Structuring the Learning Experience for the Client/Tutee
LESSON PLAN STRUCTURE PRACTICE FOR TUTORS
scenario involves a student struggling in a basic liberal arts course
Step 1: DESCRIBE THE SITUATION
Identify the problem(s) with specific sypmtoms and outcomes.
Learner is concerned about securing further education and/or training to ensure a better future for him/herself and family. Learner is struggling to set learning goals!
Step 2: ANALYZE THE SITUATION
Why is this a problem?
Learner has limited experience in setting goals and strategic thinking.
Who does this problem affect?
Learner and family.
How are people affected by the problem?
Learner's decisions concerning his/her skill development and level of education will affect his/her future. Learner's goals will also impact family's quality of life and stability.
Step 3: IDENTIFY THE DESIRED OUTCOME
What is my goal concerning this problem?
To set realistic, attainable learning goals,
Step 4: DETERMINE A SOLUTION TO THE PROBLEM
What are my options to solve this problem?
Learner responses will vary. Options include taking life as it comes, letting others plan learner's goals, or learning how to establish personal goals.
Which option is best to solve this problem?
Learner should develop goal setting skills.
Step 5: DEVELOP A PLAN TO SOLVE THE PROBLEM
What resources will be needed to implement the plan?
- Notebook and pen or pencil;
- Cassette player;
- Information about local education and training programs and;
- Local library.
What steps are included in the plan?
- Learn how to establish goals with varied time frames;
- Make a list of personal skills and qualities and identify areas of desired improvement;
- Use visualization technique to determine learning goals;
- Prepare a chart of learning goals and objectives; and
- Visit library to find out about local programs.
What is the timeline for my plan?
(Timelines will vary and should be negotiated between tutor and learner.)
How will I know if my plan is successful?
- Learner establishes 3 learning goals and objectives;
- Learner sets goals with varied time frames; and
- Learner contacts local education/training programs for information.
Step 6: IMPLEMENT THE PLAN
Step 7: EVALUATE THE SUCCESS OF THE PLAN
Is the plan working? Why or why not.
Learner responses will vary. Has learner identified skills for improvement? Did learner obtain and act on information from local programs? Has learner discussed goals with family?
Does the plan need revision? If so, how?
Learner responses will vary. Tutor and learner should jointly decide if plan needs revision and determine necessary changes.
How has this problem and my solution affected my self esteem?
Lack of clear, realistic goals breeds confusion and powerlessness. Well-defined goals provide purpose to life and raise self confidence. Learning goals are prerequisites to skill development and self esteem.
Step 8: DECIDE HOW TO CELEBRATE MY SUCCESS
What will I do to reward myself for dealing with this problem?
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