|
|
 |
 |
In each L2L course (that is one certificate cycle) tutors are required to log three journal entries as a reflection on their practice and to add information to the programs online data base. These journals track the learning profiles of the peers and the methods used to help them.
|
 |
People learn in different ways. L2L builds on this fact in its training
Evidential practice means that we can learn from experience. L2L tracks this evidence through the student journals
This evidence from all of the subjects and grades involved will provide a rich resource for research into better ways to practice tutoring.
|
 |
By far the most important feedback is the positive personal interaction between the tutors and those they tutor. But there is a whole second layer of information gathered (anonymously) through the online journals. Over time there will be a data base tracking the most successful methods for tutoring subject topics for both boys and girls in all grades. This is the base for evidential, best-practices learning.
more
|
|
|
 |
Our Beliefs About Learning
All students can learn, and most can do so in school, given the right learning environments. The sad news is that it is taking a very long time to create those environments, but the bright side is that there is an excellent way to help those in need with informed and free tutoring through L2L.
We train and certify high achieving student tutors to help others in their schools. This way students at risk or needing other help can have it right in the school. There is no cost to the students or schools.
|
 |
Our Beliefs About Educating
The methodologies of 'tutoring', 'mentoring' and 'teaching' differ. L2L has developed a curriculum that clearly sets out the priorities and practices for tutoring. They include building on strengths and interests of the student, setting short-term, clear, achievable academic goals, and using the personal learning profile (PPP). The PPP includes individual learning styles, multiple intelligences. relax and focus, notemaking and time management. These are the tools to help reach the goals.
Learning starts with individuals, their strengths and preferences, their choices and their ambitions. While each student has a different personal learning profile, there are classifications of learning styles and multiple intelligences that can guide tutors in helping their peers (any other student tutored) to build promising strategies for greater success.
The whole purpose of tutoring is building academic success. The greatest motivator for building higher achievement is higher achievement itself. That is the goal of the program.
|
 |
There are two levels of certification, Junior for Grades 7 and 8, and Senior for high school students. Each level includes instructional training, practical experience and journal reports.
Junior
This course emphasizes the basic social and instructional skills required for successful tutoring/mentoring and the unit on learning styles.
Senior
This course advances the effective use of multiple intelligences and skill training with an emphasis on the acquisition of good study habits and ways to improve organizational, notemaking and time management skills. Students holding the Junior certificate are exempt from the Jumior level units.
Preparation for each certificate includes a minimum of:
- Two introductory workshops
- 5 sessions of practical tutoring followed by
- 1 group feedback session and
- Journal evaluation online entry followed by
- 2 more cycles of 5 tutoring sessions, online journals and workshops
- Endorsement from peers and teachers
|
|
