Reciprocal peer tutoring involves paired students alternating as the tutor/teacher and tutee/learner to engage in academic content.
Class-wide peer tutoring is a model based on reciprocal peer tutoring where the entire classroom is engaged in the learning process using a game format. Student pairs practice academic tasks during a tutoring session with each member of the pair getting an opportunity to tutor and be tutored while acquiring points for their team. The team with more points after a tutoring session wins.
Cross-age peer tutoring is an approach that brings together students of different ages. With this approach the older student assumes the role of tutor and the younger student is the tutee. With cross-age peer tutoring it is often important to provide guidance or training to the tutors.
Peer-Assisted Learning Strategies (PALS) is a structured program developed in 1989 by Dr. Lynn Fuchs and Dr. Doug Fuchs in conjunction with Dr. Deborah Simmons. Teachers pair low and high performing students together and the peers work on reading and/or math activities that address specific skills based on student need. Teachers change pairs regularly so all students get the opportunity to act as coaches (tutors) and players (tutees).
Identify the type of peer tutoring program that will best fit the needs of the students.
Identify the type of peer tutoring program that will best fit the needs of the students.
Define goals for the peer tutoring program.
Define goals for the peer tutoring program.
Select student pairs based on desired outcome. Plan to change the pairs as needs and goals change.
Select student pairs based on desired outcome. Plan to change the pairs as needs and goals change.
Teach expectations. Explain procedures and ground rules for both the tutor and tutee roles.
Teach expectations. Explain procedures and ground rules for both the tutor and tutee roles.
Model appropriate behavior and how students should interact with each other during the peer tutoring time.
Model appropriate behavior and how students should interact with each other during the peer tutoring time.
Practice the peer tutoring program with students before full implementation.
Practice the peer tutoring program with students before full implementation.
Monitor the students while they are engaged in peer tutoring and record observations about progress and effectiveness.
Monitor the students while they are engaged in peer tutoring and record observations about progress and effectiveness.
Provide feedback that is specific. Use positive praise for correct behavior and corrective feedback for inappropriate behavior.
Provide feedback that is specific. Use positive praise for correct behavior and corrective feedback for inappropriate behavior.
Share progress with students, the educational team, and families.
Share progress with students, the educational team, and families.