utilizing peer tutoring to minimize deficiencies in students dr eddie thompson university of memphis...
TRANSCRIPT
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Utilizing Peer Tutoring to Minimize Deficiencies in
Students
Dr Eddie ThompsonUniversity of Memphis
2012 Martin [email protected]
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Reasons for Different Mastery Levels
• Different standards among different schools enhanced by mobilization
• Social promotion.• Lack of true Mastery of skills due to
“teaching the test.”• Moving into classes where
curriculum is not standardized.
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Differing State Standards
• California• Mississippi• Oregon• West Virginia• What Grade
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Challenges of Multi Skilled Classrooms
• Isolation of students who are at lower levels during times of discussion and interaction.
• Discipline problems with students becoming bored.
• Higher level students do not feel challenged when instruction must be lowered to facilitate working with lower level students.
• Dreikurs Theory of Community is in play.
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Not if, but when
• It is not a question of if you will have students of differing mastery levels, but it is when.
• How can you effectively try to help these student master skill sets that are needed, and maintain a consistent flow of teaching in the over all classroom.
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The Answer could be Peer Tutoring
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History of Peer Tutoring
• The idea of tutoring and especially peer tutoring is not a recent teaching strategy that was discovered just recently.It can be traced back as far back as the ancient Greeks. According to research, (Fogarty & Wang 1982) cross-age peer tutoring, the process by which students teach each other has been around for a long time in history.
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• In ideas of peer tutoring can be traced by back to Bell and Lancaster.
• This practice was observed in the working-class English schools of the Industrial Revolution. The reason that this practice gained acceptance was due to the shortage of teachers during this time in history.
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Overview of Peer Tutoring Program
• Step 1 – Evaluate need of basic skills.• Step 2 – Use Pre-test to evaluate.• Step 3 – Select Students who are deficient.• Step 4 – Create Peer Tutoring pairs.• Step 5 – Train Peer Tutors• Step 6 – Launch Tutoring Interaction• Step 7 – Mid Point Monitoring Survey• Step 8 – Post Test and Evaluation• Step 9 – Survey Pairs
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Step 1 – Evaluate Skills
• Look at the entire year and decide what basic skills a student must have to ensure mastery over the entire year.
• Remember you are only interested with the foundations and concepts needed to build on for student success, not trying to teach the entire curriculum.
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Step 2 – Evaluate class• Give a pre-test to entire class to see
where all students are as far as mastery of basic skills.
• The question should built around knowledge they should have picked up last year.
• All students should take the pre-test regardless of GPA or previous work.
• High GPA does not guarantee Mastery
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Step 3 – Rank students
• Rank students on pre-test. • See how many students did not pass the
pre-test and then select an equal number of top level students.
• This is a good opportunity for both lower and high level students to secure extra credit at the beginning of the year.
• Set parameters based on students score.
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Step 3 – Rank students
• 80 and above is acceptable• 79 to 70 – Students are encouraged to
take part in peer tutoring and a letter is sent home to parents letting them know it is offered.
• 69 and below – Students are required to participate in peer tutoring program and a letter to parents stating this is sent home.
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Step 4 – Create Tutoring Pairs.
• Organize Peer tutoring pairs of students to work together.
• If there are already positive relationships in the class between a higher and lower level student, feel free to assign them to each other.
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Step 5 – Train Tutors
• This can be done in two – 30 to 45 minute sessions after school.
• This training will focus on how to cover material and how to explain materials.
• How to solicit and encourage answers from the student being tutored and how to correct an incorrect answer without hurting the student.
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Step 6 – Launch Peer Tutoring Pairs
• All peer tutoring pairs should begin at the same time.
• The source of encouragement for these students must come from the teacher at the beginning and during the process.
• It is vital that both the tutor and the student have a full understanding of the tutoring schedule and what is expected.
• Study shows that same sex pairs in tutoring relationships are not necessary
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Step 7 – Monitor Peer Tutoring Relationships.
• It is suggested that an informal survey be used with each pair about the 2nd and 4th week of the program.
• You are looking for progress, conflicts in personality, or other things that my hinder success.
• If caught early, changes still can be made.
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Step 8 – Post Test and Evaluation
• At the end of the sessions, give a post-test to both tutor and student being tutored.
• Evaluate scores and make sure all students have a passing score.
• Celebrate the success of the students being tutored.
• If a student does not pass, then evaluate the areas that are still lacking and focus on them in a mini 3 week program of peer tutoring with someone different.
• Careful monitoring of students along the way cuts down on student failure.
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Step 9 – Survey Pairs
• It is vital to do a post tutoring survey of all participants to monitor progress and see if there are any changes needed in the program.
• Make modifications to the program and then make sure that all participants are awarded extra credit or some sort of reward.
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Case Study
• Class of 21 Students in a 7th Grade Bible Class
• Pre test was given and 13 failed pre-test.
• Top 3 students were paired with the lowest 3.
• The lowest students scores were 49, 58, 63.
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Case Study
• Pairs were made and tutors trained.• Peer tutoring was instituted for 3 weeks.• Post test was given and all 3 of the
bottom level students scored 70, 82 and 93.
• Lower level students were thrilled and the peer tutors took pride in their accomplishments
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A Reminder
• Peer tutoring is not the silver bullet, nor is it an answer to minimizing every deficiency, but it can be used effectively to help in the every changing classroom.