September 29, 2008

Spelman College Hosts “TutorPalooza” Peer Tutor Training

Originally published in the News area of the Spelman College website.

As a part of our long standing collaborative efforts, the Peer Tutoring Program of the Learning Resources Center and the Mathematics Laboratory hosted "Tutorpalooza" at Spelman, on Friday, September 19 and Saturday, September 20. The event was held in the Albro-Falconer-Manley Science Center Room 233.

During Tutorpalooza, students and peer tutors were trained and certified nationally by Dr. Sandi Ayaz, executive director of the National Tutoring Association. Morehouse College, Green Forest Academy, Atlanta Metropolitan College and various departments and organizations on campus participated.

For more of this story, please click on Spelman College Hosts "TutorPalooza" Peer Tutor Training

Filed under: Academic Learning Centers,College,Peer-Tutoring

September 25, 2008

Brain Games for Tutors and Their Students

Originally published on downloadsquad.

The folks at Prevention.com have created an interesting variety of "fun games" or "brain games" that anyone can play for free.

The fun games offer sudoku, word search, mah jongg, and a fun little thing called Spliterature. In Spliterature you are given a jumbled batch of letters and you have to create two words that fit into a certain category. And you have to do it as fast as you can. The word search is extrememly easy until you get to the bonus round. Then you have a category but no word list and must search for words you think might fit the category.

The brain games page has just as many fun choices which supposedly sharpen your memory and you mind. It’s not going to help any of us do Jedi mind tricks any time soon but, the games are fun. You can choose from Street of Dreams where you have to match words into categories – simple until some of the categories are hidden from you.

To read more about these games click on this link.

Filed under: Academic Learning Centers,Free Programs/Software,Technology,Training/Education

September 22, 2008

The Tutor’s Primer: Comparing Pedagogical and Andragogical Learning

By Loydene F. Hill, originally published in the AuthorsDen.com

This article compares the pedagogical and andragogical learning models when dealing with adults and children.

When one seeks to compare the pedagogical and andragogical learning models, one must understand what the basic difference is between the two. The pedagogical learning model has been the prevailing learning model in the education of children since the 19th century. It resides, and flourishes, in the belief that if a child does not learn, then the teacher has failed as a transmitter of knowledge, and provides no recourse against the child for his lack of interest or participation in the learning process. As children, young adults, and undergraduate students, we promote this theory, by learning only what is needed to receive a passing marks and move forward to the next level in our education. Educators and students remain passive as to their roles in the learning process, and rely on the student’s total intellectual dependency on the teacher for any acquired learning that he receives, much the same way an addict relies on the actions of his enabler, for continued support.

With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.

When we examine the andragogical learning model, the opposite is true. The andragogical model was theorized by Malcolm Knowles in 1990, and specifically oriented toward the adult learner. Adults learn differently, and for different reasons, than do children and young adults, and their style is completely antithetic to that of the pedagogical learner.

Click on the following link to read more of the original article Pedagogical and Andragogical Learning

Filed under: Academic Learning Centers,Pedagogy,Tutoring Practices

September 19, 2008

A Tutor’s Guide on Understanding Cyber-Bullying

The following description was originally published by the Afterschool Alliance

America Learns, in collaboration with Net-Generation expert Vanessa Van Petten, recently released a new toolkit dealing with cyber-bullying. America Learns found that teens are more likely to share information with tutors and mentors that they would normally not share with others and, with that in mind, created the free toolkit specifically for afterschool providers. It offers specific steps to address online harassment of students and gives providers guidance on how to approach the subject with school administrators, parents and others. For more information, visit http://americalearns.net/cyberbullying/

Filed under: Technology,TechNotes

September 17, 2008

The Tutoring Toolbox: Guide to Grammar and Style

by Jack Lynch, Associate Professor in the English department of the Newark campus of Rutgers University

These notes are a miscellany of grammatical rules and explanations, comments on style, and suggestions on usage I put together for my classes. Nothing here is carved in stone, and many comments are matters of personal preference — feel free to psychoanalyze me by examining my particular hangups and bêtes noires. Anyone who can resist turning my own preferences into dogma is welcome to use this HTML edition. Feedback is always welcome.

I should be clear up front: I’m not a linguist, nor a scholar of the history of the language. (If you’re curious about who I am, you can look at my CV and decide whether I’m worth listening to.) Linguists are wary of "prescriptive" grammars, which set out standards of "correct" and "incorrect" usage — grammars that usually insist correctness reigned in the good old days, whereas we’ve been on the road to hell ever since. Professional linguists are adamant that the language isn’t "declining," and that many usages censured by self-styled grammarians are in fact perfectly reasonable, whether on historical grounds, logical grounds, or both.

And they’re right. I reject any model of linguistic decline, in which the twenty-first century speaks a decadent version of the language of some golden age. I don’t lie awake at night worrying about the decline of "proper" English. (In my grumpier moods, I’m convinced the whole world’s going to hell — but then, I’m convinced the whole world’s been going to hell since time out of mind. In my more sanguine moods, I wonder whether hell isn’t such a bad place to be after all.) I know, too, that many things offered as "good" grammar or style have little basis in history or in logic.

Click on the following link to view more of Guide to Grammar and Style

Filed under: Tutoring Practices

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