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The Effects of Peer Tutoring on the Acquisition of Middle School Vocabulary Terri Buchanan

The Effects of Peer Tutoring on the Acquisition of Middle School Vocabulary Terri Buchanan Wichita State University December 8, 2011. Outline of Presentation. Participants: 23 sixth grade students Teacher selected strategy: vocabulary fli p chart Teacher strategy results

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The Effects of Peer Tutoring on the Acquisition of Middle School Vocabulary Terri Buchanan

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  1. The Effects of Peer Tutoring on the Acquisition of Middle School Vocabulary • Terri Buchanan • Wichita State University • December 8, 2011

  2. Outline of Presentation • Participants: 23 sixth grade students • Teacher selected strategy: vocabulary flip chart • Teacher strategy results • Research based strategy • Research based results: peer tutoring • Results comparison • Graphs • Conclusion • References

  3. Participants • Suburban middle school social studies class • 22 sixth grade students • 10 male and 12 female students • 82% caucasion, 18 % minority • Six students on gifted IEPs • Two students on ISIPs

  4. Methods:Teacher-selected Strategy • Ancient Hebrew Vocabulary • 14 related words • DAY ONE • -matching vocabulary pretest • -class read a story together with vocabulary integrated, students answered critical thinking questions individually • DAY TWO • -class listened to the textbook • -discussed vocabulary words

  5. DAY THREE • -students created a smart card (flip chart) • -writing the words • -writing the definitions • -drawing the words • -students used these as study guides • DAY FOUR • -students completed an atlas page of the ancient Middle East that reinforced the vocabulary words • -students studied their smart cards

  6. DAY FIVE • -students worked individually on websites to reinforce vocabulary, Quia and Classzone • DAY SIX • -matching vocabulary posttest

  7. Results:Teacher-selected Strategy Pretest and posttest results for 22 sixth graders on a Hebrew social studies test.

  8. Results:Teacher-selected Strategy Gains scores for 22 sixth graders on a Hebrew social studies test.

  9. Methods:Research-based Strategy • Ancient Egypt Vocabulary • 14 related words • DAY ONE • -matching vocabulary pretest • -review expectations of working with peers • -students were placed in dyads and began using flashcards in peer tutoring groups • -the tutor would show the tutee the flashcard and the help tutee with definition if needed • -tutor and tutee then switched roles • -students defined vocab words in their own words on worksheet

  10. DAY TWO • -students worked in dyads with flashcards, setting aside cards of words that a tutee had trouble defining to come back to and work on more • -the role of tutor and tutee were switched • -the dyads read from the textbook together • -as the students came across vocabulary words the dyads discussed the context of the word and noted the page # on the paper from the previous day

  11. DAY THREE • -the dyads studied their words by the tutor saying the definition to the tutee, and the tutee responding as quickly as possible, using Timed Vocabulary Trials students timed each other reciting the definitions, trying to improve their time as motivation • -students worked individually on an Egypt atlas page with vocabulary integrated in the lesson

  12. DAY FOUR • -in dyads, students used flashcards to see how quickly they could get through the list of Egypt vocabulary words • -the tutors would record their times on the Timed Vocabulary Trials sheets • -after reaching their personal goal 3 times, they could play Battleship (with 14 vocabulary words on Quia with peer tutor) • DAY FIVE • -matching vocabulary posttest

  13. Results:Research-based Strategy Pretest and posttest results for 22 sixth graders on an ancient Egypt social studies test.

  14. Results:Research-based Strategy Gain scores for 22 sixth graders on an ancient Egypt social studies test.

  15. Comparison of Teacher-selected and Research-based Strategies

  16. Conclusions • Both the teacher-based and research based strategies showed gains and were successful • Teacher-based strategy is one that has students draw and define the vocabulary words • Research-based strategy was motivating to the students and they were excited to work • A combination of the strategies would work well

  17. References • Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information from families. Retrieved from Center for Effective Collaboration and Practice website: http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf • Hughes, T. A., & Fredrick, L. D. (2006, March). Teaching vocabulary with students with learning disabilities using classwide peer tutoring and constant time delay. Journal of Behavioral Education, 15(1), 1-23. doi:10.1007/s10864-005-9003-5 • The Access Center Improving Outcomes for All Students K-8. (n.d). Using peer tutoring for math. Retrieved from The Access Center Improving Outcomes for All Students K-8 website:http://www.k8accesscenter.org/training_resources/mathpeertutoring.asp

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