Peer Tutoring Strategies For All Students
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A variety of models for learning are used by teachers to instruct students so that they are able to comprehend content. Pairing students in such that one is able to teach the other is one of them. Peer tutoring strategies come in a variety and flexibility to consider students of all learning abilities.
The concept of peer tutoring is not new. In the recent past however, it has become more popular among many students and teachers across the globe. At the beginning, its main focus was acquiring reading skills but has now expanded for use in science, writing, social studies and spelling. Tutors have to comprehend the content before they can play that role. On the other hand, reversing of roles between the tutor and tutee ensures that both students learn.
It is easy to confuse peer tutoring with other learning models. To be clear, it is not the normal instructional class where adults teach students. It is also not the cooperative model where students are organized into groups and hold discussions. This is a class where the student is the teacher of one or a few more students. It is a unique model encompassing several others which may differ in the way students are paired, the instructional content and comprehensiveness.
The model where the entire class is divided into smaller groups of two to five students is known as Class Wide Peer Tutoring. From each group, some students assume the role of tutor, others tutees and for others both roles at least at different times. Pairing can be achieved using different criteria. Older students may be paired with younger students a system known as cross age pairing. The older students may not have anything to learn from the younger students academically but may have inspiration from social responsibility.
Pairing students of the same age is called same age pairing. The students have an opportunity to learn from one another and also teach each other. In addition, students may be paired according to their abilities. When pairing is made considering differences in abilities, it ensures that those with stronger set of skills are able to respond first and accurately which the less strong students can emulate.
When students are matched in terms of equality in their abilities is a chance to switch roles. Switching roles ensures that both acquire knowledge in the topics that they tutor in. It is possible to match students after first ranking them according to their strengths. The strongest academically can then be matched to the weakest. In addition, diversity can be improved by considering differences in personalities, preferences and learning needs.
For a successful tutoring strategy, the course content has to be developed in such a way as to favor this type of learning. The students should be first coached on how to be ideal tutors and also pairing partners. Feedback should also be catered for by the course instructional materials. The content should also allow for monitoring by the class teacher and the reversal of roles between the tutor and tutees.
As a result of this model of tutoring, student class engagement has indicated positive trend and also their attitude towards school improved. In contrast to the teacher centered approach, this particular tutoring has increased the opportunity for the learners to respond. In addition, classrooms with learning challenges such as disabilities have benefited.
The concept of peer tutoring is not new. In the recent past however, it has become more popular among many students and teachers across the globe. At the beginning, its main focus was acquiring reading skills but has now expanded for use in science, writing, social studies and spelling. Tutors have to comprehend the content before they can play that role. On the other hand, reversing of roles between the tutor and tutee ensures that both students learn.
It is easy to confuse peer tutoring with other learning models. To be clear, it is not the normal instructional class where adults teach students. It is also not the cooperative model where students are organized into groups and hold discussions. This is a class where the student is the teacher of one or a few more students. It is a unique model encompassing several others which may differ in the way students are paired, the instructional content and comprehensiveness.
The model where the entire class is divided into smaller groups of two to five students is known as Class Wide Peer Tutoring. From each group, some students assume the role of tutor, others tutees and for others both roles at least at different times. Pairing can be achieved using different criteria. Older students may be paired with younger students a system known as cross age pairing. The older students may not have anything to learn from the younger students academically but may have inspiration from social responsibility.
Pairing students of the same age is called same age pairing. The students have an opportunity to learn from one another and also teach each other. In addition, students may be paired according to their abilities. When pairing is made considering differences in abilities, it ensures that those with stronger set of skills are able to respond first and accurately which the less strong students can emulate.
When students are matched in terms of equality in their abilities is a chance to switch roles. Switching roles ensures that both acquire knowledge in the topics that they tutor in. It is possible to match students after first ranking them according to their strengths. The strongest academically can then be matched to the weakest. In addition, diversity can be improved by considering differences in personalities, preferences and learning needs.
For a successful tutoring strategy, the course content has to be developed in such a way as to favor this type of learning. The students should be first coached on how to be ideal tutors and also pairing partners. Feedback should also be catered for by the course instructional materials. The content should also allow for monitoring by the class teacher and the reversal of roles between the tutor and tutees.
As a result of this model of tutoring, student class engagement has indicated positive trend and also their attitude towards school improved. In contrast to the teacher centered approach, this particular tutoring has increased the opportunity for the learners to respond. In addition, classrooms with learning challenges such as disabilities have benefited.
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