ST

STEP 1: The teacher will make a list of the students will the higher score on the subject and then m
STEP 2: Pair Students. One Student will be the Coach (tutor) and the other student will be the Playe
Preparing
for Peer Assistance
Learning
STEP 3: The coach guides the player through
the problem-solving
process by reading
a script.
Step 4: The Player will do the problems assigned to them. The coach (tutor) will provide feedback a

Do some training days to prepare students in the PALS

process!
STEP 5: After a certain amount of time, the teacher will cue for everyone to stop. The coach and pla
The training days are used to allow students to grow
Groups are changed regularly, and as students work on a variety of skills over time, all students have the opportunity to
accustomed to and accurately demonstrate the roles of
coach and player.
Students use scripts, while equally supporting each other.
Clear procedures, such as monitoring for accuracy,
immediate feedback, encouragement to try another strategy,
and use of positive reinforcement.
Give them some clear steps to follow, for example: (a) talk
only to your partner and only about PALS, (b) keep your voice
low, (c) cooperate with your partner, and (d) try your best.

The PALS routine will become a clear and supportive

structure for peer interaction.
The player can always ask for or be offered help at any time, but the goal is independent completion of the problem.

REFERENCES

Alber, S. (2001). Teaching middle school student with learning disabilities to recruit peer assistance during coo
Cheng D., Walters M.(2009). Peer-assisted learning in mathematics: An observational study of student success
Kroeger, S. (2006). Using peer-assisted learning strategies to increase response to intervention in inclusive mid
U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, January). Ele

Peer
IN THEAssisted
CLASSROOM
Learning
What is Peer-Assisted Learning?

Peer-Assisted Learning Strategies (PALS)

is a peer tutoring program in which

the teacher partners a student with another student to complete an activity. The pair will work
together and address questions they may have about the particular assignment. During tutoring
sessions, students work together on worksheets that target specific skills, with one student
designated to correct his or her partners errors, award points for correct responses, and provide
consistent encouragement and feedback. Once the student completes the task, then the students
will switch roles.

Why this Strategy Works!

This gives students from all educational levels
the opportunity to help each other overcome
their challenges they face on a particular
subject in addition to having their teachers
support if it is needed. Also with the instant
feedback, students can find out where in the
problem they went wrong and are able to
correct it with the help of a fellow classmate. In
addition, this strategy helps with the anxiety of
asking the teacher in front of the whole class

Who does it benefit?

General Education
students
Student with Learning
Disabilities

The strategy
provides direct
opportunities for
a teacher to
circulate in the
class, observe
students, and
offer individual
remediation. PALS
therefore allows
for differentiated
instruction via

Positive
outcomes
when using
this
strategy!

This can benefit all students

including students with and without a
disability. This strategy can be used
in any educational environment. This
is very beneficial to use in an
inclusion class because all students
learn to work together no matter
their knowledge on the subject.

Successful
Learning Results
Built confidence
for independent
work later
Students are
more engaged in
the lesson
Confidence levels
rise in many of
the lower ability
students
Students felt
more comfortable
working with a