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    Peer-Tutoring 2

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    Charo
    The document discusses peer tutoring, which involves students teaching other students. It defines peer tutoring and describes different types including same-age, cross-age, and class-wide peer tutoring. The benefits of peer tutoring are improved academic achievement, self-esteem, and relationships. Guidelines for conducting peer tutoring are also provided.

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    Peer-Tutoring 2

    Uploaded by

    Charo
    26 views12 pages
    The document discusses peer tutoring, which involves students teaching other students. It defines peer tutoring and describes different types including same-age, cross-age, and class-wide peer tutoring. The benefits of peer tutoring are improved academic achievement, self-esteem, and relationships. Guidelines for conducting peer tutoring are also provided.

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    PEER-TUTORING 2

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    © © All Rights Reserved

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    The document discusses peer tutoring, which involves students teaching other students. It defines peer tutoring and describes different types including same-age, cross-age, and class-wide peer tutoring. The benefits of peer tutoring are improved academic achievement, self-esteem, and relationships. Guidelines for conducting peer tutoring are also provided.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    26 views12 pages

    Peer-Tutoring 2

    Uploaded by

    Charo
    The document discusses peer tutoring, which involves students teaching other students. It defines peer tutoring and describes different types including same-age, cross-age, and class-wide peer tutoring. The benefits of peer tutoring are improved academic achievement, self-esteem, and relationships. Guidelines for conducting peer tutoring are also provided.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 12

    PEER

    TUTORING
     The definitve description of peer tutoring is “a method
    of education in which pupils assist each and study by
    themeselves ( Goodlad and Hirst, 1989).
     The term peer is important in this context since it
    refers to someone in similar or nearly identical
    position to the individual being taught who is not a
    skilled tutor.
     Peer tutoring is a flexible, peer-mediated strategy
    thst involves students serving as academic tutors and
    tutees. Typically, a higher performing student is
    paired with a lower performing student to review
    critical academic or behavioral concepts. Its goal is
    to create self-managed learners with high self-esteem
    ( Alwi, 2016).
    Peer Tutoring may be in any of the following:

    1. Same-age peer tutoring


    -This is an approach wherein one child instructs antoher child on
    materials on wherein the first is an expert and the second is a novice.

    2. Cross-age peer tutoring


    -To teach or review a skill, plder students are paired with younger
    students. The older student acts as the tutor, while the younger
    students serves as the tutee.
    3. Class-wide peer tutoring
    This is based n reciprocal peer toturing and group
    reinforcement, in which a full classroom of students actively
    participates in the process of simultaneously acquiring and
    practicing basic academic abilities ( Gaustad, 1993)
    BENEFITS OF PEER TUTORING
    • Learners perceive tutor who are their peers since
    they are cognitively and socially connected.
    • It is a successful method of enhancing student
    achievement, particularly for students who are at risk
    of dropping out or who have been identified as
    having poor academic learning performance.
    • Many kids perform better in breif and sructured
    peer tutoring programs.
    • Students benefit academically from practice in
    peer language that is understandable to them.
    • It improves tutor-tutee dicipline,self-
    esteem,cooperation,and peer relationships.
    GUIDELINES IN CONDUCTING
    PEER TUTORING

    a) Determine the learner’s individual skill for each


    subject that requires development.

    b) Create a schedule for the peer tutoring activity and


    identify tutors and tutees ahead of time.
    c) Provide explicit instructions on what and how to
    execute the identified activity, who tp tutor, and
    how to deal with the tutee. The teacher must
    effectively guide and monitor tutors.
    d) Prior to the activity, identify specific learning
    activities, supplies, and proper tutoring behavior.
    e) If necessary, create individual modules and
    worksheets for pupils.
    f) Plan learning assignments that begin at learners’
    basic level of ability and progress to more
    advanced ones.
    g) Provide tutoring activity feedback and keep a
    record of the student’s activities.

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