Structured peer tutoring

1. Structural Peer Tutoring
Prepared by:
Errol S. Miranda
II-Physci

2. Peer Tutoring
Peer tutoring is the process between two or
more students in a group where one of the
students acts as a tutor for the other group-mate(
s). Peer tutoring can be applied among
students of the same age or students belonging
to different age groups. Encouragement of peer
tutoring is a useful strategy that can be applied
effectively by teachers in many cases in both
monograde and multigrade schools.

3. Structural Peer Tutoring
 Assistance of trained tutors is
required in following instructions
or definite procedures that are
provided in models and guides.

4. Structural Peer Tutoring
Structured peer tutoring refers to peer tutoring
implemented in specific cases and for specific
subjects, following a well-structured plan
prepared by the teacher. Structured peer tutoring
is spontaneously used by experienced teachers
who are able to plan well in advance and are
familiar on how to combine tutors and tutees
appropriately in order to have good results.

5. Advantage
1. Tutees receive individualized instruction, as through their own
teacher. Immediately, errors are corrected and rewards for good
performance is awarded.
2. Careful selection of tutors afford better interactions that facilitate
learning since they are older, skilled and knowledgeable.
3. Interests, tastes and nonverbal cues are easily ascertained by
tutors, then, monitoring is more enjoyable and fulfilling.
4. Values of cooperation, respect for one another and reciprocal
attitudes are inculcated.
5. Working in smaller groups with monitors around minimizes
discipline problems or indifference to get actively involved.
6. Since tutors are ready to share assistance, they are afforded the
motivation to move themselves in intellectual and social traits.
7. Since tutors are a little order and better equipped, tutees feel more
secure in their presence be it in a social or academic setting.

6. Disadvantage
1. If left to themselves “over tutoring”
might create a negative situation
instead.
2. Unclear roles can lead to questions
on credibility of tutors.
3. Favouritism in choice of tutors must
be avoided. This could result in over-domineering
and all-knowing
reactions of others.

7. Steps
1. Select the lesson that you consider convenient for you
to implement peer tutoring
2. Make any necessary rearrangements of your time
schedule in order to be able to proceed with the activity in
the selected subject
3. Set up mixed age groups of students for the subject
you want to teach
For developing the mixed age groups follow the
guidelines and the procedure that was presented at the
“Mixed Ability Grouping” module. It is preferable for you to
proceed with the selection of the groups before the lesson
in order to save time and focus on the implementation of
peer tutoring.

8. 5. Develop special modules and worksheets for students
if necessary.
You can summarize some advice for the tutors in a piece
of paper and give it to them. According to the activity you
can provide with different resources and modules tutors
and tutees
6. Describe in general the way you decided to work and
the philosophy of the activities you designed.
7. For each lesson fill in the “lesson plan & evaluation”
form that follows.
Try to be clear and give adequate information on the
lesson. It is preferable to fill the form electronically using
your computer and send it back to your national training
supervisor via e-mail.
Respect the format of it, it will be used for evaluation
purposes
Try to share details and present aspects of the lesson that
are related with peer tutoring in your class.

9. Tips on peer tutoring
Good Planning
Successful introduction of peer tutoring in class requires
detailed planning, careful monitoring and continuous
provision of support to the young tutors. Research
evidence indicate that good and detailed planning
contributes the most for the benefit of the students while
enhancing tutors’ self esteem and creating a good
creative climate in the class
Careful selection of tutors
One of the most sensitive parameters for successful peer
tutoring is the selection of the best tutors among the
members of the group. Age and academic performance
are two of the criteria used for selecting students. Engage
older and good students of a group as tutors and
capitalize on their cognitive and intellectual maturity on
tutoring others. Important parameters on tutor selection
are the sociability and personality of the potential tutors
as well.

10. Detailed design of tutoring activities
Design activities that will allow peer tutors to actually
support their tutees. Based on your personal judgement
choose different tutors on different subjects or activities.
Select tutors that you think they could manage with the
tutoring group activity best. Give them in detail
instructions on how to perform the activities and how to
handle their tutees. Prepare material if necessary that will
help the children to manage with the activity. Try to utilise
the resources that your multi-grade class has to design
multidimensional activities that will benefit both young
tutors and their tutees.
Ongoing supervision and support for tutors
It is very crucial not to leave the young peer tutors
completely on their own to deal with their teammates. You
should share your teaching time among the groups
according to the lesson needs and try to guide the tutors
on their work. Give them advice on how to manage tutees
and try to prevent any misbehaviour phenomena by
supervising the young tutors.

11. Utilise school resources and ICT infrastructure
Try to involve students in open activities utilising the
school resources such as books and tools, laboratory
equipment and ICT infrastructure. Design activities
that are going to require different levels of
involvement by the students. Such activities will allow
for the student tutors to learn as well by engaging
themselves in more complex tasks of the overall
activities. Computers, educational software and
Internet allows for open ended cross curricula
activities targeted for everyone.
Keep record of the students’ activities
Try to record the activities of each student group and
the overall progress of the teams. In addition try to
record any distinctive characteristics of effective or
ineffective tutoring behaviour. This will help you
understand better the ways that children cooperate
together and will provide you input on how to support
better peer tutoring in you class.

12. Discuss with peer tutors
Initiate a discussion with young tutors before and after the
lesson. Before the activities you should encourage them
on their tasks and remark the importance of their work for
their teammates. Give them advice on proper behaviour
to handle their tutees and try to show them verbally
examples on how to instruct others. After the lesson
discuss again with your tutors and try to record any
positive or negative aspects of the procedure. Encourage
your tutors again by thanking them for their work and try
inspiring them for continuing tutoring activities at the
future.
Discuss with tutees
You should talk with young tutees before and after the
lesson as well. They to set away any possible fears they
might have with working with other children. Explain them
that they are going to assist by friends and of course ask
their opinion on the lesson afterwards. Record their input
and try to take it into account next time.

13. Sample lesson
•Encourage the student to identify the learning
task that will be the focus of the session.
Students will have more buy-in if the session is
self-directed.
•Identify information sources (other than the
tutor) such as a textbook, solution manuals,
Internet, etc. Encourage the student to find and
use these resources so they can access them
when the tutor is not available