000			03098cam a2200373 i 4500
001			ocn433550625
003			OCoLC
005			20240726112044.0
008			090820s2011 maua b 001 0 eng
010			_a2009034578
015			_aGBA9A8187 _2bnb
016	7		_a015414605 _2Uk
020			_a9780137145089
035			_a(OCoLC)433550625
040			_aDLC _beng _erda _cDLC _dYDX _dYDXCP _dUKM _dIG# _dCDX _dUOI _dBDX _dOCLCO _dCRH _dOCLCF _dOCLCQ
049			_aCISC
050	0	4	_aLB2331.L767.T735 2011
050	0	4	_aLB2331
100	1		_aLipsky, Sally A, _e1
245	1	2	_aA training guide for college tutors and peer educators / _cSally A. Lipsky. _hPR
260			_aBoston : _bPearson, _c2011.
300			_axix, 113 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_a1. The power of peers: your role as a peer educator -- _tAndragogy and peer assistance -- _tFacilitator of learning -- _tLearning strategy: managing your time -- _tStrategies for improving time management -- _tSetting goals -- _tElements of effective peer-led sessions -- _t2. Promoting active learning -- _tHow learning occurs -- _tInformation processing model -- _tDifferences in learning -- _tVisual, auditory, and tactile/kinesthetic preferences -- _tLearning modalities -- _t3. Incorporating critical thinking and questioning skills -- _tReading textbooks -- _tPreviewing -- _tCognitive process instruction -- _tIntegrating questions in sessions -- _tObserving -- _tDirective words -- _tCritiquing -- _tCritical thinking -- _t4. Assessing students' learning -- _tThinking and assessing -- _tAdequate evidence of learning -- _tSummative assessment -- _tPreparing for exams -- _t5. Collaborative learning and group work -- _tCollaborative learning guidelines -- _tGroup configurations -- _tDealing with common problems -- _tSummarize and apply -- _tCommunication -- _tCritique an online dialogue -- _t6. Tutoring as a proactive process -- _tHighlighting and annotating -- _tProactive model -- _tThe tutoring cycle -- _tAssess the student's needs -- _tRecommend, demonstrate, and apply -- _tBreak down content; evaluate learning -- _tPlan for application -- _tFollow up -- _tActive listening -- _tVerbal communication -- _t7. Valuing diversity among students -- _tListening and note taking -- _tBrainstorming -- _tCreating a Venn diagram -- _tIdentifying similarities and differences -- _tRole-playing scenarios -- _tStereotypes and biases -- _t8. Online assistance -- _tLearning discipline-specific terminology -- _tSynchronous versus asynchronous -- _tCritique online dialogue -- _t9. Effective peer-led sessions: a summary -- _tTop-ten list -- _tYour role in students' development -- _tSelf-assessment.
530			_a2
650		0	_aCollege teaching.
907			_a.b1703744x _b02-28-17 _c02-24-14
942			_cBK _hLB _m2011 _i2020-10-28 _k0.00 _2ddc _w47.91
945			_g1 _i31923001729967 _j2 _lcisc _npurchase _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20381232 _z02-27-17
998			_b02-27-17 _cm _da
999			_c103612 _d103612
902			_a1 _bCynthia Snell _c1 _dCynthia Snell