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Copy of Group work and Peer Tutoring

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Hillary Carpenter

on 29 January 2014

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Transcript of Copy of Group work and Peer Tutoring

The teacher must be in charge of helping the students set goals for both group work and peer tutoring.

All groups and pairs should be monitored by the teacher to make sure all students are getting their voices heard.

Peer Tutoring

Increased acceptance of students with disabilities.

Allows students to discover and engage with a range of different perspectives, ideas and backgrounds.

Provides opportunities for students to learn and develop cooperative behavior, including critical thinking and the process of group problem solving.

Students are given a chance to better develop skills in communication.

Responsibility and Accountability
May be more driven when motivated by classmates.

How much the students learn is dependent on how well the students work together and how much effort they put into accomplishing a task.

Encourages students towards self‐directed and independent learning.

Student tutors show gains in motivation toward learning and school achievement.

Responsibility and Accountability
"Peer tutoring students with above- average ability showed marked improvement in their communication and collaborative skills early on, whereas below-average and average students did not show improvement until halfway through the year".
(Nath & Ross, 2001)

Teacher's Role
The teacher plays an active role while student learning is going on for
group work and peer tutoring!

Before students start tutoring and group work the teacher should model them.

Peer Tutoring
- students working in pairs to help one another learn material or practice an academic task. Peer tutoring works best when students of different ability levels work together (National Education Association).
“To teach is
to learn twice.”

The Advantages of Peer Tutoring: Students
Guidelines for peer tutoring
Before the group of students meet for the first time there must be guidelines put it place that can include:

Use quiet voices as to not disturb other students.
 Disagree constructively.
 Show respect for one another.
Avoid putdowns, sarcastic remarks, and unkind
 Encourage one another verbally, with gestures, or
with both.
 Take turns speaking.
 Keep track of time.

Does peer tutoring work for all grade levels?
Benson, M. J., Sporakowsk, M. J., and Stremmel, A. J. (1992). Writing reviews of family literature: Guiding students using Bloom’s Taxonomy of cognitive objectives. Family Relations. 41(1), 65-69.

"Critical & Creative Thinking." Alline.org. N.p., n.d. Web. 24 Jan. 2014.

"Lentz, Michelle / Need Some Help??" Schoolwires, Inc., 2014. Web. 24 Jan. 2014.

Nath, L. R., & Ross, S. M. (2001). The Influence of a Peer-Tutoring Training Model for Implementing Cooperative Groupings with Elementary Students. Educational Technology Research And Development, 49(2), 41-56.

"Peer Tutoring Service for Students with Special Educational Needs." Counselling and Person Enrichment. The University of Hong Kong, 2014. Web. 24 Jan. 2014.

Petram, Kim. "Bloom’s Taxonomy: Levels of Understanding." PSIA-NW. PSIA-NW, 15 June 2010. Web. 24 Jan. 2014.

"Research Spotlight on Peer Tutoring." Rss. National Education Association, 2014. Web. 23 Jan. 2014.

Scruggs, Thomas. "Peer Tutoring Strategies." Education.com. Education.com, 2014. Web. 24 Jan. 2014.

Terry, Barbara. "Instruction/ClassWide Peer Tutoring | Special Connections." Instruction/ClassWide Peer Tutoring | Special Connections. The University of Kansas, n.d. Web. 28 Jan. 2014.

Teacher's Role
Teacher's Role
During a peer tutoring assignment it is common for the teacher to have students switch roles partway through so that the tutor becomes the one being tutored. Since explaining a concept to another helps extend one’s own learning, this practice gives students the opportunity to understand better the material being studied (National Education Association).
Benefits for the Teacher
An increased opportunity to individualize instruction
Increased facilitation of inclusion/mainstreaming
Opportunities to reduce inappropriate behaviors (National Education Association)

Encouraging Higher-Level Thinking
Bloom's Taxonomy

Serves as a cumulative hierarchy to engage the student in lower-level thinking prior to higher-level thinking (Benson, Sporakowski, and Stremmel, 1992; Granello, 2001).
Peer Assisted Learning Strategies (PALS) is one peer tutoring activity that has been researched for grades kindergarten through 12. This tutoring program is designed to help students improve in reading and other academic skill areas (Scruggs).
(a) predicting
(b) partner reading
(c) retelling
(d) summarizing
Does peer tutoring work for all grade levels?
ClassWide Peer Tutoring
The primary goal of CWPT is to facilitate students' achievement and mastery of any classroom content subject matter. It incorporates a stimulus-response, error correction, tutoring technique and game format that benefit both the tutor and the tutee (Terry).
CWPT is based on a basketball game format with the entire classroom being divided into two equal ability teams who are competing to be the winning team by earning the most points during the tutoring process (Terry).
ClassWide Peer Tutoring
7 Components
Multi-modality format
The students "hear", "see", "say", and "write" their responses, tapping into all of the learning processes, and each individual student determines his/her strongest modality and uses it to his/her advantage to acquire information quickly (Terry).
Reciprocal and distributed practice

Switching roles of the tutor/tutee
Encourages active engagement for students

Immediate error correction and feedback

Stop the tutee as soon as they say or write anything that is incorrect
They are told and/or shown the correct answer and are allowed to practice the correct answer 3 times for more solid learning

Game format
Tutee earns points based on the correctness of the answers. The tutor awards 2 points for every correct answer and as soon as the tutee makes an error in a response, the tutor provides the correct answer for the tutee to model. One point is awarded for every assisted answer the tutee correctly practices three times in both the oral and written form. At the end of the second round of tutoring, the points earned from all members of the two teams are added together to determine the winning team for the day.
Built-in reinforcement

Students verbally reinforce one another
Teacher acknowledges exceptional tutoring behaviors
Verbal praise when recording points
Classroom intrinsic reinforcement for the winning team each day
High mastery levels

Content or subject matter materials are tailor-made to fit the individual deficit of the responding student:
Providing more challenging work for higher achieving students
Appropriate grade level materials for the average achieving students
Fewer items of the grade level items for lower achieving students
Measured outcomes

Weekly outcomes = pre and post assessments
Daily outcomes = the points earned and the written documents produced during the tutoring sessions by every student
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