There are many learning models that students and their teachers employ to ensure that students master academic content. One of these is where students are paired up and become study partners which is also known as peer tutoring strategies. Models are flexible to accommodate the learning needs of students.
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.
Peer tutoring is not adult volunteers or teachers teaching students. It is the students teaching each other. Moreover, it should not be confused with student discussion groups. It is a unique learning model which may contain other models. All of these models differ in how students are paired, the academic content and the extent of tutoring. Nevertheless, its main aim is increasing motivation, the achievement and student practice.
In Class Wide Peer Tutoring also called CWPT the whole class is divided into sub-groups of from two to five learners with different learning abilities. The students can then act as tutees, tutors or both. Students of the same age or different ages can be paired. Cross aged pairs enable the older students in upper classes teach the younger students in the lower classes. For this case, the tutors acquire less in terms of the content and much more in terms if social responsibility.
Same age pairing involves pairing of students who are of the same age. In this case, they are able to teach one another with one giving and the other receiving at any one time. Similar or dissimilar abilities may be matched. Different abilities ensure those with stronger skills are able to give first responses and therefore the weaker students are able to emulate them.
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.
This tutoring strategy involves developing instructional material that favors this type of learning model. The material should first teach the students how to be experts in tutoring and how to be good partners. In addition, the course content should be well prepared to accommodate feedback from tutors to tutees. Moreover, there should be capacity for the experts to reverse their roles and also the class teacher to monitor the learning.
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.
Peer tutoring is not adult volunteers or teachers teaching students. It is the students teaching each other. Moreover, it should not be confused with student discussion groups. It is a unique learning model which may contain other models. All of these models differ in how students are paired, the academic content and the extent of tutoring. Nevertheless, its main aim is increasing motivation, the achievement and student practice.
In Class Wide Peer Tutoring also called CWPT the whole class is divided into sub-groups of from two to five learners with different learning abilities. The students can then act as tutees, tutors or both. Students of the same age or different ages can be paired. Cross aged pairs enable the older students in upper classes teach the younger students in the lower classes. For this case, the tutors acquire less in terms of the content and much more in terms if social responsibility.
Same age pairing involves pairing of students who are of the same age. In this case, they are able to teach one another with one giving and the other receiving at any one time. Similar or dissimilar abilities may be matched. Different abilities ensure those with stronger skills are able to give first responses and therefore the weaker students are able to emulate them.
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.
This tutoring strategy involves developing instructional material that favors this type of learning model. The material should first teach the students how to be experts in tutoring and how to be good partners. In addition, the course content should be well prepared to accommodate feedback from tutors to tutees. Moreover, there should be capacity for the experts to reverse their roles and also the class teacher to monitor the learning.
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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