Form Data Submitted To

Form data submitted to

001_Submitters_Email:

001_Submitters_Name: Marjorie Knox

002_Course_Title: Instructional Tutoring

003_Course_Description: Introduction to literacy and study strategies, observation of literacy learning, supervised literacy tutoring. Additional hours for tutoring are required. Finger printing clearance to be provided at the end of the 2nd week of class

004_Current_Course_Number:

006_Proposed_Semester_Spring: Yes

008_Proposed_Semester_Year: 2008

009_Desired_Enrollment: 30

010_Class_Schedule: 3 plus additional

011_Course_Format_Lecture: 20

012_Course_Format_Discussion: 25

013_Course_Format_Lab: 5

014_Course_Format_Practicum_Service: 50

015_Course_Format_Other:

016_Contact_Instructor: Marge Knox

College of Education

Department of Language, Reading and Culture

PO Box 210069

Tucson, AZ 85721-0069

621-1311 (message, Department of Language, Reading and Culture

017_Tier: Tier I - INDV 101

018_Focus: Yes

019_Writing: Writing is a necessary, ongoing and integral part of this course’s work. Class expectations include a variety of genres, both formal and informal. Continual writing expectations include quick writes, responses to class discussions and experiences, evidence of acquired knowledge and outside class assignments. In addition, formal letters to schools or professional organizations for tutoring are required, as well as three major papers that demonstrate critical reflection and writing process in action. Major papers include a research paper of student choice, a time-line and narrative of the student's literacy over time, and a well documented and descriptive paper of cogent tutoring experiences. For each paper students are expected to write a draft which is used for conferencing before a final version is accepted. All of these activities require inquiry, critical thinking, and social and personal reflections.

020_Diversity_Non_Western:

021_Honors: Honors students will be expected to choose a ‘teachable moment’ experience they have with their student(s) and formally write up and present it to the university class.

022_Assessment: Different forms of assessments of student knowledge and performance are a integral part of the course work. These assessments include but are not limited to feedback on student work, evaluation of student tutoring, formal letters, presentations, assigned work outside of class, quick writes, portfolio, reactions to the required texts and articles, and a written midterm and final.

023_Critcal_Thinking: Expected skills for critical and reflective thinking are experienced through inquiry, class participation, discussions, collaborative projects, writings, and creative and different modes of presenting understandings (i.e. graphics, art, music, choise of presentations).

024_Modes_of_Instruction: Modes of instruction vary and are based on constructivist learning theory to promote self-learning strategies. Lectures lead to discussions and further inquiry. Strategies that support learning theory are utilized for classroom tutoring, presentations that exemplify the information of the course, use of differing groups, and use of e-reserve and ELMO with its possible means of presentation (i.e. power point, instructor and studen use).

025_Information_Literacy: This course utilizes knowledge to support all of the Literacy Guidelines for general education.

026_Comments:

026_Required_Readings: Class handouts, e-reserve, and required and recommended texts.

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