Build students’ confidence and competence with tutoring strategies that spark meaningful, accelerated learning.
Tutoring is much more than telling students information. Effective tutoring begins with the strong and caring relationship a tutor establishes with a learner to build trust, fuel motivation, and drive critical learning.
How Tutoring Works distills the complexity of strategic moves effective tutors make to build students’ confidence and competence. Harnessing decades of Visible Learning® research, this easy to read, eye-opening guide details the six essential components of any effective tutoring intervention—establishing a relationship and credibility, addressing student confidence and challenges, setting shared goals, helping a student learn how to learn, teaching and learning content, and establishing a habit of deliberate practice. Indispensable for any educator who intervenes with students, this rich resource includes:
- Examples of impactful tutoring conversations, including what to say and what not to say when building a relationship with a learner.
- Specific approaches to use when establishing credibility, addressing challenges to learning, leveraging the relevance of knowledge, setting goals, and ensuring practice.
- Learning strategies, with effect size, for teaching and learning content, including specific strategies for improving reading, writing, and mathematics.
- Tips and tools for helping students develop powerful cognitive, metacognitive, and affective study skills.
- Resources and advice for establishing an effective and transformational tutoring program.
Done well, tutoring can repair a student’s damaged relationship to learning, address unrealized potential, and alter the course of a young person’s life. A strong and nurturing relationship between tutor and learner is key.
| Introduction |
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Acceleration, Not Remediation |
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Build a Tutoring Program for Success |
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Chapter 1 Effective Tutoring Begins With Relationships and Credibility |
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The Power of Relationships in Learning |
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Characteristics of Teacher-Student Relationships |
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Recovering a Relationship When There Is Conflict |
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Chapter 2 Building confidence and Addressing Challenges to Learning |
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Cognitive Challenges to Learning |
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Chapter 3 Leveraging Relevance and Setting Goals |
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Use Teacher Clarity to Build Relevance |
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Use Their Goals to Highlight Successes |
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Chapter 4 Learning to Learn |
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The Case for Struggle in Learning |
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Study Skills and Learning |
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Metacognitive Study Skills |
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Chapter 5 Learning Content |
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Foster Dialogue and Discussion |
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Assess to Check for Understanding |
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Instructional Strategies for Reading |
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Instructional Strategies for Organizing ideas and Concepts |
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Instructional Strategies for Writing |
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Instructional Strategies in Mathematics |
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Chapter 6 Practice, Deliberately |
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Two Different Ways to Practice |
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Components of Deliberate Practice |
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Deliberate Practice in Action |
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| References |
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| Index |
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| About the Authors |
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Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarodes work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. John and his colleagues have also focused a lot of attention on the process of implementation taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs, Visible Learning, Visible Teaching, and the SOLO Taxonomy.
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