2: Interviewing

Learning Strategy: Managing Your Time

Activity 1.3: Assess Your Time Management Skills

Strategies for Improving Time Management

Setting Goals

Activity 1.4: Personal Goal

Closing

Activity 1.5: Check Your Understanding

Activity 1.6: Elements of Effective Peer-Led Sessions

Suggestions from Experienced Peer Educators

How do you incorporate learning and study strategies?

 

Chapter 2 - Promoting Active Learning

Opening: Focus Questions

Active Learning

Activity 2.1: Promoting Active Learning

How Learning Occurs

Information Processing Model

Activity 2.2: Information Processing and Learning Strategies

Activity 2.3: Applying the Information Processing Model

Differences in Learning

Visual, Auditory, Tactile/Kinesthetic Preferences

Activity 2.4: Assessing Learning Modalities

Activity 2.5: Analyzing Learning Modalities

Personality Type

Activity 2.6: Assessment

 Description of the Dimensions

                Activity 2.7: Reflecting

Activity 2.8: Learning Preferences and Learning Strategies

Closing

Activity 2.9: How do you learn best?

Activity 2.10: Checking for Understanding

Activity 2.11: Applying

Suggestions from Experienced Peer Educators

How do you increase active participation?

 

Chapter 3 -  Incorporating Critical Thinking and Questioning Skills

Opening: Reading Textbooks

Activity 3.1: Practice Previewing

Introduction

                Talk Out Loud

                Activity 3.2: Practice Cognitive Process Instruction

                Include Questions

                Activity 3.3: Integrating Questions in Sessions 

                Activity 3.4: Observing

                Include Higher-Level Directives

                Activity 3.5: Directive Words

                Activity 3.6: Critiquing

Closing

                Activity 3.7: Analyzing

                Activity 3.8: Elements of Effective Peer-Led Sessions

Suggestions from Experienced Peer Educators

                How do you encourage critical thinking?

 

Chapter 4 -  Assessing Students’ Learning

Opening: Self-Assessment

Why Assess Students’ Learning?

                Activity 4.1: Reflecting

How to Assess Students’ Learning?

                Beginning of Session

                Activity 4.2: Assessment Example

                Middle of Session

                Activity 4.3: Try it Out

                End of Session

                Activity 4.4: Thinking and Assessing

                What Is and Is Not Adequate Evidence of Learning?

                Activity 4.5: Observation

Closing

                Activity 4.6: Practice Summative Assessment

                Learning Strategy: Preparing for Exams

                Activity 4.7: Exam Preparation

                Activity 4.8: Summarizing Important Information

Suggestions from Experienced Peer Educators

                How do you assess students’ understanding?

 

Chapter 5 —  Collaborative Learning and Group Work

Opening: Predicting

Collaborative Learning

                Activity 5.1: Examples of Collaborative Learning

                Collaborative Learning Guidelines

                Group Configurations

                Activity 5.2: Observing

                Dealing with Common Problems

                Activity 5.3: Responding to Problems

                Planning Sessions

                Activity 5.4: Plan a session

Closing

                Learning Strategy: Graphic Organizers

                Activity 5.5: Collaborative Graphic Organizer

                Activity 5.6: Check for Understanding

Suggestions from Experienced Peer Educators

                How do you create collaboration among students?

 

Chapter 6 - Tutoring as a Proactive Process

Opening: Highlighting and Annotating

                Activity 6.1: Guidelines

                Activity 6.2: Applying

Introduction

A Proactive Model

                Activity 6.3: Reflection

The Tutoring Cycle

                Step I. Assess the Student’s Needs

                Activity 6.4: Assessing a Student’s Needs

                Step II. Recommend, Demonstrate, and Apply

                Activity 6.5: Try it Out

                Step III. Break Down Content; Evaluate Learning

                Activity 6.6: Tutoring Strategies

                Step IV. Plan for Application

                Activity 6.7: Evaluate Student Responses

                Step V. Follow Up

                Activity 6.8: Tutoring Cycle: Observing and Practicing

Active Listening

                Activity 6.9: Reflecting

                Activity 6.10: Active Listening Strategies

                Activity 6.11: Verbal and Nonverbal Cues

Verbal Communication

                Activity 6.12: Practice Verbal Communication

                Guidelines for Verbal Communication   

                Activity 6.13: Active Listening and Verbal Communication

Closing

                Activity 6.14: Follow up— Highlighting and Annotating

Chapter 7 —  Valuing Diversity Among Students

Opening: Listening and Note Taking

                Activity 7.1: Note Taking Strategies

Thinking About Diversity

                Individual Activity 7.2: Reflecting

                Group activity 7.3: Brainstorming

                Group activity 7.4: Creating a Venn Diagram

                Individual activity 7.5: Predicting

Overview

Dealing with Differences

                Activity 7.6: Identifying Similarities and Differences

                Guidelines for Peer Leaders

                Activity 7.7: Case Studies

Resources for Referral

                Activity 7.8: Role-playing Scenarios

Closing

                Stereotypes and Biases

                Activity 7.9: Different Perspectives

                Conclusion

Suggestions from Experienced Peer Educators

                How do you create a welcoming setting?

 

Chapter 8 — Online Assistance

Opening: Learning Discipline-Specific Terminology

                Procedure for Learning Terminology

                Activity 8.1: Chapter Terms

Adjustments for Online Assistance

                Preparation

        Activity 8.2: Summarize and Apply

                Synchronous vs. Asynchronous

                Activity 8.3: Summarize and Apply (cont’d.).

                Communication

                Activity 8.4: Summarize and Apply (cont’d.)

                Activity 8.5:  Summarize and Apply (cont’d.)

                Activity 8.6: Critique an Online Dialogue

                Learning and Study Strategies

                Activity 8.7: Summarize and Apply (cont’d.)

                Community

                Activity 8.8: Summarize and Apply (cont’d.)

Closing

                Assessment

                Activity 8.9: Summative Assessment

 

Chapter 9 - Effective Peer-Led Sessions: A Summary

Summation

                Activity 9.1: Top-ten List

                Self Assessment

                Activity 9.2: Revisiting Your Role in Students’ Development

Self-Assessment

                Activity 9.3: Self Assessment

Conclusion

Suggestions from Experienced Peer Educators

                What can you do with an empty box?

 

 

***THIS IS NOT THE ACTUAL BOOK. YOU ARE BUYING the Test Bank in e-version of the following book***

INSTANAT DOWNLOAD Training Guide for College Tutors and Peer Educators, A by Sally A. Lipsky, Indiana University of Pennsylvania PDF Manual Solutions

Training Guide for College Tutors and Peer Educators, A PDF Manual Solutions , PDF Training Guide for College Tutors and Peer Educators, A , Fast Download Training Guide for College Tutors and Peer Educators, A , Sally A. Lipsky, Indiana University of Pennsylvania,Category : Higher Education