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The notion of self-learning has gained traction in recent years, thanks to the introduction of virtual education. Because students study from the comfort of their own homes, they are frequently exposed to self-learning as a viable option for accomplishing academic objectives.
They do, in fact, receive the necessary academic help from their professors. However, pupils frequently do not have the option of seeking clarification on particular issues after school hours have ended. That’s when the value of online professional assistance becomes clear.
To be sure, all of your points are valid. However, like with other instructional methodologies, if executed appropriately, the benefits exceed the drawbacks. Here are some ideas for incorporating peer teaching into your own classroom.
Top 9 Peer-to-Peer Teaching Techniques
Make Certain that your Teachers have Received Proper Training:
According to existing studies, appropriate tutor training is an important component of peer tutoring programs. Student-2-Student, an after-school peer tutoring program at a California middle school, provides instruction in a range of disciplines to pupils with the support of high-achieving eighth-graders. Student-2-Student hires only the most qualified tutors.
Before being partnered with difficult children, qualified eighth graders who meet a minimal GPA threshold and demonstrate good conduct must complete an application procedure and get permission from their instructors.
The program adviser then pairs students with tutors based on who appears to be a suitable intellectual and social match. Tutors are given great training on how to work effectively with their tutees.
All participants’ core subject letter grades improved significantly as a result of this program. Participants showed increased accountability, completed homework assignments, and dramatically improved work habits in a program review.
Confidentiality, Positive Reinforcement, and Proper Response Time Should All be Stressed:
During any given tutoring session, Student-to-Student tutors are instructed to display three key characteristics: confidentiality, positive reinforcement, and proper reaction time while answering questions. Tutors were also taught how to clarify directions, provide work for extra practice, spot and rectify faults, and provide positive comments and encouragement as part of the training process.
Make Use of Collective Tactics:
Teachers can use a variety of ways to help students learn from one another:
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Buzz Groups:
To discuss the concerns around a topic, a large group of students is broken into smaller groups of 4–5 students. After approximately 20 minutes of discussion, one member of each sub-group delivers the sub-results to the entire group.
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Affinity Groups:
Outside of official contact time, groups of 4–5 students are allocated specific assignments to work on. The sub-group, or a group spokesperson, delivers the sub-results to the entire tutorial group during the next official meeting with the teacher.
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Groups for Problem-Solving and Criticism:
For a tutorial, one subgroup is given a discussion topic, while the other groups act as “critics,” watching, commenting, and grading the sub-presentation. group’s
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“Teach-Write-Discuss”:
Students must answer brief questions and defend their answers at the conclusion of each unit of study. Students compare and contrast their solutions after working on the problems individually. Following that, a whole-class discussion evaluates the range of answers that still appear reasonable, as well as the reasons for their validity.
Stress the Significance of Active Learning:
Many educational institutions today advocate “active” learning approaches that allow students to ask their own questions, discuss topics, explain their points of view, and participate in cooperative learning by working in groups on problems and projects. Other engaging and effective teaching tactics that pique students’ interest and foster peer learning include critique sessions, role-playing, debates, case studies, and integrated projects.
Explain the Difference Between Directive and Non-Directive Tutoring:
When a tutor uses directed tutoring, he or she becomes a surrogate instructor, acting as an authoritative figure and transmitting knowledge. The tutor who uses a non-directive style acts more as a facilitator, assisting the student in drawing out what he already knows.
The tutor provides information to the tutee and explains or informs the tutee what he should believe about a certain issue using the directed technique.
The tutor uses a non-directive method to assist the teacher gain information by asking open-ended questions that allow the student to arrive at his own conclusions about the issue. Both are effective strategies, but they should be employed at various levels with different students and in different situations.
Make Use of an Incentive System:
Sixth-grade students in a Midwestern, urban middle school’s general reading education classrooms were allocated to tutoring pairs of either equal ability or pairings in which high-achieving students modeled successful learning with lower-achieving kids in another peer teaching program. Prior to tutoring, the students got the instruction, similar to Student-to-Student.
The introduction of an incentive system for students to promote participation and on-task conduct sets this peer tutoring program unique from other peer tutoring approaches. Throughout the sessions, the teacher oversaw all activities and distributed raffle tickets to kids who demonstrated excellent tutoring or on-task behavior.
Throughout the week, students scribbled their names on earned tickets and deposited them in a collection. The instructor would pick several names at the end of each week, and each kid would get to choose a little gift from a box of inexpensive toys.
The pupils’ letter grades improved significantly as a result of the class-wide peer tutoring approach with awards for excellent conduct. The lottery approach was shown to overcome difficulties to student motivation by promoting participation and on-task conduct.
Choose a Learning Practise and a Vehicle that is Suited for It:
Simply putting kids in groups or couples and instructing them to “work together” will not produce results. You must intentionally plan the learning activity and select the best medium for it. Students will only engage in peer learning and get the benefits of peer teaching if this is the case.
Use Role-Playing and Modelling to your Advantage:
During the first week of the sixth-grade reading program, project staff described tutoring methods and the lottery, demonstrated each component of the program, and utilized role-playing to successfully illustrate ways to reward and critique their classmates.
Teach Instructional Scaffolding to your Students:
To realize the benefits of peer teaching, tutees must reach a stage where they can independently practice a new activity. Tutors can assist students to prepare for independent demonstration by using instructional scaffolding, which is a technique in which the tutor gradually lessens her impact on the tutee’s understanding. For further information, see our instructional scaffolding guide.
Also read: How to Manage Online Classes and Self-Study
FAQs
How essential are the pupils' learning outcomes?
Learning outcomes assist professors and students in reaching a shared understanding of a course or academic program's purpose and aims. The pillars of course design and evaluation are learning outcomes, which help students focus on what matters most.
What does it mean to be an expert learner?
Expert learners are goal-oriented and strategic, strategizing/planning for optimum learning. They are resourceful and informed, and they know how to turn fresh information into useful knowledge. The emphasis is on mastery rather than performance; it is purposeful and driven.
Q: What advantages do learning outcomes provide?
Ans: Learning outcomes have several advantages:
- It establishes common ground between students and educators.
- Allows students to simply create learning objectives.
- Assists pupils in becoming more successful learners.
- When it comes to making evaluation judgments, instructors have a clear direction.
- Provides an overview of learning across courses and years at the program level.
