Beruflich Dokumente
Kultur Dokumente
PROBING QUESTIONS
AND TUTORING CYCLE
TUTOR TRAINING
Source: Paul, R., (1993). Critical Thinking: How to Prepare Students for a
Rapidly Changing World. In Bill Stephen, Northern Illinois University
Consortium for Problem-Based Learning Retrieved 10/9/2009 from
http://ed.fnal.gov/trc/tutorial/taxonomy.html
Example: Questions that Probe
Assumptions
• What are you assuming?
• What is Jenny assuming?
• What could we assume instead?
• You seem to be assuming _____. Do I understand you correctly?
• All of your reasoning depends on the idea that _____. Why have you
based your reasoning on _____ instead of _____?
• You seem to be assuming _____. How do you justify taking that for
granted?
• Is that always the case? Why do you think the assumption holds here?
• Why would someone make that assumption?
Source: Paul, R., (1993). Critical Thinking: How to Prepare Students for a
Rapidly Changing World. In Bill Stephen, Northern Illinois University
Consortium for Problem-Based Learning Retrieved 10/9/2009 from
http://ed.fnal.gov/trc/tutorial/taxonomy.html
Example: Questions that Probe Reasons
and Evidence
• What would be an example?
• How do you know?
• Why do you think that is true?
• Do you have any evidence for that?
• What difference does that make?
• What are your reasons for saying that?
• What other information do you need?
• Could you explain your reasons to us?
• Are these reasons adequate?
• Why do you say that?
• What led you to that belief?
• How does that apply to this case?
• What would change your mind?
• But, is that good evidence for that belief?
• Is there a reason to doubt that evidence?
• Who is in a position to know that is true?
_______________________________________________________________
Source: Paul, R., (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. InBill Stephen,
Northern Illinois University Consortium for Problem-Based Learning Retrieved 10/9/2009 from
http://ed.fnal.gov/trc/tutorial/taxonomy.html
Questions that Probe Implications and
Consequences
Source: Paul, R., (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. In Bill
Stephen, Northern Illinois University Consortium for Problem-Based Learning Retrieved 10/9/2009
from http://ed.fnal.gov/trc/tutorial/taxonomy.html
TUTORING CYCLE
ISBN-10: 0935637192
ISBN-13: 9780935637199
Attention
• Any simplification assist memorization, but it
is just a guide not a recipe.
• Tutors apply simplifications with care for
students, tasks, instructional goals.
• Provide opportunity for tutee (s) to take (partial or full) control and
determine the focus of the session
• Use probing questions to clarify tutees’ immediate concerns. ("What is the
hardest part for you?")
• Restate tutees’ problems to help tutee understand what was needed and
to focus activities for session. If you need to refocus session, explain why.
• Use empathetic statements to help tutee (s) define the problem ("That
part can be hard.")
• If necessary, suggest other learning opportunities, such as study groups,
workshops, or types.
____________________________________________________________
Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly
Changing World. Foundation for Critical Thinking, p. 26.
Step 3: Breaking the Task Into Pieces
• This step depends on the time and prior knowledge of the tutee (s) and
the task.
• “What should we work on today?“
• “What part of the task can be done in 50 minutes?”
• Require tutee (s) to state the task and expectations.
• Help tutee (s) to break the task into manageable pieces.
• Help tutee 9s) to plan the session by analysis of all pieces.
• Restate tutee (s) “I have to” with details.
____________________________________________________________
Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students for a
Rapidly Changing World. Foundation for Critical Thinking, p. 28.
Also: http://www.csupomona.edu/~lrc/tutortraining/mark68.html
Step 4
Thought Process
According to Paul (1993), Step 4 of the Tutoring Cycle is one of the two most
important steps of tutoring (28).
• Ask the tutee (s) to explain the general approach learned in class.
• Help with all possible materials or resources. The organization of learning
materials (notes, textbook, video-tutorials, and others) will lead the
process of learning.
• Guide the tutee (s) to explain the method, strategies, and presentation of
the task.
• Promote independence, by scaffolding the task, but allowing the tutee (s)
to work the pieces of the task and to explain them to you.
________________________________________________________
Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students for a
Rapidly Changing World. Foundation for Critical Thinking, pp. 28 -31.
Step 5: Set an Agenda for the Session
_______________________________________________________
Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students
for a Rapidly Changing World. Foundation for Critical Thinking, p.
32.
Step 6 : Addressing Task
• "Where should we begin? What do we do next?"
• If you would like to write something, use the white board, the pencil and paper should remain in
front of tutee, not tutor.
• Encourage tutee (s) to do most of the talking/learning. Did not over explain or take control.
• Allow sufficient "wait time" for tutee to do act, speak, or learn before you take over and explain.
Resource: Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, pp. 32 -33.
Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly
Changing World. Foundation for Critical Thinking, p. 26.
De Anza College http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$61
Step 11: Planning next session
• Look at the syllabus together with the .
• Allow tutee (s) to make decision about whether to return for another session and what to do during
the session (i.e. "Should we meet next week?
• What should we do? What will you have done to prepare before the session?")
• Confirm time and date for the next session. Be sure tutee (s) knows who to call to cancel.
________________________________________________________
Resource: Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing
World.Foundation for Critical Thinking, pp. 38 -40.
Resource: De Anza College http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$61
This presentation is the beginning, not the end,
of tutor training.
Record all hard tutoring sessions and think
about your tutoring strategies.
You need personal experiences to discover your
tutoring cycle.
References
Costa, A. (1991). Developing minds: A resource book for the teaching
thinking..Arlington: VA: Association for Supervision and Curriculum Development.
In Deese-Roberts, S. (2003). Tutor Training Handbook. Lenexa, Kansas: CRLA, pp.
119 -121.
De Anza College (n.a.) Retrieved from Internet
http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$61
Deese-Roberts, S. (2003). Tutor Training Handbook. Lenexa, Kansas: CRLA.
MacDonald, R. B. (1994). The Master Tutor. Willamsville, New York: The Cambridge
Study Skill Institute.
Paul, R. (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing
World. Foundation for Critical Thinking
Paul, R., (1993). Critical Thinking: How to Prepare Students for a Rapidly Changing
World. In Bill Stephen, Northern Illinois University Consortium for Problem-Based
Learning. Retrieved 10/9/2009 from http://ed.fnal.gov/trc/tutorial/taxonomy.html