Utilizing Peer Tutoring to Minimize Deficiencies in

Students

Dr Eddie ThompsonUniversity of Memphis

2012 Martin Institutedethmpsn@memphis.edu

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.

Differing State Standards

• California• Mississippi• Oregon• West Virginia• What Grade

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.

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.

The Answer could be Peer Tutoring

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.

• 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.

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

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.

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

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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.