Tutorial Support

Tutorial Support:
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Tutorial Support
Here are some methods that SBCC faculty use to refer students to tutorial service.

Have students take a learning styles inventory such as Felder's at http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html

This may be accessed at any computer station in the LRC.

Be sure to have them read the link at the bottom of the results that come back to them that explains the definitions of the various learning styles categories.

You may want to ask them to analyze the accuracy of the results as well as the categories themselves.

You may also ask them to look at their preferences and, using the feedback from the explanatory link, come up with a tutor-supported strategy for assisting themselves in the mastery of course content.

Refer students to pre-arranged small group tutorials for content review, either prior to an exam or as an on-going supplement to instruction. These can be scheduled through the Tutorial Center.

Assign course completion points to students who review lecture notes or textbook notes with a tutor. Some teachers have students keep a reading log that is reviewed and checked by a tutor.

Ask a student to make an appointment with the Writing Lab or write up a short description of the particular area of written assignment you would like to the tutor to review. The more information you provide the student and tutor, the more effective the session will be. Teachers receive feedback slips from the Writing Lab that describe areas covered during the session: one copy for the student, one for the records and one for the teacher.

Assign students to investigate one of the online tutorial services described above (or another) and have them record their progress: what they wanted to know or gain at the outset, a narrative description of their progress and a summary statement of the extent to which the service met their needs.

Ask students to declare goals for themselves at the beginning of the semester. Also, have them describe how and when they will measure the successful achievement of those goals. Finally, ask them to choose one or two points in the semester when they will meet a tutor to help them achieve those goals.

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