TUTOR TRAINING CERTIFICATE PROGRAM
Cultural Linguistic Services offers a tutor training certificate to tutors who are interested. Every fall and spring semester, we offer a series of seven training sessions. Some sessions are offered every semester. Others are being rotated based on learner's feedback and availability of the presenters. Tutors who complete six of the seven sessions will present a lesson plan demonstration and receive a certificate of completion. Tutors are highly recommended to attend these sessions to get tips and strategies to work with their learner.
To check the current training session’s calendar, click here
TUTOR TRAINING CERTIFICATE OUTLINE
Training Series: Tutor Training Certificate Series
Length of Training Series: Seven sessions in 7 weeks. Tutors who attend 6 sessions or complete 9 hours of training will receive the certificate at the end of the series. Tutors are allowed to complete the required training hours over two semesters.
Developer: Cultural Linguistic Services, Office of Talent Management
Collaborators: UW-Madison Program in English as a Second Language, UW-Madison Facilities and Planning Management; Madison Metropolitan School District, Wisconsin Literacy, Inc.
Targeted Audience: Employees, students, or members of the community
Training Series Description:
This training series identifies core skills, knowledge, and abilities that volunteer tutors in the UW-Madison Tutor Training Certificate Program need to work effectively with their learners. While attendance is required for Certificate Program participants, we recommend that all tutors take advantage of this training to hone their teaching skills and develop strategies that empower English Language Learners to communicate more successfully at home, at work, and in the community.
At the completion of this training series, tutors will be able to:
1. Identify the components of an effective lesson and create a productive and engaging sample lesson plan.
2. Establish trust and a comfortable learning environment for tutoring success.
3. Assess learner needs, abilities, and progress to make decisions about instruction.
4. Use innovative tools to teach sound recognition and pronunciation for better spoken English.
5. Recognize when and how to prioritize and explicitly teach grammar topics.
6. Identify learning modalities and tailor instruction to meet learners’ individual learning styles.
1. Effective Lesson Planning
(Presenter: Jen Sell, Cultural Linguistic Services)
An eager learner and a juicy 90-minute block of tutoring time sit expectantly before you…now what? Never fear! You can plan lessons that are targeted, productive, and engaging by using sound teaching principles and good organizational strategies. “Effective Lesson Planning” is an interactive workshop that introduces techniques you can use right away to provide sessions that are structured, efficient, goal-based, and fun to improve learner outcomes.
Competency: Identify the components of an effective lesson and create a productive and engaging sample lesson plan.
• Knowledge: Gain awareness of the components of an effective lesson plan
• Skill: Develop warm-up, “hook,” presentation, practice, and evaluation segments for lesson plans
• Ability: Create flexible, goal-based lessons tailored to individual students
2. Ideas to Empower, Engage and Motivate Learners
(Presenter: Shoko Miyagi, UW-Extension)
As you begin tutoring your learner, you will soon discover that this involves much more than grammar or pronunciation lessons. You are building a relationship. You are establishing trust. Identify ways to assess learner needs and language proficiency so you can match your tutoring style with what you and your learner most value in a tutoring relationship.
Competency: Build trust and motivation in a tutoring relationship by assessing what learners value.
• Knowledge: Be familiar with qualities learner values in tutoring relationship
• Skill: Ability to assess the learner’s competency level and needs
• Ability: Develop materials challenge enough (+1 level) to motivate learning
3. Practical Techniques in Assessment
(Presenter: Beth Gaytan, Cultural Linguistic Services)
Where do you start with your learner? How can you tell whether your learner is making progress? What will you teach next? Practical Techniques in Assessment will help you better understand your learner’s wants and needs, customize your teaching, and document and celebrate progress. We’ll see how alternative assessments can guide our teaching before, during and after each lesson.
Competency: Develop practical techniques to assess learner skills and progress.
• Knowledge: Understand practical techniques to assess learner skills and progress
• Skills: Identify appropriate assessments to: discover your learner’s needs, evaluate progress and gauge mastery.
• Ability: Effectively use assessments to evaluate progress and inform future lesson planning.
4. Tutoring Strategies and Dealing with Challenging Tutoring Situations
(Presenter: Jzong Thao, Cultural Linguistic Services)
Effective tutoring session requires setting expectations and taking steps at the beginning to build a strong tutor/tutee relationship. This session will cover what tutors need to do to address issues might occur along the way, such as coming to the session late or not coming at all, and what to do when encounter an unexpected situation.
Competency: How to manage the tutor/tutee relationship and having strategies to deal with challenging tutoring situations.
• Knowledge: Understand how setting expectations will lead to having successful tutoring sessions
• Skill: Ability to set and communicate expectations to the learner
• Ability: Successfully address issues that come up during tutoring session and know resources the learner needs.
5. Incorporating Grammar and Pronunciation Into Tutoring Sessions
(Presenter: Joe Nosek, UW-Madison English Deptartment)
This session provides tutors with strategies to focus on grammar lessons. We will discuss when it is appropriate to offer correction and what to prioritize when working on grammar topics. Case studies of specific grammar instruction will be shared and analyzed. Tutors can also look at grammar resource books as well.
Competency: Recognize when and how to prioritize and explicitly teach grammar topics.
• Knowledge: Understand native speakers intuition versus non-native speakers learn grammar rules
• Skill: Ability to recognize when and how to prioritize and explicitly teach grammar topics
• Ability: Able to make it contextual and relevant
6. Learning Styles, Modalities and The Non-Traditional Learner
(Presenter: Cultural Linguistic Services Staff)
Who are Non-Traditional Learners –and how do their backgrounds and learning goals vary? This session identifies learning modalities and explores teaching techniques suited to each of them. After brainstorming instructional activities for various learning styles, we develop a clearer idea about how our own learning styles affect our teaching and how we can be more responsive to the needs of our learner.
Competency: Identify learning modalities and brainstorm activities that effectively address the learning styles of Non-Traditional Learners.
• Knowledge: Understand that the non-traditional learner is different and has life experiences to draw from in learning and people learn differently
• Skill: Ability to create and use appropriate materials to teach
• Ability: Assess whether methods and materials used help the learner retain information
7. Pronunciation Awareness and Tips
(Presenter: Jacy Whitehead, Cultural Linguistic Services)
Current best practices in the field of ELL support the concept of World English which includes embracing one’s accent. So if we embrace accents, why work on pronunciation? To be understood! To understand! Modern pronunciation teaching revolves around awareness and successful communication, not perfection. By adding pronunciation practice to your lessons, you can help your learner address interference with effective speaking AND listening. Leave with some activities and references to help you plan for individual needs.
Competency: Choose the best pronunciation practice for a specific learner
• Knowledge: Gain awareness of English pronunciation and common ELL struggles. Understand the importance of suprasegmentals such as stress and intonation as opposed to individual sounds when practicing pronunciation.
• Skill: Learn techniques to effectively help learner with their individual needs. Learn appropriateness of when (and when not) to correct.
• Ability: Add mini-lessons (2 to 5 minutes) for individualized target practice with learner. Use techniques to swiftly bring attention to errors without interrupting flow of conversation.
8. Tutor Lesson Plan Demonstration & Certificate
(Presenter: ELL Instructor and Trainers, Cultural Linguistic Services)
In this session, each tutor attended 5 of the first 6 sessions will spend 5-7 minutes to present a lesson plan for his/her current or prospective tutee by identifying 4-5 strategies learn throughout the training. Feedback will be shared on what work well with specific individual learners.
Tutors who have completed 9 training hours will receive their Tutor Certificates at the end of the session.
Competency: Use strategies learned throughout the training series to address challenging tutoring situations and plan for future tutoring.
• Knowledge: Aware of the learner skills, needs, and learning styles
• Skills: Demonstrate ability to apply learned strategies into practical use
• Ability: Show ability to make adjustment to techniques and lesson plans