Teaching & Tutoring
What do they share, what do they
not, and how does this apply to
GUTS???
The Teaching Process
Teaching is a process, a
cyclical process, that
focuses on assisting the
learner to internalize a
specific set of concepts
and/or skills. The ultimate
goal of teaching is for the
learner to no longer need
the assistance of the
teacher.
Introduce /
Demonstrate
Apply
Learning
Assess
Learning
Explain
Process
Guided
Instruction
Guided
Practice
The Teaching Cycle, a Closer Look
• Introduce/Demonstrate the concept(s) to be
learned: This is where the teacher, based on
previous assessments, decides what learning
targets are for the given activity (objective).
• Explain the skills process to be employed in
learning the objective: Show and explain to
students what we’re doing and why (instructions)
• Guide the learners through the process: Show
the students an example of the steps, ask for
their assistance (I do, You Help).
The Teaching Cycle, a Closer Look
• Provide opportunity for the learner to practice
and apply the concepts and skills (You do, I
help)
• Assess the learners’ new understanding of the
objective. This can also include students’ self
assessment, and or group assessments
• Provide opportunity for the learners to apply
what they’ve learned to a new context.
Particularly, how can they apply this concept or
skill to a TNG project?
Lev Vygotsky and the Zone of Proximal
Development
Vygotsky, a Russian psychologist of the early 20th century,
posited that social interactions and language
fundamentally shape learning and development.
“Learning leads to higher order thinking.” In other words,
social interactions and environment determine the ability
to learn a concept, rather than some innate scheme of
cognitive development.
•Vygotsky’s Zone of Proximal development is defined as
"the distance between the actual development level as
determined by independent problem solving and the level
of potential development as determined through problem
solving under adult guidance or in collaboration with more
capable peers." Vygotsky maintained that learning occurs
just above the student's current level of competence.
More on ZPD
• Teachers use the ZPD as the space between
what the learner already knows and can do
(actual development) and they do not yet know
and cannot do (potential development).
Focusing on this “Zone” allows the teacher to
design meaningful learning situations that allow
the student to master a concept or skill.
• According to this idea, any problem can be
solved so long as the learner is provided access
to a more capable peer.
GUTS Teaching
• Let’s take a look at Which Well? and how
it applies to the Teaching Cycle
The Tutoring Process
The Tutoring Cycle, a Closer Look
• Get Acquainted: Meet and Greet! There’s a lot
you can learn just in saying “how are you?”
(Frustration, disengagement, anxiety, etc.)
• Identify the Task: Ask the student where they
need help. Idea  model, debugging,
developing a procedure, etc.
• Break the Task into Parts: Discuss the steps
involved, give the student an overall picture of
what needs to be done.
The Tutoring Cycle, a Closer Look
• Set Priorities: Set a reasonable starting point
with the student, you can’t do it all in one sitting,
and it’s better for them to work through as much
of it on their own as possible.
• Identify Thought Processes and Address the
task: Discuss with the student what similar or
parallel tasks they may have done or seen in
other projects (encourage students to look for
examples of code on their own)
The Tutoring Cycle, a Closer Look
• Summarize the Process: Ask the student
how they think they will approach a similar
problem in the future
• Get Feedback from the Student: Do they
feel they can move on? Do they feel they
understand the programming concept?
Self Reflect on the “session” as well.
• Set Next Priority: Help student decide
what to work on next (independently)
Teaching vs. Tutoring
Teaching:
 Teacher sets the
objective
 Teacher breaks the task
into parts
 Teacher and student
practice together
 Teacher assesses the
student’s learning
 Teacher utilizes the
assessment to plan next
task
Tutoring:
 Student sets the objective
 Student and Tutor break
the task into parts
 Tutor and student
practice together
 Student assesses the
success of the interaction
 Student and Tutor set the
agenda for the next
session
Time for some role play
• Let’s practice the Tutoring model!