Strategic Tutoring describes a new vision of the tutoring process in which the tutor not only helps the student complete and understand the immediate assignment but also teaches the student the strategies required to complete similar tasks independently in the future.
Research results showed that students in strategic tutoring improved their achievement test scores in reading comprehension, written expression, and basic math skills. On average, their grade-level achievement scores increased by 10 months during a four-month instructional period.
In contrast, students in a comparison group without the strategic tutoring instruction experienced a mean gain of only 3.5 months during the same period.
Possible Selves increases student motivation by having students examine their futures and think about goals that are important to them. Students think about and describe their hoped-for possible selves, expected possible selves, and feared possible selves. They set goals, create plans, and work toward their goals as part of this program.
In research studies, students in the Possible Selves condition scored significantly higher than students in the control group on measures of goal identification. In one study, at the end of six years, the students in the Possible Selves group had earned higher grade-point averages than the students in other groups.
Possible Selves and Strategic Tutoring are part of the Strategic Instruction Model™. To learn more, visit the Center for Research on Learning.
