UP Teaching & Learning Community Blog

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The Tutoring Cycle as a Tool for Active Learning

Considering a tutoring approach for working with students during office hours

The Learning Commons at the University of Portland has made strides in professionalizing our tutors through training. Our syllabus includes 11 hours of live face-to-face training modules. In our training, trainees learn how the tutoring cycle provides structure for our tutoring sessions. As a faculty member, I’ve also adapted the tutoring cycle as a strategy for helping students during office hours.

Six basic steps make up the tutoring cycle:

  1. Greeting and setting expectations: In the peer tutoring session, it’s important that the tutor let the student know that she or he can expect to work at the whiteboard or think aloud while working with material. We train our tutors to state their roles in a first session with a student and to remind students of their expectations in subsequent meetings.
  2. Assessing the student’s needs and identifying tasks: While a student may say, “I want to work on my homework,” it’s important for the tutor to identify more precisely what the student is struggling with and what their goals are for the course. The former can be done by asking more probing questions or even having the student show how they’ve approached a specific homework problem or prompt. Drafting with the student a specific agenda for the session by using a checklist on the whiteboard (or on paper) is a handy way of making the tasks visible.
  3. Recommending and demonstrating strategies: Our peer tutors usually have strategies that they can share with students. These can range from reviewing concepts or processes in their notes or the book to specific approaches or rules of thumb to use when working on a problem or task.
  4. Formative assessment: Having students practice problems or tasks and apply demonstrated strategies offers the tutor and student the opportunity assess progress. We train tutors to give implicit feedback through questions and other means of highlighting student thinking and misconceptions. Notice that from the diagram that tutors can shuttle back and forth between formative assessment (practice) and demonstrating strategies.
  5. Summative assessment and planning for learning: Every session needs to end with some sort of summative assessment. This can be a final problem or prompt, or the tutor may direct the student to teach the material on the agenda or checklist back to the tutor. When in a rush, the tutor can have the student list three takeaways, two ways he or she will use the takeaways, and one question about the material that the student wants to pursue in the coming week, also called a 3-2-1 assessment technique. The tutor also works with the student to sketch out a plan for learning for the next week.
  6. Setting up a follow-up meeting: If needed or desired, the tutor invites the student to set up another time to meet.

How might this work in an office hour interaction?

  1. Letting students know that they will be actively thinking and working when you ask the student questions and direct them to elaborate on something or work at a whiteboard (or on paper).
  2. Taking time to dig deeper into what the student knows and doesn’t know can help you and the student to plan the office hour visit. You can separate between what is needed and what might be nice to know and then focus on the needs. Asking questions and having the student do some work will reveal areas needing your attention.
  3. Once you know the students needs, you can share strategies for working with the material, ways of conceiving of it, or even methods for keeping track of learning (e.g., effective note-taking strategies that you’ve learned over the years).
  4. Allowing time for the student to practice with the material gives you time to assess her or his progress.
  5. A simple teach-back or 3-2-1 technique offers you a sense of how effective the office hour interaction was.
  6. The invitation to return or to ask questions in class can help the student to feel a sense of belonging and added motivation to participate in your class.

As you practice these steps, you will learn ways to vary them and apply them to groups during office hours. Faculty office hours needn’t be about students coming in to be retaught the material. We can instead apply tools like the tutoring cycle and other student engagement approaches to support active learning, metacognition, and higher order thinking.

Jeffrey White is an instructor of German and directs Learning Commons in Buckley Center 163. For more information on the Learning Commons’ certified tutor training program, contact Jeffrey at white@up.edu or (503) 943-7141.

The Learning Commons is a program of the Shepard Academic Resource Center and offers trained peer support in writing papers, math, foreign language learning, biology, chemistry, physics, managing group projects, speeches and presentations, along with hosting tutoring for several nursing courses and business courses. 

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Lesson Planning: At the Intersection of Bloom’s Taxonomy and Knowledge Dimensions

Revisiting Bloom’s Taxonomy

In the 1950’s Benjamin Bloom and other researchers collaborated to create what is known as Bloom’s Taxonomy of cognitive processes. This has been revised over the years and includes today six cognitive dimensions:

  • Remember: recall facts and basic concepts (e.g., define, list, state)
  • Understand: explain ideas or concepts (e.g., describe, explain, summarize)
  • Apply: use information in new situations (e.g., solve, complete, change)
  • Analyze: draw connections among ideas (e.g., contrast, categorize, connect)
  • Evaluate: justify a stand or decision (e.g., criticize, defend, prioritize)
  • Create: produce new or original work (e.g., design, modify, write)

The accompanying verbs can be used to develop and organize learning goals and objectives for our curricula, courses, and daily lesson plans. Many UP faculty already use Bloom’s Taxonomy as a guide for planning, but we can enhance the use of Bloom’s Taxonomy by considering our objectives through the lens of knowledge dimensions that Anderson and Krathwohl added to the taxonomy in 2001. The four dimensions are:

  • Factual knowledge (basic elements to learn in the discipline)
  • Conceptual knowledge (interrelationships between basic elements within a larger context)
  • Procedural knowledge (methods in the discipline)
  • Metacognitive knowledge (awareness of how learning work in relation to one’s self)

Anderson and Krathwohl developed a matrix for combining cognitive processes and knowledge dimensions that can be adapted when planning courses and lessons. As faculty, we can adapt this matrix in our own lesson planning. Here’s an example from a 300-level applied linguistics course that I teach in the Department of International Languages and Cultures.

Basic concept: Individual differences in language learning

Knowledge Dimension: Factual knowledge

Bloom’s Taxonomy Cognitive Process: Remember (Related actions verbs: define, list, state, recall, identify)

Learning Goal: Students can accurately define individual differences and list examples.Writing assistance working with student

Assessment: Students take a low-stakes quiz in which they define individual differences and provide examples they recall from the reading and group work activity.

Learning Experiences: 

  1. Students read section on individual differences in How Languages are Learned respond to reading prompts before class.
  2. In class, students work in groups to identify individual differences in written profiles of learners and present their findings.

Intersecting with multiple knowledge dimensions

As faculty, we can also run concepts and theories we teach through both multiple knowledge and cognitive process dimensions as we plan instruction. Let’s take, for example, the social cultural theoretical perspective of second language acquisition from the same applied linguistics course

Factual dimension / Remember

Instructor provides learning experiences so that students practice recalling definitions of terms and characteristics and elements of the theory.

Conceptual dimension / Understand

Students participate in learning experiences that guide them to start explaining principles and models of the social cultural perspective. It’s important to note that at this level, the students are not just restating an author’s or instructor’s explanation; that would be remembering. Rather, they are using concepts, terms, and paraphrasing to explain the concept or theory.

Procedural dimension / Analyze

Eventually, students point out passages in a research text that indicate the linguistics researcher is writing from the social cultural perspective of second language learning. They are using their knowledge of the theory as an analytical tool.

Metacognitive dimension / Apply

Finally, the instructor can work with students to develop and apply motivational and language learning strategies that are based on a social cultural perspective of second language learning.

The above processes can also be reorganized into a class lesson planning tool.

Application in your teaching

The combination of Bloom’s Taxonomy and knowledge dimensions create a powerful approach for your faculty toolbox in support of our efforts to provide the excellent undergraduate education opportunities to our students. For more about deploying Bloom’s Taxonomy and the four dimensions of knowledge, check out Laurie Richlin’s Blueprint for Learning: Construction College Courses to Facilitate, Assess, and Document Learning (2006), one of the sources of today’s TLC blog entry. If you would like to explore in more detail using dimensions and Bloom’s Taxonomy verbs in a lesson planning form, download this MS Word version.

Jeffrey White directs the Learning Commons in the Shepard Academic Resource Center in Buckley Center 163, where he trains tutors to reach Level 1 of the International Tutor Training Program Certification. He also teaches German, an applied linguistics course, and a preparation course for study abroad in the Department of International Languages and Cultures. Jeffrey is currently the president-elect of the Northwest College Reading and Learning Association. He is happy to meet over coffee or lunch to discuss course and lesson design, training, and teaching in higher education and can be reached at white@up.edu.

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Making thinking visible through questions

Two young women sit at a table and look intently at a document. It is clear they are working together.Before we initiated tutor training in our programs in the Learning Commons, it was common for peer assistants to do more explaining and less asking. Nowadays, questions increasingly play a major role in our peer assistance sessions. While our trained peer assistants may know by heart that the role of the tutor is to facilitate students’ development of active and self-regulated learning in a higher education setting, making the shift to deploying more questions takes time, observations, and debriefing. Our peer assistants are learning more than ever through their experience and training that inquiry can uncover the ways students think and the gaps in student learning.

One framework in this year’s training for using questions has been the “6PQ Method of Discovery Learning” (Tracy & Showers, 1986). The approach involves six phases, each of which includes a variety of questions that engage students’ recall of material, thinking, and the uncovering of misconceptions. The process also involves revisiting notes and materials, the tutor paraphrasing the students’ thinking, and the student paraphrasing the key takeaways of the whole session. This model may be useful to faculty in our office hours and with individuals and groups while teaching. Below is an outline of the method with sample questions that we use in tutor training:

1) Preface (Identifying the issues)

  • “What is it exactly that I can help you with?”
  • “What are you having trouble with?”
  • “In what way can I help you?”
  • Paraphrase what you heard the issues to be.

2) Pace (Caution! Take your time here.)

  • “What can you tell me about ______________ now?”
  •  “What have you read about? What did the professor say about it in class?”
  • Paraphrase

3) Probe (Spend most of your time here)

  • “Why? Can you give me reasons?”
  •  “What makes you think so?”
  •  “Would you tell me more about ______________? Can you give me an example?”
  • Paraphrase

4) Prod (Implications & consequences)

  • “If you had to guess the impact of X on Y, what would you say?”
  • “I understand that you don’t know, but what do you think it could be?”
  • “What is your gut instinct? Why would that be true?”
  • Paraphrase

5) Prompt (For dealing with uncertainty)

“You told me earlier that ______________, so how could ______________?”

  • “Would it be ______________ or ______________?”
  • “What is the first step in this process? Second step? Third step?”
  • Paraphrase

6) Process (Connecting to other concepts)

  • “Now that you understand this concept, how would you compare it to another concept?”
  • “How do you see this concept fitting into the entire course?”
  • “So, now, what can you tell me about______________?”
  • Now have the student paraphrase the highlights of the whole session.

We can naturally substitute questions that fit the context at hand and one is not bound to this exact sequence. The key is to use questions that move through elements of Bloom’s Taxonomy (from identifying and explaining to applying, analyzing, and making connections to other concepts).

Sometimes students struggle to answer initial questions, but even here, we can use questions to direct students to resources (“Where in your book or notes might you find this out?”) and to support methods of retaining and recalling information (“What methods might you use to remember these concepts?”).

The 6PQ Method for Discovery Learning falls under the rubric of critical thinking approaches in teaching and tutoring alongside, for example, Socratic questioning. In our many interactions with students, whether in class or during office hours, we can intentionally use a variety of questions to further cognitive processing, learning, and critical thinking. As we move from explaining to questioning, we let students make their thinking visible to us, and from there, the deeper learning can truly begin.

Jeffrey White is an instructor of German and the Learning Commons administrator in Buckley Center 163. He can be contacted at white@up.edu.

Featured Image: Students Collaborating by Greg Anderson Photography used via CC 2.0

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The excitement of academic learning

Last year 1,180 UP students worked together with peer assistants in the Learning Commons to support and improve their learning for a total of nearly 4,600 visits. Wouldn’t it be great if even more students came early and often to the Learning Commons to support their thinking, learning, and the application of new concepts in the classes we teach? Imagine students engaging even more in our classes with more authentic questions, presenting course material with greater depth, and more actively working together in groups on projects after visiting one or more of the following programs in the Learning Commons in Buckley Center 163:

  •  The UP Writing Center
  •  Math Resource Center
  •  Speech and Presentation Lab
  •  Group Work Lab
  • Chemistry Assistance Center
  • Biology Assistance Center
  • Nursing tutoring
  • Language Assistance (for French, German, Mandarin, and Spanish)
  • Economics, Finance, and Business Law tutoring

The Learning Commons’ peer assistance programs not only support students; they can support faculty by increasing student awareness of learning processes involved in mastering course material.

Our students write many papers, give presentations, and work in groups on projects during their undergraduate careers, and mathematics spans many disciplines on our campus. In addition to supporting students in content areas, we are now training our peer assistants to work with students on general study skills such as time management, reading difficult texts, and note taking. Greater student use of the Learning Commons can increasingly lead to positive consequences for you as a faculty member:

  • More frequent student engagement with thinking and writing about the course material;
  • Improved quality of written assignments, presentations, and group projects;
  • Enhanced retention and recall of course material through added practice with peer assistants;
  • More genuine questions during discussions and during office hours.
  • A greater sense among your students of belonging to a community of academic.
  • So what can you do as a faculty member to support student learning through use of the Learning Commons? The following list is just a start:
  • Model how your students can find the Learning Commons online though the UP website and on Moodle via the Learning Resources link;
  • Recommend that your students use the Learning Commons early and often as a habit of mind.
  • Encourage or require struggling students to visit the Learning Commons;
  • Focus your messaging about the Learning Commons on the positives: the excitement of learning together with a peer, saving time by learning to approach assignments more effectively, improving grades through a social learning interaction with a more accomplished peer;
  • Personally recognize the effort that any students put into working with peer assistants in the Learning Commons;
  • Invite students who have benefited from using the Learning Commons to explain how the experience supported their learning.

By taking such steps in your class, you will also gain the satisfaction of knowing how you are supporting students’ active efforts to learn more outside the classroom for your course.

As you encourage your students to improve their learning through work with peer assistants in the Learning Commons, it’s important to avoid:

  • Requiring that all of your students use a specific program for the same assignment. This can overload the system, as we have only so many peer assistants. Requiring visits should be used judiciously.
  • Equating peer assistants with TA’s. The role of the peer assistant is to support the development of active and self-regulated learners. Our peer assistants are trained not to teach the material beyond the selective use of explanations. They will use questions and seek to have students use resources from classes (books, notes, Moodle page, etc.) to learn the material.

The vision of the Learning Commons is one of an evolving community of active learners at UP. To help fulfill our vision, the Learning Commons has initiated 11.5 hours of general tutor training of all peer assistants who work for us. This is on top of the content-related training that peer assistants receive from their discipline-specific coordinators. We are also applying to be able to certify our peer assistants through the College Reading and Learning Association’s International Tutor Training Program Certification process. We are piloting our Level 1 training this year. Our goal is to certify all of our peer assistants in the Learning Commons and to provide training and certification for peer tutors who work in various departments and schools within UP. I invite you to learn more about how the Learning Commons can support your students by contacting me at white@up.edu or (503) 943-7141 to arrange a time to discuss how best to make the Learning Commons work for you and your students. The Learning Commons’ trained peer assistants can also come to your classes to present how the Learning Commons can support your students’ learning.

Many thanks go to our discipline-specific coordinators and collaborative partners: Dr. Cara Hersh (Writing Center), Dr. Carolyn James (Math Resource Center), Dr. Dan Foster (Speech and Presentation Lab), Dr. Vail Fletcher (Group Work Lab), and faculty and staff in Biology, Chemistry, Physics, the Pamplin School of Business, the School of Nursing, and the Shiley School of Engineering.

Jeffrey White, M.A., M.S., is the program administrator of the Learning Commons within the Shepard Academic Resource Center, and he teaches third-year German, Maximizing Study Abroad, and training courses for interning foreign language peer assistants in the Department of International Languages and Cultures.