Train students in tutor and group roles before routine use of peer tutoring or response groups¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Before peer tutoring or response groups are used routinely, students must be taught how to interact in their assigned roles. The report states: "Before implementing peer tutoring groups, students are trained to interact as tutor and tutee or to work in small groups." The reviewed studies illustrate this: Serrano's student tutors received a series of 20-minute training sessions including demonstrations, modeling, prompting practice, and role-playing, while Prater & Bermudez's teacher spent the first week modeling how groups would work and how to respond to peers' writing.

Design Implications¶

Context¶

Requirements¶

• Specific instruction on tutoring procedures or role assumption before routine implementation
• Teacher time to model group procedures or deliver tutor training sessions

Constraints¶

Target Learners¶

• elementary English language learners acting as tutors, tutees, or response group members

Target Learning Goals¶

• effective peer tutoring behavior
• structured peer feedback on writing
• second language interaction

Related Strategies¶

• Peer Tutoring With Structured Materials
• Peer Tutoring
• Peer Mediated Instruction
• Cross Age Tutoring
• Reciprocal Teaching: Peer Assisted Learning Strategies (PALS)
• Reciprocal Peer Tutoring
• Implement CWPT through daily peer-tutoring sessions with points, teams, and weekly testing
• Train teachers to implement peer-tutoring programs through an all-day modeling and role-playing workshop plus a program manual

Examples¶

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Key Sources¶

• What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Peer Tutoring and Response Groups. https://ies.ed.gov/ncee/wwc