Shannon Boshart EDUC 229 Tutoring Lesson 2: Pre-Assessment Review/Note-Taking Mini Lesson Rationale This lesson allows me to discuss

some of Johns answers to the pre-assessment I administered during the last lesson. It was important to me to talk about Johns answers as opposed to just reading them after our tutoring session. Talking about this pre-assessment allowed me to delve further into Johns answers to the questions, especially those regarding his interests and those regarding the areas in which he is struggling. State Standards Speaking and Listening: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Learning Objectives SWBAT explain his current level of understanding and use of effective study skills. SWBAT understand the Cornell Method of note-taking. Materials -Completed Tell Me About Yourself Pre-Assessment -Laptop Hook/Anticipatory Set -Ask John to pick one of his answers to the pre-assessment quiz and Google a picture/song that best represents his answer. Ask him to explain why he chose this picture/song. -Johns chose of picture or song will also tell me something about his learning style. Is he visual? Is he auditory? Make a note of this choice and incorporate it into future lessons. Direct Instruction -Collect Johns completed answers to the pre-assessment quiz. -Verbally review the pre-assessment. Ask John about certain questions highlighting the specific study skills he is struggling with. Have him verbally give examples and explanations. -Shift gears and specifically ask about the note-taking question. Tell John that youre going to explain the best way to take notes in a college setting.

-Explain the difference between note-taking on the high school and college levels. -Discussion of the Cornell Method. This means dividing your paper into two columns, one 1/3 of the page, the other 2/3s of the page. The 1/3 column is used to signal key words or concepts, the other 2/3s is for notes. -Explain that John should use the first column of his notes to write key words or phrases that will trigger his memory. -The second column of the notes is used for general note-taking related to the key word or phrase. This includes notes from the lecture, personal questions or reflections. -Tell John that his notes from the second column can be used to ask questions of his discussion section instructor about the weeks lecture. -Explain that these notes can also be used to study for tests because he will already have his lecture notes organized by big ideas. Guided Practice -None today, but John will be expected to use the Cornell Method of note-taking during future tutoring sessions. Independent Practice -No homework from this lesson! Reflection: Talking through Johns answers to the pre-assessment was really helpful. It especially allowed me to understand Johns interests. I learned that he was a high school football player so I will try to incorporate this theme into future lessons. I also learned that time management and test taking are two areas of weakness for John. Also, listening to John explain his answers showed me that he could also benefit from a basic review of speaking skills. When explaining his answers, he was brief and didnt make much eye contact. I want to make sure that he feels confident expressing his personal opinions as a result of this tutoring experience. Future Steps: I expect John to use the Cornell Method during future tutoring sessions. Requiring this will allow him to practice and will allow me to judge his understanding of the method. In future lesson, I plan to focus on the study skill areas that John identified as problems. -intro 1 hr -notetaking 1 hr -organization 1 hr

-time management 2 hrs -writing 1 hr -test taking 2 hrs