Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Peer tutoring

•Download as PPTX, PDF•
•
John Michael Angelo
John Michael Angelo

This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.

1 of 14
Peer Tutoring A Methods and Strategies in Teaching Biology Report Presented by: JOHN MICHAEL P. ANGELO Master of Arts in Teaching (Biology) Student Registered Professional Teacher (March 2013)
Main Definition • It is a system of instruction in which learners help each other and learn (themselves) by teaching. • It is an instructional system in which students teach other students. • According to Damon and Phelps, it is an approach in which one child instructs another child in material on which the first is an expert and the second is a novice. (but this definition is not always consistent). • But Gaustad stated that it occurs when tutor and tutee are at the same age. The tutor might be older than the tutee in cross age tutoring which sometimes this is used to include both types.
Main Definition • According to Robert Thomas, it is the process by which a competent pupil, with minimal training and with teacher’s guidance, helps one or more students at the same grade level learn a simple skill or basic concept.
Background of the Study • When used in teaching-learning situations, to tutor means to coach, teach or instruct another or do so among themselves. • Tutor is more knowledgeable, skilled and has the ability to influence others. • Group must be close in age, skills and learning styles.
Types of Tutoring 1.Instructional Peer Tutoring 2.Monitorial Tutoring 3.Pair Tutoring 4.Structural Peer Tutoring
Instructional Peer Tutoring • Older, brighter students are coaching the young ones. • This could be done on a one-to-one or one-to-a group arrangements. • They may agree on how the assistance will be provided. • This is practiced when there is a big difference between tutor and tutee.
Monitorial Tutoring • Class is divided into groups of 4 or 5 members. • Monitors are assigned to lead each group. • The teacher has more time to attend to the rest while tutors monitor and help the rest.
Pair tutoring • Children of the same age, one better skilled than the other. • Interact and help one another to pursue the learning activity • Can read and discuss together
Structural Peer Tutoring • Assistance of trained tutors is required in following instructions or definite procedures that are provided in models and guides.
INSTRUCTIONAL CHARACTERISTICS 1. 2. 3. 4. 5. 6. 7. Tutees receive individualized instruction, as through their own teacher. Immediately, errors are corrected and rewards for good performance is awarded. Careful selection of tutors afford better interactions that facilitate learning since they are older, skilled and knowledgeable. Interests, tastes and nonverbal cues are easily ascertained by tutors, then, monitoring is more enjoyable and fulfilling. Values of cooperation, respect for one another and reciprocal attitudes are inculcated. Working in smaller groups with monitors around minimizes discipline problems or indifference to get actively involved. Since tutors are ready to share assistance, they are afforded the motivation to move themselves in intellectual and social traits. Since tutors are a little order and better equipped, tutees feel more secure in their presence be it in a social or academic setting.
LIMITATIONS 1. If left to themselves “over tutoring” might create a negative situation instead. 2. Unclear roles can lead to questions on credibility of tutors. 3. Favouritism in choice of tutors must be avoided. This could result in overdomineering and all-knowing reactions of others.
SUGGESTIONS/RECOMMENDATIONS 1. Care in choosing the tutor is the key to a successful peer tutoring methodology. Domineering and all-knowing tutors make the members feel inferior. 2. Teacher should be around to observe how the tutoring is progressing. Immediate feedback could be shared with the tutors to improve or undertake instant revision of procedures when necessary. 3. Assign students who passes leadership qualities in addition to being knowledgeable and older. 4. Development of positive values such as a sharing attitude, cooperation and respect for one another should be carefully observed and given due recognitions.
5. Nature and extent of assistance requested must be clear among tutees and tutor in order to avoid negative interactions. 6. Request peers who have been earlier notified to discuss the topics included in the day’s lesson. Confer with the teacher regarding the nature and extent of assistance they are expected to provide. 7. Individual or group tutoring may be considered depending on the level of difficulty of the lesson. 8. Creative tutors are more able to try effective strategies according to their interests, skills and work habits.
9.After a tutoring activity, an evaluation of both parties’ performance should be undertaken in order to guide future tutoring events.

More Related Content

Peer tutoring

  • 1. Peer Tutoring A Methods and Strategies in Teaching Biology Report Presented by: JOHN MICHAEL P. ANGELO Master of Arts in Teaching (Biology) Student Registered Professional Teacher (March 2013)
  • 2. Main Definition • It is a system of instruction in which learners help each other and learn (themselves) by teaching. • It is an instructional system in which students teach other students. • According to Damon and Phelps, it is an approach in which one child instructs another child in material on which the first is an expert and the second is a novice. (but this definition is not always consistent). • But Gaustad stated that it occurs when tutor and tutee are at the same age. The tutor might be older than the tutee in cross age tutoring which sometimes this is used to include both types.
  • 3. Main Definition • According to Robert Thomas, it is the process by which a competent pupil, with minimal training and with teacher’s guidance, helps one or more students at the same grade level learn a simple skill or basic concept.
  • 4. Background of the Study • When used in teaching-learning situations, to tutor means to coach, teach or instruct another or do so among themselves. • Tutor is more knowledgeable, skilled and has the ability to influence others. • Group must be close in age, skills and learning styles.
  • 5. Types of Tutoring 1.Instructional Peer Tutoring 2.Monitorial Tutoring 3.Pair Tutoring 4.Structural Peer Tutoring
  • 6. Instructional Peer Tutoring • Older, brighter students are coaching the young ones. • This could be done on a one-to-one or one-to-a group arrangements. • They may agree on how the assistance will be provided. • This is practiced when there is a big difference between tutor and tutee.
  • 7. Monitorial Tutoring • Class is divided into groups of 4 or 5 members. • Monitors are assigned to lead each group. • The teacher has more time to attend to the rest while tutors monitor and help the rest.
  • 8. Pair tutoring • Children of the same age, one better skilled than the other. • Interact and help one another to pursue the learning activity • Can read and discuss together
  • 9. Structural Peer Tutoring • Assistance of trained tutors is required in following instructions or definite procedures that are provided in models and guides.
  • 10. INSTRUCTIONAL CHARACTERISTICS 1. 2. 3. 4. 5. 6. 7. Tutees receive individualized instruction, as through their own teacher. Immediately, errors are corrected and rewards for good performance is awarded. Careful selection of tutors afford better interactions that facilitate learning since they are older, skilled and knowledgeable. Interests, tastes and nonverbal cues are easily ascertained by tutors, then, monitoring is more enjoyable and fulfilling. Values of cooperation, respect for one another and reciprocal attitudes are inculcated. Working in smaller groups with monitors around minimizes discipline problems or indifference to get actively involved. Since tutors are ready to share assistance, they are afforded the motivation to move themselves in intellectual and social traits. Since tutors are a little order and better equipped, tutees feel more secure in their presence be it in a social or academic setting.
  • 11. LIMITATIONS 1. If left to themselves “over tutoring” might create a negative situation instead. 2. Unclear roles can lead to questions on credibility of tutors. 3. Favouritism in choice of tutors must be avoided. This could result in overdomineering and all-knowing reactions of others.
  • 12. SUGGESTIONS/RECOMMENDATIONS 1. Care in choosing the tutor is the key to a successful peer tutoring methodology. Domineering and all-knowing tutors make the members feel inferior. 2. Teacher should be around to observe how the tutoring is progressing. Immediate feedback could be shared with the tutors to improve or undertake instant revision of procedures when necessary. 3. Assign students who passes leadership qualities in addition to being knowledgeable and older. 4. Development of positive values such as a sharing attitude, cooperation and respect for one another should be carefully observed and given due recognitions.
  • 13. 5. Nature and extent of assistance requested must be clear among tutees and tutor in order to avoid negative interactions. 6. Request peers who have been earlier notified to discuss the topics included in the day’s lesson. Confer with the teacher regarding the nature and extent of assistance they are expected to provide. 7. Individual or group tutoring may be considered depending on the level of difficulty of the lesson. 8. Creative tutors are more able to try effective strategies according to their interests, skills and work habits.
  • 14. 9.After a tutoring activity, an evaluation of both parties’ performance should be undertaken in order to guide future tutoring events.