ERIC Identifier: ED362506 Publication Date: 1993-08-00
Author: Gartner, Audrey - Riessman, Frank Source: ERIC
Clearinghouse on Teaching and Teacher Education Washington DC.
Peer-Tutoring: Toward a New Model. ERIC Digest.
Research on peer tutoring indicates that the intervention is relatively
effective in improving both tutees' and tutors' academic and social development
(c.f., Cohen, Kulik, & Kulik, 1982; Hedin, 1987; Goodlad & Hirst, 1989;
Greenwood, Delquadri, & Hall, 1989; Benard, 1990; Swengel, 1991). However,
some studies caution that effectiveness may be moderated by similarity in age
and achievement level of tutors and tutees (DePaulo et al., 1989), academic
deficiency of tutors (Willis & Crowder, 1974), and lack of long-term
maintenance of tutee gains (Atherley, 1989).
The literature also shows that the gains for tutors often outdistance those
of the students receiving help. This results from reworking what they know in
order to make it understandable to their tutees. This learning through teaching
is the significant mechanism, and it poses an opportunity to reformulate and
extend the use of peer tutoring.
This Digest will discuss a new tutor-centered, peer-tutoring model and offer
samples of ways to put the model into place.
A NEW TUTOR-CENTERED MODEL
The Peer Research Laboratory at
the City University of New York has been designing a new model to answer the
question, "If the tutor role is so effective, why not build on this and give all
students the opportunity to be a tutor?" This model is different from usual
tutoring approaches where more proficient students tutor the less proficient. A
second thrust is to make the tutoring process a central instructional strategy,
integrated fully in everyday classroom work, in contrast to current practice
that employs tutoring as a peripheral and remedial activity.
These goals have several implications. If every student is to be a tutor,
they must be well prepared to perform this task. Thus, in-depth training is
essential. Additionally, there need to be students available to be tutored.
In the new model, the tutoring process is viewed as developmental, where all
tutors will have had the experience of being tutees as part of their
apprenticeship for becoming tutors. For example, in an elementary school, 6th
graders tutor 2nd graders; as the 2nd-grade students advance a grade, they tutor
What will the tutees and tutors learn in the tutor-centered model? First,
they will learn the subject matter that is being tutored. Second, they will
learn how to tutor. Third, they will learn how to listen and communicate
effectively. Fourth, and perhaps most important, they will learn about learning.
To strengthen the tutee-to-tutor conversion and to build a sense of shared
ownership of the tutoring process, tutees meet together with tutors to reflect
on their joint tutoring experiences. Students are given the opportunity to share
their feelings and thoughts about the tutoring process and expand their
understanding of learning through teaching. Included here are different learning
strategies; the significance of indirect and informal learning; the relationship
between cognitive and social development; the importance of individualization
and attuning the material to the learner's interests and learning style; the use
of pacing, repetition, and reinforcement.
Tutees benefit from the tutor-centered program in a number of ways:
motivation to learn improves through participatory sharing with the tutors;
well-trained tutors heighten the tutees' learning; and the value of being
tutored as preparation for tutoring in the future increases their self-esteem.
In addition, students recognize their importance as an educational resource;
they are not only receivers, but givers and helpers as well. In essence,
receiving tutoring serves more than the goal of learning the lesson.
SOME STEPS TO THE FUTURE
The Peer Research Laboratory has
been applying the new tutoring model in a number of programs designed to make
more intensified use of students as tutors.
* At one school, involving more than 500 students, whole classes of students
are tutors to younger students. In spreading the tutor role, all students in the
school, regardless of academic ability, have the opportunity of learning through
teaching. For example, 6th graders are matched with 4th graders; 3rd graders
tutor kindergartners. Upper-grade students in special education classes tutor
regular students in the lower grades.
This program refocuses the teacher role toward facilitator of the learning
process. As pairs of teachers work together, time is set aside for the teachers
to meet to decide on the curriculum to be tutored, plan logistical arrangements,
and evaluate program components. All of the participating teachers are also
involved in mutual support groups.
* In an alternative high school model, tutees actively take part in the
planning and ongoing assessment of the program. By making them equal partners,
they are being prepared in an apprenticeship to become tutors in the 2nd
semester, if they successfully pass their coursework.
* In a pilot project, high school students participate in a course with a
world citizen curriculum, designed to introduce them to cross-cultural and
multicultural subject material, as well as to train them to be effective
tutors/mentors. The students receive credit for both the coursework and for
mentoring students in the school who are recently arrived from other countries.
The students' information base about other cultures is enlarged through
structured interaction with their mentees, while the mentees benefit from the
skilled attention of the mentors.
* Tutoring provides the practicum component of a high school psychology
course in another program. Students are paired for the semester with elementary
school students as the field requirement that gives them practical experience
complementing what they are learning in class.
* Another high school cross-age tutoring program provides students with
community service credit for tutoring elementary/junior high school students.
Tutors were recruited from high-, middle-, and low-achieving high schools.
Regardless of the achievement levels of the tutors, their effectiveness was
consistent across the program.
MAKING THE MODEL WORK
What is required to make the new
model work? Clearly, administrative support as well as that of the school-based
management team are crucial (Riessman, 1991). The support of the teachers is
essential too, particularly because of the shift in their role to facilitators
and managers of the learning process. To do this, they need to be trained and
encouraged to put the program in place. In cross-age tutoring schemes, they will
have to develop a working relationship and the necessary logistics with their
teaching partners. The Laboratory has found that establishing teacher support
groups that meet regularly is beneficial in breaking down teacher isolation and
developing innovative partnerships.
A COMPARISON: THE OLD AND NEW MODELS
Less proficient tutored by more proficient student
Learning by receiving
Emphasis on tutee improvement
Limited use of student resources
Add-on, peripheral activity
Little impact on school
Everyone is a tutor
Conversion of tutee to tutor
Learning by teaching
Emphasis on tutor development
Leap in learning
Multiple increase of help-giving resources
Basic, central educational strategy
Peer focus aims to transform school culture
The critical importance of youth having the
opportunity to participate in meaningful roles such as youth-helping-youth is a
salient factor in preventing social problems, including substance abuse, teen
pregnancy, and delinquency. The need exists to expand the opportunity to have
all students experience the helping role. The new model:
* Calls for in-depth preparation and training of peer tutors and their
ongoing reflection on the tutoring process;
* Removes the negativity usually associated with receiving help, since all
students participate in giving and receiving help;
* Sees being a tutee as preparation for becoming a tutor;
* Leads to the creation of student-centered, peer-focused schools (Gartner,
1992). (An ancillary aim is the spread of other peer opportunities: peer
mentoring, peer mediation, peer education, peer helping.)
References identified with an EJ or ED number
have been abstracted and are in the ERIC data base. Journal articles (EJ) should
be available at most research libraries; documents are available in ERIC
microfiche collections at more than 700 locations. Documents can also be ordered
through the ERIC Document Reproduction Service: (800) 443-ERIC.
Atherley, C. A. (1989). "Shared reading": An experiment in peer tutoring in
the primary classroom. Educational Studies, 15(2), 145-153. EJ 397 177
Benard, B. (1990). The case for peers. Portland, OR: Northwest Regional
Educational Laboratory. ED 327 755
Bloom, B. S. (1984, May). The search for methods as effective as one-to-one
tutoring. Educational Leadership, 41(8), 4-17. EJ 299 535
Cohen, P. A., Kulik, J. A., & Kulik, C-L. C. (1982). Educational outcomes
of peer tutoring: A meta-analysis of findings. American Educational Research
Journal, 19(2), 237-248. EJ 272 101
DePaulo, B. M., Tang, J., Webb, W., Hoover, P., Marsh, K., & Litowitz, C.
(1989, April). Age differences in reactions to help in a peer tutoring context.
Child Development, 60(2), 423-439. EJ 387 666
Gartner, A. (1992). A peer-centered school. New York: Peer Research
Goodlad, S., & Hirst, B. (1989). Peer tutoring. A guide to learning by
teaching. New York: Nichols Publishing. ED 311 006
Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989, September).
Longitudinal effects of classwide peer tutoring. Journal of Educational
Psychology, 81(3) 371-383. EJ 399 801
Hedin, D. (1987). Students as teachers: A tool for improving school climate
and productivity. Social Policy, 17(3), 42-47. EJ 355 106
Riessman, F. (1991). Plotting a thematic third stage of reform. Education
Week, 10(37), 27, 29.
Swengel, E. M. (1991). Peer tutoring: Back to the roots of peer helping. The
Peer Facilitator Quarterly, 8(4), 28-32.
Willis, J., & Crowder, J. (1974, January). Does tutoring enhance the
tutor's academic learning? Psychology in the Schools, 11(1), 68-70. EJ 092 500
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