Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Section 8 Pulling It All Together

The tutors have covered a lot of material and need to relate what they have learned back to a learner’s needs. This section asks them to review an ESL learner’s profile and think of one or two approaches or techniques that would be useful to use when tutoring in specific skill areas. It provides a concrete exercise for those who need that for their learning satisfaction.

Activity A

Learner profile

Tutors will review a learner profile (written or video clip) to discover strengths and problems in various skills areas.

Coordinator tip

You could develop your own ESL learner profiles to reflect your learner population better.

Variation

You could increase the number of pairs by dividing up some of the categories. You could decrease the number of groups by taking out the questions or just approach the review as a whole group.

Use of handout or video, profile review
Materials and equipment Flip chart and markers Handout 12.24: ESL Learner Profile: Chol Thung Video: Creating Learning Partners – ESL Learner Profile, if you choose to use it TV and VCR if using the video Preparation You could write the questions on the flip chart sheets before the session (see list in step of the activity, below). Cue video, ESL Learner Profile, or copy handout. Review the video or written profile and brainstorm strengths/problems/needs that the learner has so you can help tutors as necessary. STEP-BY-STEP PROCESS Write each question listed below on separate flip chart sheets. Leave room on the sheets to make notes under the questions. What pronunciation or vocabulary problems/strengths do you notice? What grammar problems/strengths do you notice? What listening or conversation problems/strengths (not related to grammar, pronunciation or vocabulary) do you notice? What reading or writing problems/strengths do you notice? What other strengths or needs do you notice (e.g., survival needs, background knowledge)? Tell tutors that they will be matching approaches and/or techniques to a learner’s needs. Explain that they will have to list some of the learner’s needs and strengths first. Divide tutors into pairs. Assign one question from the list in step to each pair. If you have questions left unassigned, give pairs more than one question until all questions are assigned. Give the appropriate question sheet(s) to each pair.

Use of handout or video, profile review

Materials and equipment

Flip chart and markers
Handout 12.24: ESL Learner Profile: Chol Thung
Video: Creating Learning Partners – ESL Learner Profile, if you choose to use it
TV and VCR if using the video

Preparation

You could write the questions on the flip chart sheets before the session (see list in step of the activity, below).
Cue video, ESL Learner Profile, or copy handout.
Review the video or written profile and brainstorm strengths/problems/needs that the learner has so you can help tutors as necessary.

STEP-BY-STEP PROCESS

Write each question listed below on separate flip chart sheets. Leave room on the sheets to make notes under the questions.
- What pronunciation or vocabulary problems/strengths do you notice?
- What grammar problems/strengths do you notice?
- What listening or conversation problems/strengths (not related to grammar, pronunciation or vocabulary) do you notice?
- What reading or writing problems/strengths do you notice?
- What other strengths or needs do you notice (e.g., survival needs, background knowledge)?
Tell tutors that they will be matching approaches and/or techniques to a learner’s needs. Explain that they will have to list some of the learner’s needs and strengths first.
Divide tutors into pairs. Assign one question from the list in step to each pair. If you have questions left unassigned, give pairs more than one question until all questions are assigned. Give the appropriate question sheet(s) to each pair.