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Assessment

  • Referred to as a Diagnostic Form, this short assessment serves to know if your student(s) can benefit from the Leamos™ course. If they pass the assessment, they are too advanced for this course and require a higher level of literacy classes. Keep in mind that the Leamos™ course is catered to adults who have had less than two years of schooling.
  • Give your student(s) the diagnostic form and ask them to write their name, home address and family names. You can guide them, but DO NOT write anything for them. They should complete this section to the best of their ability.

Lesson Worksheets

  • Print worksheets for your student(s) and have them ready by the time the virtual instructor directs them to practice on it.
  • Make multiple copies of the same worksheet. One for your student(s) to work on and one for you to go over it with them.
  • Help your student(s) with the writing exercise portion of the worksheet.
  • After a couple of lessons, begin to dictate words and sentences used in previous lessons.
  • After 3 or 5 lessons, check on their progress by asking them to read words and sentences from the worksheets, including asking comprehension questions.

Support (actual tutoring)

  • All of the teaching is provided online. We recommend that you plan your schedule accordingly in order to provide support and encouragement for your student(s) once a week, for about 3-4 months.
  • Motivating and guiding is the main role of the tutor. Supporting the learning process is based on the same content of the worksheets. You should become familiar with the lessons by reviewing the worksheets and this will facilitate the reading, dictation and discussion with your student.

Completion

  • Upon completion of the Leamos™ course the student will receive a Certificate of Completion.

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Help with course navigation

  • First, create a shortcut of the Leamos™ course’s link and place it on the students’ desktop. Show them the icon that will represent the course. This will ensure that the student will easily locate the course whenever they log in.
  • Next, explain how the mouse and the arrow/hand on the screen are correlated. Then show the student(s) where and how a mouse should be clicked; no need for extreme pressure. Guide them by, if allowed, placing your hand on top of theirs and moving the mouse together. Tell them to press the keys and hold the mouse as gentle as they would hold their cell phone.
  • Teach the student(s) how to log into the course. Have them write their username and password in a visible place (we recommend their notebook). Practice logging in at least 3-4 times on the first day. By the end of the second week, the student should be able to log in without assistance.
  • Before starting the first lesson, practice using the Course Demo. Once you are in, explain the course features, such as its easy-to-use universal buttons. You can compare these buttons to the ones found on a CD, radio, or DVD player. Help them understand that each lesson has six different sections and that they should press the pause button if they are going to take a break. Otherwise the lesson will continue moving forward.
  • Remind them that after they are done working with the course they should log off; guide them through this process. This will also help the student(s) practice the movement of the mouse and the overall navigation of a computer

To keep in mind

  • Students do not need to learn how to use the keyboard.
  • Once the student logs in, move the keyboard away so that they have plenty of space to move their mouse.
  • For more resources please visit our online resources page.