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How Tutoring Works
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How Tutoring Works
Six Steps to Grow Motivation and Accelerate Student Learning



June 2021 | 136 pages | Corwin

Build students’ confidence and competence with tutoring strategies that spark meaningful, accelerated learning. 

Tutoring is much more than telling students information. Effective tutoring begins with the strong and caring relationship a tutor establishes with a learner to build trust, fuel motivation, and drive critical learning. 

How Tutoring Works distills the complexity of strategic moves effective tutors make to build students’ confidence and competence. Harnessing decades of Visible Learning® research, this easy to read, eye-opening guide details the six essential components of any effective tutoring intervention—establishing a relationship and credibility, addressing student confidence and challenges, setting shared goals, helping a student learn how to learn, teaching and learning content, and establishing a habit of deliberate practice. Indispensable for any educator who intervenes with students, this rich resource includes: 

  • Examples of impactful tutoring conversations, including what to say and what not to say when building a relationship with a learner.
  • Specific approaches to use when establishing credibility, addressing challenges to learning, leveraging the relevance of knowledge, setting goals, and ensuring practice.  
  • Learning strategies, with effect size, for teaching and learning content, including specific strategies for improving reading, writing, and mathematics. 
  • Tips and tools for helping students develop powerful cognitive, metacognitive, and affective study skills. 
  • Resources and advice for establishing an effective and transformational tutoring program.

Done well, tutoring can repair a student’s damaged relationship to learning, address unrealized potential, and alter the course of a young person’s life. A strong and nurturing relationship between tutor and learner is key. 

 
Introduction
 
Chapter 1: Relationships
 
Chapter 2: Confidence and Cognitive Challenges
 
Chapter 3: Goals
 
Chapter 4: Learning to Learn
 
Chapter 5: Learning Content
 
Chapter 6: Practice
 
References

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.  More About Author

Douglas Fisher

Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and... More About Author

John Taylor Almarode

Dr. John Almarode has worked with schools, classrooms, and teachers all over the world.  John began his career teaching mathematics and science in Augusta County to a wide range of students.  Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments.  He has worked with hundreds of school districts and thousands of teachers.  In addition to his time in PreK – 12 schools and classrooms, he is an Associate Professor and Executive Director of Teaching and Learning in the College of Education at James Madison University... More About Author

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ISBN: 9781071855959
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