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    Peer Tutoring

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    Dela Cruz, Trisha
    Peer tutoring involves older or more knowledgeable students helping other students learn on a one-on-one or small group basis. It provides individualized instruction for tutees and allows the teacher to focus on other tasks while students are learning from tutors. Guidelines for effective peer tutoring include carefully selecting tutors, providing structure and observation, preparing both tutors and tutees for their roles, and providing feedback to assess progress.

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    © All Rights Reserved
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    Peer Tutoring

    Uploaded by

    Dela Cruz, Trisha
    32 views9 pages
    Peer tutoring involves older or more knowledgeable students helping other students learn on a one-on-one or small group basis. It provides individualized instruction for tutees and allows the teacher to focus on other tasks while students are learning from tutors. Guidelines for effective peer tutoring include carefully selecting tutors, providing structure and observation, preparing both tutors and tutees for their roles, and providing feedback to assess progress.

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    Peer tutoring involves older or more knowledgeable students helping other students learn on a one-on-one or small group basis. It provides individualized instruction for tutees and allows the teacher to focus on other tasks while students are learning from tutors. Guidelines for effective peer tutoring include carefully selecting tutors, providing structure and observation, preparing both tutors and tutees for their roles, and providing feedback to assess progress.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    32 views9 pages

    Peer Tutoring

    Uploaded by

    Dela Cruz, Trisha
    Peer tutoring involves older or more knowledgeable students helping other students learn on a one-on-one or small group basis. It provides individualized instruction for tutees and allows the teacher to focus on other tasks while students are learning from tutors. Guidelines for effective peer tutoring include carefully selecting tutors, providing structure and observation, preparing both tutors and tutees for their roles, and providing feedback to assess progress.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 9

    Peer

    Tutoring/
    Peer
    Teaching
    Peer tutoring/Peer teaching

    “The best way to learn


    something is to teach it”.
    Make students teach each
    other in a “Think,Pair,Share”.

    Teacher listens for


    formative assessment of
    learning

    Peer tutoring is commonly


    employed when the teacher
    request the older, brighter
    and more cooperative
    member of the class to
    tutor other classmates.
    Tutoring arrangement

    Instructional Structural
    Tutoring tutoring
    Here a definite procedure is
    Older students help
    followed. Highly structured
    younger one-to-one or
    tutoring is administered by
    one-to-a group basis. trained tutors.
    Same age Semi-Structured
    tutoring
    This arrrangement works tutoring
    This is a combination of
    well with children who unstructured and structured
    can act as interactive where the tutor guides
    pairs. his/her tutee.
    Monitorial
    tutoring
    This maybe divided into
    groups and monitors are
    assigned to lead each
    group.
    Instructional Characteristics

    1. The tutees receive 2. The tutees receive more


    individualized instruction. instruction. They are
    The tutees are provided afforded more contact
    with their own teacher. hours by a tutor.

    4. The teacher is free at the


    3. Rapport between tutor same time to do other
    and tutee may be readily classroom chores while the
    established considering members are being
    that they belong more or handled by the tutors.
    less to the same age group.
    Instructional Characteristics

    6. Discipline problems are


    5. This kind of arrangement
    lessened because ther are
    reduces a large class into
    more assistants looking
    smaller working groups.
    after small groups.

    8. The tutors stand to gain


    more since teaching is an
    excellent learning situation.
    7. The spirit of cooperation,
    camaraderie, and 9. The tutors can likewise
    reciprocity are highlighted. improve their own self-
    concept.
    Guidelines for its Effective Use

    4. Explain well the benefits of


    1. Care in selecting the tutors this form of arrangement in
    to assist the rest must be order to avoid possible
    strictly exercised. resentment since both tutor
    and tutees are classmate.

    5. The tutor must confer wirh


    2. The teacher must go the teacher regarding the
    around and observe how the narture and extent of
    members of the groups are assistance they are expected
    interacting with one another. to provide.

    6. Prepare both tutors and the


    3.Tap students who possess
    tutees regarding the role each
    leadership qualities in
    will play in the teaching-
    addition to being
    learning situation in oder to
    knowledgeable and older.
    avoid confusion.
    Guidelines for Its Effective Use

    9. Instant evaluation by way


    7. Make sure the tutor of performance and oral
    exhibits teaching competence responses serve as feedback
    as to the depth and breadth that can indicate progress in
    of the subject. the tutorial situation.

    8. The tutors must employ a


    variety of techniques in
    “reaching” the tutees since
    they are more alike tastes,
    skills and habits.
    Partner Learning

    A student chooses partner from among his/her


    classmate.

    It can be employed when you get your students


    reherase what they have learned and explore
    their understanding of content with a partner.

    Assigning “Study Buddy”.


    Guidelines for Its Effective Use

    1. To prevent your students


    from socializing about
    unrellated topics, give them
    specific amount of time and a
    specific prompt for
    discussion.

    2. Give your students less


    time than you think they
    actually need. You may add
    more seconds if necessary. It
    is better than to let the
    minutes drag on with your
    students getting of task.

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