PEER TUTORING Teaching

By
Students

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
 INTRODUCTION
 Instructional strategy,
 Consists of student
partnerships,
 High achieving students with
lower achieving students.
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HISTORY OF PEER TUTORING …

 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. 3
4
 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.

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 WHY WE
CHOOSE PEER
TUTORING ?

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 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.
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MOST FREQUENTLY USED PEER TUTORING MODELS
Classwide
Peer Tutoring

Same-age Cross-age
Peer Tutoring Peer Tutoring

Peer Assisted
Reciprocal Learning 8
Peer Tutoring Strategies
 1. CLASS WIDE PEER TUTORING

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 1. CLASS WIDE PEER TUTORING
 Itinvolves 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
2.CROSS- AGE PEER TUTORING

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 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

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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
4. RECIPROCAL PEER TUTORING…..

RECIPROCAL
PEER TUTORING

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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

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 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.
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 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.

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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
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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

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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
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 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

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 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
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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

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 7. EMPHASIZE THE IMPORTANCE OF
ACTIVE LEARNING:
 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

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8. TEACH INSTRUCTIONAL SCOFFOLDING

 Toreap 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

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 9. DIRECTIVE VS NON DIRECTIVE
DIRECTIVE TUTORING NON DIRECTIVE TUTORING

Directive tutor becomes surrogate Non directive tutors are facilitator

mother (i.e) taking the role of who helps to draw the knowledge
authority and imparting knowledge he/she already possesses

Directive tutor impart knowledge Non directive tutor draws

on the tutee and explains the given knowledge out of the tutees asking
topic open question to tutees to come with
his own conclusion of given topic
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 10. EXPLAIN HOW TO PROVIDE FEEDBACK

 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
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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
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 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
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 REFERENCE
“Teaching of Biological Science”
 TNTEU – Study Material

 Ram Publications

 Sri Krishna Publications

 Kaviyamala Publications

 Google Images

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