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Peer Tutoring Strategies in the Classroom

Peer Tutoring Strategies in the Classroom. T ara Alaine Jobe Butler University November 11, 2013. Breaking Tradition. Meta-analyses show that traditional teacher-led direct instruction is still the primary form of instruction in all levels of education

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Peer Tutoring Strategies in the Classroom

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  1. Peer Tutoring Strategies in the Classroom Tara Alaine Jobe Butler University November 11, 2013

  2. Breaking Tradition • Meta-analyses show that traditional teacher-led direct instruction is still the primary form of instruction in all levels of education • Partner and group work rare according to student participants • Often groups are primarily homogenous • e.g. Placing students in reading groups or classes based on their current reading level. (Vaughn, Terejo Hughes, Watson Moody, & Elbaum, 2001)

  3. A New “Student-Teacher” • Peer tutoring creates a student-centered learning environment • Research indicates teachers find peer tutoring an easy strategy to implement • Most student tutors are able to maintain effective instruction/intervention for tutees • Many students (especially those with learning disabilities) report higher preference for partner work (Bowman-Perrottet al., 2013; Dufrene, Noell, Gilbertson, & Duhon, 2005; Vaughn et al., 2001)

  4. Academic Benefits of Peer Tutoring • Peer tutoring strategies reliably produce medium to large effect sizes compared to traditional teaching • Academic performance improves for general and special education students, including those with ADHD, LD, ED, & BD. • Particularly beneficial for secondary students and students with emotional and behavioral disabilities • ED and BD students benefit from examples • Works for ALL content areas (Bowman-Perrott et al., 2013; Simmons, Fuchs, Fuchs, Mathes, & Hodge, 1995; Fuchs, Fuchs, Mathes, & Simmons, 1997; DuPaul, Ervin, Hook, & McGoey, 1998; Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003; Vaughn et al., 2001)

  5. Social Benefits of Peer Tutoring • Peer tutoring promotes social learning • Kamps and colleagues found peer tutoring led to more social interaction outside of class time as well • High functioning autistic children spent more time socializing with other students after peer tutoring implemented • Some students also improved their social skills • Nearly all students said peer tutoring was fun and beneficial to their learning • Peer tutoring increases engagement and decreases off task behavior (Kamps, Barbetta, Leonard, & Delquadri, 1994)

  6. The Power of Three • Peer tutoring does not have to be just partner work • Wiley & Jensen (2006), show that three heads are better than two • Math problems given to individuals, dyads, and triads with different skill levels • High-performing dyads better than heterogeneous pairs, but heterogeneous triads with one high performing member did best overall • Homogeneous groups of low-performing members did no better than people working on their own (Wiley & Jensen, 2006)

  7. Characteristics of Good Tutoring • Purposeful • Structured • Modeled • Provides Examples • Ongoing • Provides Feedback • To both the tutee & tutor (Dufrene et al., 2005; DuPaul et al., 1998; Simmons et al., 1995)

  8. Implementing Peer Tutoring Strategies • Modeling is the most important step • Provide a structured process • Have students create something observable to demonstrate learning • Have tutors record performance, or have groups create something together • Place students in heterogeneous groups of 2 or 3 • Remember the power of three • Consider using rewards or create a competition • Allow all students to serve as tutors and tutees • Although high-performing students benefit less as tutees than tutors, they are not harmed (Bowman-Perrott et al., 2013; Dufrene et al., 2005; Vaughn et al., 2001)

  9. Monitoring Peer Tutoring • It is important to observe students during peer tutoring and provide tutors with feedback • Tutors will provide tutees with feedback, but need performance assessments of their own • Periodic refresher sessions useful, although most students are able to maintain good tutoring skills • Tutoring must be sustained to achieve the greatest benefits • Some studies show a threshold of 280 minutes (Dufrene et al., 2005; Simmons et al., 1995)

  10. Conclusions • Numerous studies have shown peer tutoring to produce higher levels of academic performance than traditional teaching methods in all content areas • Need to model, structure, monitor, and provide tutors with feedback to produce the best results • Rewards can also increase tutor performance • Peer tutoring produces social benefits as well • It is important to use heterogeneous grouping for peer tutoring • Having students work in carefully selected triads can produce even greater benefits • Teachers find peer tutoring easy to implement and students find peer tutoring fun and useful for learning. (Bowman-Perrott et al., 2013; DuPaul et al., 1998; Dufrene et al., 2005; Kamps et al., 1994; Rohrbeck et al., 2003; Simmons et al., 1995; Vaughn et al., 2001)

  11. References Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Reform, 42, 39-55. Dufrene, B. A., Noell, G. H., Gilbertson, D. N., & Duhon, G. J. (2005). Monitoring implementation of reciprocal peer tutoring: Identifying and intervening with students who do not maintain accurate information. School Psychology Reform, 34, 74-86. DuPaul, G. J., Ervin, R. A., Hook, C. L., & McGoey, K. E. (1998). Peer tutoring for children with attention deficit disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-592. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer- assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206. Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwidepeer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61.

  12. References Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240-257. Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. The Elementary School Journal, 95, 387-408. Vaughn, S., Terejo Hughes, M., Watson Moody, S., & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic, 36 (3), 131-137. Wiley, J., & Jensen, M. S. (2006). When three heads are better than two. In: Proceedings, CogSci 2006, 28th Annual Conference of the Cognitive Science Society (pp. 3275), Vancouver, CA: Cognitive Science Society.

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