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Uploaded byBeulahJayarani
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Peer tutoring

The document discusses peer tutoring as an effective instructional strategy where higher-performing students assist lower-performing peers, enhancing engagement and understanding. It outlines various models of peer tutoring (classwide, cross-age, reciprocal, peer-assisted learning strategies, and same-age) and methods for successful implementation. Additionally, it highlights the benefits of peer tutoring including increased individualized learning and cost-effectiveness compared to traditional teaching methods.

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PEER TUTORING DR. C. BEULAH JAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34 Teaching By Students
INTRODUCTION  Instructional strategy,  Consists of student partnerships,  High achieving students with lower achieving students. 2
 Peer teaching is not a new concept. It was First Organized as a theory by Scotsman Andrew Bell in 1975,  Later implemented into French and English schools in the 19th Century.  Over the past 30-40 years, peer teaching is financially efficient methods of teaching. HISTORY OF PEER TUTORING … 3
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WHAT IS PEER TUTORING ? Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. Typically a higher performing student is paired with a lower performing students to behavioral concepts. 5
WHY WE CHOOSE PEER TUTORING ? 6
WHY CHOOSE PEER TUTORING ?  It is widely practice across ages, grade levels, and subject areas.  The intervention allows students to receive one-to-one assistance.  Students have increased opportunities to respond in smaller groups.  Student engagement and time on task increases.  Peer tutoring increases self-confidence. 7
MOST FREQUENTLY USED PEER TUTORING MODELS Classwide Peer Tutoring Cross-age Peer Tutoring Peer Assisted Learning Strategies Reciprocal Peer Tutoring Same-age Peer Tutoring 8
1. CLASS WIDE PEER TUTORING 9
1. CLASS WIDE PEER TUTORING  It involves into groups of two to five students.  Students then act as tutors, tutees, or both tutors and tutees.  The entire class, it activities two or more times peer week for approximately 30 minutes.  Student pairing may change weekly or biweekly.  Student pairings may be based on achievement levels. 10
C 2.CROSS- AGE PEER TUTORING 11
2. CROSS- AGE PEER TUTORING  Older students are paired with younger students to teach.  The positions of tutor and tutee do not change.  The older student and the younger students can have similar skill levels.  Tutors serve to model appropriate behavior, ask questions, and encourage better study habit.  This arrangement is also beneficial for students, also serve as tutors for younger students. 12
3. PEER ASSISTED LEARNING STRATEGIES 13
PEER ASSISTED LEARNING STRATEGIES  PALS is the version of CWPT (Class wide Peer Tutoring) involves teacher pairing students who need additional instruction.  Groups are flexible and change often across a variety of subject or skills.  Cue cards, small pieces of cardstock upon which are printed a list of tutoring steps, may help students to remember PALS steps  All students have the opportunity to function as a tutor or tutee at differing times. 14
RECIPROCAL PEER TUTORING 4. RECIPROCAL PEER TUTORING….. 15
4. RECIPROCAL PEER TUTORING  Two or more students alternate between acting as the tutor and tutee during each session.  Higher Performing students are paired with lower performing students.  It encourages teaching material, monitoring answer, evaluating and encouraging peers.  Students in RPT may prepare the instructional materials and are responsible for their peer once they have selected a goal. 16
5. SAME-AGE PEER TUTORING 17
SAME-AGE PEER TUTORING  More advanced student can be paired with a less advanced student.  Students who have similar ability should have an equal understanding of the content material and concepts.  The role of the tutor and tutee may be alternated, allowing the lower performing student to quiz the higher performing student. 18
 Answer should be provided to the students who is lower achieving when acting as a tutor in order to assist with content knowledge.  Same-age peer tutoring, like class wide peer tutoring, can be completed within the students.  Procedures are more flexible than traditional classwide peer tutoring configurations. 19
HOW TO PULL OFF PEER TEACHING?
METHODS OF PEER TEACHING 1) Be sure your tutors are trained 2) Use a reward system 3) Emphasize confidentiality, positive reinforcement and adequate response time 4) Choose the learning exercise and the appropriate vehicle for it 5) Use group strategies 21
6)Use role playing and modeling 7) Emphasize the importance of active learning 8) Teach instructional scaffolding 9) Explain directive versus nondirective tutoring 10) Explain how to provide feed back 22
1. BE SURE YOUR TUTORS ARE TRAINED… Peer tutoring program was first implemented in a middle school in California This was called as student to student method In this method high grade student is paired with low grade student eg: 8th grade student is asked to teach 6th grade student This is matched by the program advisor based on the needs of the tutees 23
2. USE A REWARD SYSTEM In this method of peer teaching student of equal grades are paired This system is implemented in mid western urban middle school The student of either equal ability or high achieving student are matched with low achieving student It encourages the student participation and on-task behavior 24
3. EMPHASIZE CONFIDENTIALITY, POSITIVE REINFORCEMENT AND ADEQUATE RESPONSE TIME  The tutors at student to student are taught to demonstrate three important things during any given tutoring session.  confidentiality  positive reinforcement  adequate response time  The training process also instructed tutors on explaining directions, designing work, watching for correcting mistakes, positive feedback and encouragement 25
4. CHOOSE THE LEARNING EXERCISE AND THE APPROPRIATE VEHICLE FOR IT  Simply placing student in groups or Paired and telling them to work together is not going to yield result automatically. Teacher must consciously orchestrate the learning exercise and choose the appropriate vehicle for it. Student in fact engage in peer learning and reap the benefits of peer teaching 26
5. USE GROUP STRATEGIES BUZZ GROUP: large group of student is subdivided into smaller group of 4-5 student to consider the issues surrounding a problem After about 20 minutes of discussion, one member of each sub group present the findings of the sub group to the whole group 27
AFFINITY GROUP: group of 4-5 student are each assigned particular task to work on outside of formal contact time. At the next formal meeting with the teacher, the sub-group, or a group representative, presents the sub-group’s finding to the whole tutorial group 28
SOULTION AND CRITIC GROUP: One sub group is assigned a discussion topic for a tutorial and the other group constitute critics who observe offer comments and evaluate the subgroup presentation “TEACH-WRITE-DICUSS”: At the end of unit of instruction, students have to answer short question and justify their answers The students has to compare their answer with each other 29
6. USE ROLE PLAYING AND MODELING  In this method of peer teaching during 1st week of 6th grade reading program the program staff explains the tutor the different procedure  They use role playing to effectively demonstrate ways to praise and correct their peers 30
 To promote instructional methods involving “active learning” critique sessions, role playing, debates, case studies and integrated projects are exciting and effective teaching strategies which encourage peer learning 7. EMPHASIZE THE IMPORTANCE OF ACTIVE LEARNING: 31
 To reap the benefits of peer teaching the tutees mush reach a point where they practicing a new task on their own tutor can help prepare student for independent demonstration by providing instructional scaffolding 8. TEACH INSTRUCTIONAL SCOFFOLDING 32
9. DIRECTIVE VS NON DIRECTIVE DIRECTIVE TUTORING NON DIRECTIVE TUTORING Directive tutor becomes surrogate mother (i.e) taking the role of authority and imparting knowledge Non directive tutors are facilitator who helps to draw the knowledge he/she already possesses Directive tutor impart knowledge on the tutee and explains the given topic Non directive tutor draws knowledge out of the tutees asking open question to tutees to come with his own conclusion of given topic 33
 Teach tutors the importance of positive feedback o Teach tutors has to give genuine praise after every third or fourth correct response and after particularly difficult problems o Teach your tutor how to respond when incorrect answer is given 10. EXPLAIN HOW TO PROVIDE FEEDBACK 34
BENEFITS OF PEER TUTORING  Students receive more time for individualized learning  Direct interaction between students promotes active learning  Peer teacher reinforce their own learning by instructing others  Students feel more comfortable and open when interacting with a peer 35
 Peers and student share a similar discourse, allowing for greater understanding  Peer teaching is a financially effective alternative to hiring more staff members  Teacher receive more time to focus on the next lesson  Research also indicates that peer learning activities typically yield the best result for both tutors and tutees 36
REFERENCE 37 “Teaching of Biological Science”  TNTEU – Study Material  Ram Publications  Sri Krishna Publications  Kaviyamala Publications  Google Images