# Tutor profile: Taylor L.

## Questions

### Subject: Study Skills

How do I study for a vocabulary test?

Great question! I like to start by making flash cards. Let's make some flash cards together. We're going to make physical flashcards that you can move around your room; you can use index cards or fold and cut or tear paper into card-like sections. After you make your physical flash cards, I want you to place them around the room; put them in significant places so you can tie the object that you've placed them on in your working memory. Use a definition list and read it out loud to yourself; then look for the vocabulary word that matches the definition. Take a mental note of the object you placed that card on so during your exam you can think back to the object and word.

### Subject: Basic Math

How do you add fractions with different denominators?

We first want to find the LCD - or least common denominator. So let's write out our multiples in a matrix; you're going to write the denominator times 1, then times 2, and so on and so forth. You'll do this for each denominator; once you've finished that, you're going to find the smallest denominator that they have in common. That's your LCD. You'll then re-write your equation with the LCD, leaving the numerator space blank. After you re-write your equation, I want you to think about what you had to multiply the first denominator by in order to get the LCD. This number is what you'll also multiply your numerator by to get your "new" numerator; because the rule is: "Whatever you do to the bottom, you have to do to the top." That basically means that whatever you multiplied your denominator by to get the LCD, you have to multiply the numerator by that same number. After you've done this to both fractions, you'll add your numerators together - this will give you your sum! Remember - you will not add the denominators together. That number will stay the same; we're only adding our numerators.

### Subject: Education

What is the best way to effectively teach a learner a new concept?

When we're teaching a new concept to a student who may be unfamiliar with what they're learning, we always want to focus on the "I do... we do... you do" method. What that basically means, is this: as the teacher, I'm going to introduce a standard. I'm going to write it on the whiteboard. I'm going to walk you through the steps, one-by-one, of how to do this new thing. You're going to see it from start to finish. Then, we're going to work on the same standard - but a different question - together. I'm going to serve as a scaffold for you. I'm going to hold your hand through the process. There will be a little bit of you taking the reins but a lot of support from me. Lastly, you're going to do this independently. This allows me to assess what you now know and determine whether you've mastered the standard or whether I need to come back and re-teach; or what specific pieces of the lesson need to be retaught.