Involve cross-age peer tutors in maker-project pedagogical infrastructure¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 2 studies (2 quant-synthesis), q3–q4 · 1 of 2 report an effect size

Description¶

The article recommends involving peer-tutor students — the preceding year's tutees who become the present year's tutors — in the school's pedagogical infrastructure for co-invention projects. This "can: (1) free up teachers' time to concentrate on the scaffolding of the classroom activity instead of solving individual teams' technological and practical problems" and support advanced technologies, while tutors themselves gain personal growth.

Design Implications¶

Context¶

Requirements¶

• Tutor students who participated in a similar innovation project the previous year, embedded in the school's pedagogical infrastructure

Constraints¶

Target Learners¶

• lower-secondary students (13-14 years old) in maker-centered STEAM projects
• older peer-tutor students (grade 8)

Target Learning Goals¶

• knowledge creation through collaborative invention
• peer tutoring skills and personal growth

Claims¶

• Peer Tutoring Improves Achievement [+W]

Related Strategies¶

• Cross Age Tutoring
• Cross-Grade-Level Tutoring
• Peer Teaching
• Peer Tutoring
• Blocks and Legos: Maker Spaces and Fab Labs

Examples¶

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Key Sources¶

• Sini Davies, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. (2024). Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09427-2