Professional Documents
Culture Documents
Peer
Tutoring
What
is
it?
CWPT
is
a
form
of
peer
tutoring
designated
to
improve
content
retention
and
student
interactions.
Students
are
split
into
pairs,
which
are
grouped
into
teams.
One
student
in
each
pair
takes
the
role
of
tutor
and
asks
the
tutee
questions.
When
complete
the
students
trade
positions.
Varying
points
are
awarded
for
both
correct
and
corrected
answers
that
combine
for
team
results.
Who
does
it
help?
This
is
most
often
used
in
elementary
settings
and
the
primary
disability
populations
include
students
with
Learning
Disabilities
and
Emotional
Disturbance,
although
it
is
valuable
to
all
students
Key
Benefits
Increases
academic
rates
of
response
for
all
students
Students
increase
active
learning
by
teaching
their
peers
Students
with
ED
can
practice
social
interaction
techniques
Students
build
confidence
through
increased
academic
and
social
accomplishment
Students
build
empathy
for
classmates
through
an
increased
range
of
interactions
Teachers
gain
time
to
focus
on
students
with
special
needs
during
the
lesson
Types
of
related
peer
tutoring
include:
Reciprocal
relationship
Variation
that
includes
partner
reading
and
summarization
Cross-age
matching
The
tutor-tutee
dyads
are
from
different
ages
and
grades.
Reverse-role
tutoring
Mild
disability
students
tutor
younger
students
Procedures:
1) Break
students
into
teams
2) Within
the
teams,
the
teacher
will
pair
students
3) Pick
one
person
to
be
the
tutor
and
the
other
to
be
the
student
in
each
pair
4) Provide
the
tutors
with
a
list
of
questions
and
answers.
Provide
the
student
in
each
pair
a
piece
of
paper
and
a
pencil.
5) Put
a
few
minutes
on
the
clock.
When
the
teacher
begins,
the
tutor
asks
the
question
and
the
tutee
writes
the
answer
on
their
piece
of
paper.
6) If
the
tutee
gets
the
question
correct,
the
tutor
awards
2
points
then
moves
on
to
the
next
question.
7)
If
the
tutee
provides
an
incorrect
answer,
the
tutor
provides
the
correct
answer
and
the
tutee
must
say
and
write
the
correct
answer
three
times
before
moving
to
the
next
question.
8) The
tutor
continues
to
provide
questions
giving
2
points
to
every
correct
answer
and
1
point
for
every
incorrect
answer
that
is
corrected
by
the
above
technique.
9) When
time
is
up,
the
roles
change.
The
teacher
resets
the
clock
and
another
round
begins.
10)
At
the
end
of
the
two
rounds,
the
teacher
confirms
the
points
earned
and
updates
the
leader
board
11)
At
the
end
of
the
week,
the
team
with
the
most
points
wins
Bibliography
BOWMAN-PERROTT,
L.
(2009).
ClassWide
Peer
Tutoring:
An
Effective
Strategy
for
Students
With
Emotional
and
Behavioral
Disorders.
Intervention
In
School
&
Clinic,
44(5),
259-267.
Maheady,
L.,
&
Gard,
J.
(2010).
Classwide
Peer
Tutoring:
Practice,
Theory,
Research,
and
Personal
Narrative.
Intervention
In
School
&
Clinic,
46(2),
71-78.
doi:10.1177/1053451210376359
Maheady,
L.
m.,
Mallette,
B.,
&
Harper,
G.
F.
(2006).
Four
Classwide
Peer
Tutoring
Models:
Similarities,
Differences,
and
Implications
for
Research
and
Practice.
Reading
&
Writing
Quarterly,
22(1),
65-89.
doi:10.1080/10573560500203541
Okilwa,
N.
A.,
&
Shelby,
L.
(2010).
The
Effects
of
Peer
Tutoring
on
Academic
Performance
of
Students
with
Disabilities
in
Grades
6
through
12:
A
Synthesis
of
the
Literature.
Remedial
And
Special
Education,
31(6),
450-463.