Monthly Tutor WebinarTutors of Literacy in the Commonwealth

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Agenda

• Use of webinar platform• Why a light bulb?• Monthly tutor webinars • Today’s Topic: Adult Learners• Questions, Comments, Suggestions

Use of Webinar Platform• Blackboard Collaboratehttp://www.brainshark.com/blackboardinc/vu?pi=zGLzYw5XBz35Sgz0• Audio• Set up• Raise hand…• To note approval, etc…• To talk…• To type…• Yes/no

Let’s Do a TrialUsing either the Chat window or the Whiteboard• Please type your

name and the literacy program with which you tutor.

What are YOUR Questions and Concerns?

How do I motivate the learner to want more

than his GED?

Adults learn best when…

K W L

Adults learn best when…

K W L• K - What do you know about

tutoring adult learners and how adults learn?

Adults learn best when…

K W L• K - What do you know about

tutoring adult learners and how adults learn?

• W - What do you want to know about tutoring adult learners and how adults learn?

Why a light bulb?

Why a light bulb?

Help ≠ Doing

Why a light bulb?

Help ≠ Doing

Help = Empowering

Why a light bulb?

Help ≠ Doing

Help = Empowering

Help = Providing Tools

& Support

Why a light bulb?

Help ≠ Doing

Help = Empowering

Help = Providing Tools

& Support

Are usually experiencing

some sort of life change.

Why a light bulb?

Help ≠ Doing

Help = Empowering

Help = Providing Tools

& Support

Are usually experiencing

some sort of life change.

Have specifi

c and im

mediate

learning needs and goals.

Why a light bulb?

Help ≠ Doing

Help = Empowering

Help = Providing Tools

& Support

Change

Specific

and

immediate

needs

and go

alsDaily life

Monthly Tutor Webinar Schedule• http://tutorsofliteracy.blogspot.com/

• Google Search “Tutors of Literacy in the Commonwealth Tutor Resource Site”

• Fourth Wednesday of the month 1:00 – 2:30 pm

• Webinars will be recorded

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.Adult learners:• Are often self-directed and used to making decisions

for themselves.

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.Adult learners:• Are often self-directed and used to making decisions

for themselves. • Are very busy and may only have limited time to

participate in programs or do homework; they may have many barriers to regular attendance.

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.Adult learners:• Are often self-directed and used to making decisions

for themselves. • Are very busy and may only have limited time to

participate in programs or do homework; they may have many barriers to regular attendance.

• Have a wealth of experiences that should be used as a resource in learning.

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.Adult learners:• Are often self-directed and used to making decisions

for themselves. • Are very busy and may only have limited time to

participate in programs or do homework; they may have many barriers to regular attendance.

• Have a wealth of experiences that should be used as a resource in learning.

• May feel insecure about their literacy skills, learning new things, and coming to a program. What implications could this have for instruction?

Today’s Topic: Adult LearnersAs you think about these characteristics, think of how they impact your instruction.Adult learners:• Are often self-directed and used to making decisions

for themselves. • Are very busy and may only have limited time to

participate in programs or do homework; they may have many barriers to regular attendance.

• Have a wealth of experiences that should be used as a resource in learning.

• May feel insecure about their literacy skills, learning new things, and coming to a program. What implications could this have for instruction?

• Have values and beliefs based on their cultural and ethnic backgrounds that may be very different from their tutor’s beliefs.

Adults Learn Best When…

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.• The learning is connected to the vast background of

knowledge and experience that the adult brings to the table.

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.• The learning is connected to the vast background of

knowledge and experience that the adult brings to the table.

• The learning is both received and processed in more than one way.

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.• The learning is connected to the vast background of

knowledge and experience that the adult brings to the table.

• The learning is both received and processed in more than one way.

• The learning is collegial and directed at solving specific job-related problems.

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.• The learning is connected to the vast background of

knowledge and experience that the adult brings to the table.

• The learning is both received and processed in more than one way.

• The learning is collegial and directed at solving specific job-related problems.

• They have ample opportunity to reflect on the implementation of new competencies.

Adults Learn Best When…• They have input into the selection of the content

and even development of the learning experiences.• The learning is connected to the vast background of

knowledge and experience that the adult brings to the table.

• The learning is both received and processed in more than one way.

• The learning is collegial and directed at solving specific job-related problems.

• They have ample opportunity to reflect on the implementation of new competencies.

• Following initial training, adults are provided w/ongoing support that can take the form of peer coaching or study groups.

Your Role as a Tutor"As a volunteer instructor, I will

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by • learning about and applying new techniques

during my instruction.

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by • learning about and applying new techniques

during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by • learning about and applying new techniques

during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will • document the instructional strategies I apply

and how the learner is affected.

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by • learning about and applying new techniques

during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will • document the instructional strategies I apply

and how the learner is affected. Whenever possible, I will

Your Role as a Tutor"As a volunteer instructor, I will • continually strive to identify and meet the

needs of the learner(s) I tutor by • learning about and applying new techniques

during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will • document the instructional strategies I apply

and how the learner is affected. Whenever possible, I will • share my tutoring experiences with my peers

so we can all learn and grow together."

Your Role as a Tutor• How does this look?

– Monthly report example– Journal– Peer tutor meetings– Articles for newsletter– Observe another tutor– Co-tutor

– Sample of online form

Thoughts to Take Away• Meet your student where s/he is;

not where you think s/he should be. NO ASSUMPTIONS

• Find out what your learner wants to learn and teach him/her that.

• Adult learners are different from children; make adult learning different from school.

Adults learn best when…

K W L• K - What do you know about tutoring adult

learners and how adults learn?• W - What do you want to know about tutoring

adult learners and how adults learn?

L - What did you learn about tutoring adult learners and how adults learn?

Closing• Questions• Comments• Suggestions

• Evaluation

Next WebinarNovember 28

1:00 – 2:30 pmTopic: Reading Skills

kim@tlcliteracy.org