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Preface Chapter 1 - The Power of Peers: Your Role as a Peer Educator Opening: Focus Questions What is a Peer Educator? Role of a Peer Educator Activity 1.1: Andragogy and Peer Assistance Facilitator of Learning Peer Educator’s Role and Development of Students Benefits for You, the Peer Educator Activity 1.2: Interviewing Learning Strategy: Managing Your Time Activity 1.3: Assess Your Time Management Skills Strategies for Improving Time Management Setting Goals Activity 1.4: Personal Goal Closing Activity 1.5: Check Your Understanding Activity 1.6: Elements of Effective Peer-Led Sessions Suggestions from Experienced Peer Educators How do you incorporate learning and study strategies? Chapter 2 - Promoting Active Learning Opening: Focus Questions Active Learning Activity 2.1: Promoting Active Learning How Learning Occurs Information Processing Model Activity 2.2: Information Processing and Learning Strategies Activity 2.3: Applying the Information Processing Model Differences in Learning Visual, Auditory, Tactile/Kinesthetic Preferences Activity 2.4: Assessing Learning Modalities Activity 2.5: Analyzing Learning Modalities Personality Type Activity 2.6: Assessment Description of the Dimensions Activity 2.7: Reflecting Activity 2.8: Learning Preferences and Learning Strategies Closing Activity 2.9: How do you learn best? Activity 2.10: Checking for Understanding Activity 2.11: Applying Suggestions from Experienced Peer Educators How do you increase active participation? Chapter 3 - Incorporating Critical Thinking and Questioning Skills Opening: Reading Textbooks Activity 3.1: Practice Previewing Introduction Talk Out Loud Activity 3.2: Practice Cognitive Process Instruction Include Questions Activity 3.3: Integrating Questions in Sessions Activity 3.4: Observing Include Higher-Level Directives Activity 3.5: Directive Words Activity 3.6: Critiquing Closing Activity 3.7: Analyzing Activity 3.8: Elements of Effective Peer-Led Sessions Suggestions from Experienced Peer Educators How do you encourage critical thinking? Chapter 4 - Assessing Students’ Learning Opening: Self-Assessment Why Assess Students’ Learning? Activity 4.1: Reflecting How to Assess Students’ Learning? Beginning of Session Activity 4.2: Assessment Example Middle of Session Activity 4.3: Try it Out End of Session Activity 4.4: Thinking and Assessing What Is and Is Not Adequate Evidence of Learning? Activity 4.5: Observation Closing Activity 4.6: Practice Summative Assessment Learning Strategy: Preparing for Exams Activity 4.7: Exam Preparation Activity 4.8: Summarizing Important Information Suggestions from Experienced Peer Educators How do you assess students’ understanding? Chapter 5 — Collaborative Learning and Group Work Opening: Predicting Collaborative Learning Activity 5.1: Examples of Collaborative Learning Collaborative Learning Guidelines Group Configurations Activity 5.2: Observing Dealing with Common Problems Activity 5.3: Responding to Problems Planning Sessions Activity 5.4: Plan a session Closing Learning Strategy: Graphic Organizers Activity 5.5: Collaborative Graphic Organizer Activity 5.6: Check for Understanding Suggestions from Experienced Peer Educators How do you create collaboration among students? Chapter 6 - Tutoring as a Proactive Process Opening: Highlighting and Annotating Activity 6.1: Guidelines Activity 6.2: Applying Introduction A Proactive Model Activity 6.3: Reflection The Tutoring Cycle Step I. Assess the Student’s Needs Activity 6.4: Assessing a Student’s Needs Step II. Recommend, Demonstrate, and Apply Activity 6.5: Try it Out Step III. Break Down Content; Evaluate Learning Activity 6.6: Tutoring Strategies Step IV. Plan for Application Activity 6.7: Evaluate Student Responses Step V. Follow Up Activity 6.8: Tutoring Cycle: Observing and Practicing Active Listening Activity 6.9: Reflecting Activity 6.10: Active Listening Strategies Activity 6.11: Verbal and Nonverbal Cues Verbal Communication Activity 6.12: Practice Verbal Communication Guidelines for Verbal Communication Activity 6.13: Active Listening and Verbal Communication Closing Activity 6.14: Follow up— Highlighting and Annotating Chapter 7 — Valuing Diversity Among Students Opening: Listening and Note Taking Activity 7.1: Note Taking Strategies Thinking About Diversity Individual Activity 7.2: Reflecting Group activity 7.3: Brainstorming Group activity 7.4: Creating a Venn Diagram Individual activity 7.5: Predicting Overview Dealing with Differences Activity 7.6: Identifying Similarities and Differences Guidelines for Peer Leaders Activity 7.7: Case Studies Resources for Referral Activity 7.8: Role-playing Scenarios Closing Stereotypes and Biases Activity 7.9: Different Perspectives Conclusion Suggestions from Experienced Peer Educators How do you create a welcoming setting? Chapter 8 — Online Assistance Opening: Learning Discipline-Specific Terminology Procedure for Learning Terminology Activity 8.1: Chapter Terms Adjustments for Online Assistance Preparation Activity 8.2: Summarize and Apply Synchronous vs. Asynchronous Activity 8.3: Summarize and Apply (cont’d.). Communication Activity 8.4: Summarize and Apply (cont’d.) Activity 8.5: Summarize and Apply (cont’d.) Activity 8.6: Critique an Online Dialogue Learning and Study Strategies Activity 8.7: Summarize and Apply (cont’d.) Community Activity 8.8: Summarize and Apply (cont’d.) Closing Assessment Activity 8.9: Summative Assessment Chapter 9 - Effective Peer-Led Sessions: A Summary Summation Activity 9.1: Top-ten List Self Assessment Activity 9.2: Revisiting Your Role in Students’ Development Self-Assessment Activity 9.3: Self Assessment Conclusion Suggestions from Experienced Peer Educators What can you do with an empty box? Table of Contents
Get Training Guide for College Tutors and Peer Educators, A by Sally A. Lipsky, Indiana University of Pennsylvania
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