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DOCUMENT RESU1E

ED 108-'147 PS- 007 929

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'AUTHOR 'bon rad , Eva

TITLE" Peer Tutoring: A Cooperative Learning' Experience,.
.

INSTITUTION. Arizona Univ. , Tudson. Arizona Center for Edu.cational

. : Research and Development.
'TUB DATE° L 74]
NOTE .
29p. -'"
,

AVIqLABLE FROM Information Officertz' Arizona Center for .Educational'

Research and Development, College, of Rducation,
University of Arizona,. Tucson, AZ '85721 (Paper,
$1.00) '
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EDRS PRICE- Mic-$0,76. -HC$1-._95- PLUS POSTAGE_

,,_DESCRIPTORS *Elementary IdUcationl -Elementary School Students;
*Individualize& Inttruction; .Individualized Programsf
,.Peer .Relationthip; *Peer Teaching; Reinforcement;
Small Group. Instruction; Teaching Techniquet;
. Training Techniques; *Tutorial Programs;- *Tutoring; -
, . Tutors .
e

IDENTIFIERS-
F
Arizona; 4Tucson ,EarlyEducation Mddel .
- 0 'A.
C
F
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-11 13 ST ItAC e-

This.-briefillattrate& -booklet 'tuggestsproceduree

for the incorporation pf planted peer tutoring into -daily ClAtstoor
rountines. This- method of instruction_ hasbeen found to be usable
with avariety- of academic= tatkt- and is seeiCas one way to achieve
_ in&Ilii-dUaiization of instruction. The booklet tbdUset on the-
definition of peer- tutoring; benefits of the tutee, 'tutor_ and=
-

teacher-;_ tutor training techniqUes; appropriate tutoring taskt_

(gtouped by acafiemic- areaty_TapProptiate -materials; and tetord
-.
-keeping. A brief look at how one teacher uses peer tutoring in- her _

ClassrOm is 'included -. (ED) _

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 .CoNiright, 1974
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STITUTE OF EDUcATION, FURTHER REPRO.
2 DUCTION OUTSIDE THE ERIC .SYSTEM -RE.
MIMES ffERMISSION- OF THE COPYRIGHT
-ARIZONA CENTER TOR-:-EDIJCATIONAL:f OWNER."
=RESEARCH AND,DEV.ELOPMENT
-College of Education
Universi6, of Arizona .
, :Tucson, Arizona 85721
ROhert Paulsen, Dean
Marsden B. Stokes, Directdr, ACERD
los'eph:M! Fillerup, birector, Early Childhood PrOgram
The,author wishes to thank:

"Saiikied-NelSort, Shirlic Rutcherson, otheraschool-personnel, and-the_first-and_secOnd

-grat.ders -in the Follow Through program in:Lincoln, Nebraska for their cooperation
.:in iconducting_ the researchTroject; , .
.. . .

The stafT ofthe Arizona Genter-for Educational Research-and=Development-for their

suggestions and encouragement.
,.. "

Cover atid__photograpPs by GeneEinfrank. : .-.

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PEER: TUTORING:

A Cooperative Learning Eicperience

(

Eva'Conrad

po
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 Table of Contents

........ ......
1

Why read this booklet'?- 1-

What is peer tutoring ? ....... ....,.. ..... . ..... .. . . ..... 3

How does the tutee benefit from peer tutoring': 5

How does the tutor benefit from peer tutoring? 7

-HOw can :peer.tutoring-help,yota . , ..... ..... 9.

Who should -be -the tutor?

=

Should the tutor be trained9-

How should the into': be trained? 13

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What kinds or to.skscan-Te Usedin peer tutOring? 0 21
0
How one teacher uses peer tutoring 27 '

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11,110 0 '5 a
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WHY READ TH1SBOOKLET?

.

Teachers getterally,agree-that when one teaches-olie, two iearn. Educators often

cite teaching as the ultimate learning process. 13a*Sed on this belief,:open classrooms
encourage mixed-ability, stitall group situations to -.optimize the oppottUnities for
peer tutoring.
This booklet sumniarizes relevant research on peer tutoring and frorri thiS
research basis, suggests prodedures for the incorporation of planned_peer tutoring as
,part--of daily classroom- routine.
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1:111111,6
..11. *".

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WHAT.IS PEER TUTORING?
0

Peer tutoring- is a learning situation- characterized -by 'a high level of active
participation apd mutual benefit to._bothitutOr and tutee. The_tptor is the child who
functions as:the teacher; thb-tutee is the child (peer) Wholunctions_as the pupil.

Learning ?from peers is- an .acknowledged on-going=procegs, =but- organized peer

tittorintis rarely included -as, a planned-Classroom-activity. This indthod of instarc-
tion-is=usable with a-variety of academic tasks, limited only by yourimaginatibn.

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Spontaneous peer tutoring is -often seen in classrooms, as in this case where one
child is'helping_another child-read a door chart.

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HOW DOES-THE TUTEE BENEFIT _FROMPEERT-UTORN4G?

"Peer tutOringrproyides an opPorttinitylor a child to-work in alearningisituation

with another child who is similar in age and viewrioint. The §tructurinv4- subject
matter from archild's- point ofiVieW isTerhaps best articulated by another-child.

The benefits.ofindiVidualization of instruction-are well-known. Peer tutoring is

one Way to-achieve individualization. P.eerltutoringls:a situation =in which:-

/' '.4
materials are determined by the tutee'soneedsi
direct and immediate feedbaek available;
-- there is an absence ofstigma for giving a wrong answer;
t4he tutee can closely. observe a peer model's performance v,

o .611 an. academic task.

 e -

"ilow-manyrwords_ in the -aefamily_-_dan you -Maker -Peer_ tutoring is a )earning-

-situation-in which there is intthediatefeedback:andin which-both_children ate active_
-participants. e 0
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-_HOW -DOES THE'TUTOR -BENEFIT-FROM_-PEEF- TUTORING?

One characteristic of' innoVative_peer tutoring programs -is that tutor academic
:gains. are equal -to or higher than tutee academic gains. An -obvious process in
tutoring is that tutors learn by reviewing and reinforcing concepts already learned.
In addition, tutors learn bycreformulating material to- provide .examples and ex-
planatiOns-for tutees ("learning to learn"). '
---
Tutoring provides an opportunity -to use knowledge in a- m_ eaningful, social
activity. -In peertutoring, knoWledge is-the basis for interaction.

Equally important but not equally measurable are the non-academic gains
demonstratea by tutors. Increased self-eonfidence is often demonstrated by quotes
such.as `tI,-.mustI be fairly good-if,I can 'help somebody else.

In peer tutoring, both tutors and tutees shave an- opportunity to learn in a
cooperative atmosPhere, instead of a competitive-one. This may serve to teach
"'cooperation as well as thaspecific academic task.

1111.011.
 -HOW CAN'ItER TUTORING HELP -YOU?

With planned peer tutoring; eash member of the ,class can be an active parti-
cipant.

Individualization-of education is romoted in two"ways by-peer tutoring:

students sp'end more time in a 1-to-1 learning situation,

you. can therefore spend more time
4
in a resource capacity, specifying instructional style and
materials to Meet individual-learning needs, and
--- in working directly with an individual child.
C

By observing :how peers teach each other, you have an opportunity for new
insights into the learning process and possible new Teaching techniques.

LAS
 WHO'SHOULD:BE THE TUTOR? .

. .

Stiidents_d_alLachiemement levels:-.shouidize,givex the__chance tO be designated

the= tub*. Research has shown that in- itermS of itutee gains from a peer tutoring
.. . session-with.an association task, the achievement -level of the tutor does pit-matter.
Considering the benefits of thetutor -role, all children in a classroom regardleSS of
aChievemecift, level should have an-opportunity to be a tutor.

et: system= of -tutor selection =that- _has-_proven-successful is for the tether lo-
-d-eSignite=or to -let children- Select-a ;two =child-ztUtOr lean! One child = is the tutor --for
half of the session =and the -other-child is the tutor in the _Other :Different-
,academic -materialS-_- could used depending on Which. child was the tutee. A
detailed, example =of _how_ this Systerii c_ an -be incorporated-into- claily-clasrooin-
routine- is given= on_--page- 27: .

Other -fttors-maYinfluence- the _effectiveness of the= teMn, such .sicity or

sex, but you- know what -is -best -for yoUr--sitidents.

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,,n"-SHOULD II-LE:TUTOR BE l'RA1NED'l

Yes! 0

it cannot be -assumed that ,a child' naturally knows how to teach. .Observations

of trained peer tutors indiCate that children frequently imitate the worst from
their teacherS; h as puiritiveness or not .providing: corrective feedback. Peer
tutoring_ prog diU not provide tutor ti lining in ,a specific content area
and/or in gerie ,:filngstrategies=were not stn.:6ssful as measured by tutor and.
tutee gains.

pe
Ow SHOULD:Mt-TUTOR BE TRAINED?

Ithas= been demonstrated=

. thata small-amount-of-tutor-training-on, two teaching
_

principles can significantly increase-- achievement in the- tutoring session. The

two:principles-are:

I. When_giVen a correct =inswer,_aCknowledge_that -it_ iS correct

-by-- saying "yes" or "good". or "that 's tight,"
If given an incorrect or no -answer,-tell The tutee the correct
-answer and -then _give .the -tutee-a_chanCe tosaY the correct
answer.
<,

The importance of -training_ is the child's_ aoquiSition- of these- two corrective

feedback ipt inci ples. OtiViou sty, -there- nre multiple teaching- techniques-and,- training
materials:that aan-be_Successfully uSed=to teach -theseicorreCtive feedbaCkskills., The
following= pages provide- one-, of=thes e techniques. Each, of you- should-Tuse materials -
and gaining- forinat that..is -right for- you and: for your stud enis. 'Rem ember, the_ keY
to successfapeer tutoring= is _tutors -who;can- approptiately_givescOrrectiveleeilback.

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The teacher -_mbde s, corYectiVe feedbAk :;procedures for the,, peer tutors. Self-
correcting Ulaterials, such as:flash cards, are- simple,- easy -to -use training tools;_ but
,-any materials can-be 'used. The process of training corrective feeilback_iS the key,
notthe thaterials used.

14'.
Ito 1)1 '4
 Tutor-traininvessions were conducted in a small = group, consisting of an adult
and 4 -to 6 children. The format of the two sessions was identical and is presented
below. The capitalized-words state your, the teacher's, actions.
, .

INTRODUCTION: Do.youlike to be the teacher sometimes? Today we are going

to learn some things todo to be better teachers .

5- minutes: STATE PRINCIPLE: If someone_gives''yotva correct answer,'

say should_ a_ lwayslet
soineone-know when he knows the correct answer.
MODEL .1-10W TO FOLLOW THE 'PRINCIPLE: Demon-
strate-this principle by asking each child a question, e.g.,
holding "up- a flash card and asking "What is, thiS word?"
When the child answers, -reSponit-docording-Jb the principle
(e.g., say,"thatrighti"). Thmaik the group, "What-did :I:do
that-was right ?"
ROLE-PLAY: After asking each child a question or two with
you as tht"teacher," giire each. child 3-4 cards. let each child
in turn be the "teacher" for the other members of the grOup.
After each question and:answer sequence; tell'the child he did
a,good-job (if he -did), and/or ask-the-group "What did he do
that was right?":or, ask "What did-he forget?"'

0. 0 0 7 7
In the peer tutor training.session, the children practice giving corrective feedback to
a= peer. .

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5-minutes: STATE -PRINCIPLE: If someone gives you a wrong answer or doesn't
know an-answer,
tell the correct answer, and
give the person yOu are teaching-a chance-to
say_the_correct-answer.

.MODEL HOW TO FOLLOW 'THE PRINCIPLE: Follow the satnemo-

cedure as above. You should ask the children to pretend that they don't
know the .correct answer so,:you, can show them what to do -when
someotie:doesn't know an answer. Children generally have fun with this
pretending.

ROLE-PLAY: Followthe same,procedure_as above.

5- minutes: ST,ATE BOTH PRINCIPLES

MODEL HOW TO FOLLOW BOTH- PRINCIPLESi FolloW the same

procedure as

ROLE-PLAY: Follow the satne.p&cedute as above. 44 *.;

 43 4

5- minutes: LET THE CHILDREN GIVE YOUTEEDBACK: You be the "teacher"-

again. Tell the children to watch- you and stop you if you- make any
mistakes. Ask each child two questions, responding according to the two
principles only about half of the time. -When-a child stops you, have him
state what you forgot. The children- really enjoy this part of the training.

LET THE CHILDREN GIVE EACH OTHER .FEEDBACK? Give eaCh

6hild 4 -5- cards. Let -them- in -turn -play the "teacher" Tor the -other -
members of the group. Instruct the group, to listen carefullyand stop =the
"teacher" if he forgets to apply either of the 'principles. When a child
stops another child, ask the first child to state ,what the second child
forgot. Let- each .child know 'that he is right when he gives corrective
feedback appropriately. I
 WHAT KINDS =OF TASKS CAg-BE-USED IN PEER TUTORING?

Selection of,materials to be:used d'uting peer tutoring provides the opportunity

for the clasaom teacher: to lindiVidualize instruction
by designing or = designating
materialsispecifically for individuatchildren:

Materials,thatiprovide=the correct'answer, such as Word cards

one side and a corresponding picture on the other side, are generallywith the words On
best. The uge
of:these self- correcting materials :allowi the :tutor's
vant. This 'technique can be used to create niliterials achievement level :to be irrele-
for mostaeademic areas.
Considering your own teaching goals, individual children's
Materials available in your classroom, let your imagination .needs, and -the
individualized peer tutoring tasks. run, free in devising
.
46
These _pages suggestisome structured tasks for
use in peer tutoring. However,
the overall goal is that children develop tutoring skills. Tutoring
can theffi.beComelan
on-going process and can be utilized in' a variety of situations:throughout
day. the school=

21-

4-44} 21-
 2? - :

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Tutoring materials shonld be: individualized: 'to meet the academic- needs-of the
tutec.sHereta futor-tedin -is-working with-a word-ring;_coinposed, of words_chosn,by
the tutee and constructed by-the=two;girls_inian earlier-tutor-team session.

22

01) 012
 .
'needs- of the
nds chosen by
ision. 0
 .

The following are some suggestions for tasks,. grouped by academic area:
0

-7; reading books _tog-etlier

e.
sight-wordlractice
74,-writing -a-StOry=together
O

_Language Arts:
matching letters to pictures that-begin with-that sound
practi-ce:with-phonic-sflash- cards_
spelling practice .

practicing_orallanguage byilabelirig_pieture. cards

= preposition-practice, e.g:,_-!.!put-the-dollts,sideithe:box"
1,7*

Math: .C4
--use of flannel_board, e.g., "show me = 4"
-, classification of objects into categorie-s
seriation tasks
practice 'with math -flash -cards

-23
AcademiC games are also good materials for peer tutoring sessions:

Alphabet game: Using a bingo format ; _the tutor calls out the letiers; the-tutee's
task is to match the upper.case letters on the bingo card to lower case letters on
small diSks. ThiS _procedure- could alSo b% adapted to other matching tasks:
letters on- the -card to be-matched-to words starting with- that sound; numbers
on the card to be matched to-mathtquations; golors.on the card to be matched .

to color names.

Wheel game: A series of pictures are exposed one at a time and -the tutee's task
is to move a clock hand pointing..tO the first letter of the object_ pictured.

25 _

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ore

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43 Thicke.e
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The uses of planned peer tutoring as -part o .1daity -elassroom._ routilie are many-
limited only by your imagination:

26
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 f

HOW ONE TEACHER USES=PEER TUTORING 1.>

MS. Hall teaches- in a second grade classroom. =Early in the scho91 year, she
trained alt of -her Students' on the-two teaching principles cited in this booklet. r e
training sessions were conducted in14 small_ group setting. U_se -of the principles was
stressed hoth spontaneous and structured' peer tutoring.

Ms. Hall 'divided her class into 11 -tutor teams. She teamed the children con-
sidering children,!,§,, preferences, sex, academic -task- needs, and compatibility. The
team members were, frequently sliifted dependitig on how well- the team -worked
together and-the nature of individual academic'needs. Within each tutor team,. one
child was_the tutor for Alf an hour and the other child waS-the tutor for the second
half-hour.:On Wednesd and Friday afternoons the children Worked in -tutor teams
on specific tasks-designa byfMs. Hall. During this work-time :Ms. Hall worked
individually-with one ôt two children herselfa.fid monitored the progress of the
various tutor teams.
.

Materials for the ttoring sessions usually differ for each team and = fre9uently
for each:Member of ,the teatnAMs. Hall= reports -that she- spent a good deal: of time
_preparing, materials for tutor 'teams initially, but that since children= are moving
through Materials at their own\ace, the Materials in .the different academic-areas
are being used -again and again: Individualization of-materials is now accomplished
through careful selection of prepared-tutoring materials xather thanr-designing new
sets of materials each week for each' child.
 Each child in Ms. Hall's room records- his own Trogress fter the ;tutoring
--:scssion'by uset or a siinple recording sheet: '
.
G 'Name: .Date:

Words Fknow:. Words IivillireView:

-
Hall als_a keeps records of-the = tutor teams:
O

...
Content Observations Follow -up

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0-1)--.0-72-7'
 An-alternative procedure:that Ms. Hall has used is to havesher children work in
their tutor -teams as a regular learning center procedure. In -the morning the
children rotate thrdughthe_following learning centers: math, language arts, science;
and tutor teams. When the Children-arrive at the tutoring center, they work in their'
teans-otiitidividualized materials Ms: Hall plaCedAn their team-folder.

Academic progress of:the children-sin the-tutorteams-ii%eVident: At _least- two

hours each-Week are spent in one -to- one interaction, concentrating on the- individual=
Child's learning needs: :Equally linportant to MS. Hall, is- the social progress she
observes. Her impressions care -that Children-- are quickerto-lhelp-each:other during
regularlearning -centeractivities, and =-that- the spirit _of-cooperation:has= spread also
to _playground activities, with her students- requesting_ more grOUp games. The
children report -that they .like peer -tutoring, and- Ms,_ Hall reports that -it is not
unusual:to see childreniworkingctogether in tutor teams during,child-seleetiontime.

i19 -0 2=8--
 This 'booklet is- based on a research .project conducted within-the Tucson -Early
Education_ Model.-.A -complete researchreport, entitled., "The Effects of Tutor
Achievement, Tutdr Training, and- Expect:Incyidn 'Peer- Tutoring" _may_ be obtained
by writing _to:

Information Officer
Arizona-Center- for EdUcational-,
Researchlk Development
College-of Education
-University of Arizona
Tucson,_Arizona-85721

A nominal Tee: of $1.75 is charged for-printing-and-Mailing costs. ,

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