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Access Center: Improving the Outcomes for All Children K-8

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Using Peer Tutoring for Math

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What is Peer Tutoring?

Peer tutoring is an instructional strategy that = consists of=20 pairing students together to learn or practice an academic task. The = pairs of=20 students can be of the same or differing ability and/or age range. Peer = tutoring=20 encompasses a variety of instructional approaches including Cross-Age = Tutoring,=20 Peer-Assisted Learning Strategies (PALS), and Reciprocal Peer Tutoring = (RPT).=20 Variations exist among instructional approaches. However, the underlying = theory=20 is consistent: peer interaction can have a powerful influence on = academic=20 motivation and achievement (Light & Littleton, 1999; Steinburg, = Dornbusch,=20 & Brown, 1992; Wentzel, 1999). The research base also suggests that=20 socialization experiences that occur during peer tutoring can benefit = both the=20 tutor and tutee by motivating students to learn and increasing their = social=20 standing among peers (Fuchs, D., Fuchs, L.S., Mathes & Martiniez, = 2002;=20 Rohrbeck et. al, 2003; Miller & Miller, 1995).When = students=20 understand the benefits of peer tutoring and have the tools to become = effective=20 tutors and tutees, they make greater progress than those who are not = given any=20 instruction on how to work together (Fuchs, L.S., Fuchs, D., Hamlett, = C.L.,=20 Phillips, N.B., Karns, K.,& Dutka, S., 1997). =

Additionally, peer tutoring allows teachers to accommodate a = classroom of=20 diverse learners including students with learning disabilities. This=20 instructional strategy increases response opportunities for students, = provides=20 additional time for positive feedback, and increases the amount of time = a=20 student is on-task (Maheady, 2001). Regardless of achievement level, = content=20 area, or classroom arrangement, peer tutoring demonstrates effectiveness = in=20 facilitating progress in the general education curriculum (Cohen, Kulik = &=20 Kulik, 1982; Cook, Scruggs, Mastropieri, & Casto,=20 1985;Johnson, Maruyama, Nelson & Skon, 1981).

What Does it Look Like for Math?

Teachers can simultaneously engage all students in learning and = practicing=20 basic math or problem-solving skills using peer tutoring. This = instructional=20 strategy reinforces math facts, computational skills, and math concepts. = Examples of math content suited for peer tutoring include addition, = subtraction,=20 multiplication, number concepts, vocabulary, measurement, and fractions. = This=20 list is not exhaustive: most math content can be practiced using peer = tutoring.=20

How is it Implemented?

The process for implementing peer tutoring depends on the specific=20 instructional approach you choose. Regardless of the strategy you = choose, it is=20 important to follow the process strictly to ensure positive outcomes for = all=20 students. The general process for implementing a peer tutoring lesson is = outlined below, but to learn more specific information about the = strategies,=20 here are some sites you can visit:

PALS: www.vanderbilt.edu/kenne= dy/pals/

Cross-Age Tutoring: http://www.crossagelearning.net= /

The general process of implementing a peer tutoring=20 lesson
is the following:

1. The teacher trains students on the process of peer tutoring and = strategies=20 for fulfilling their role of tutor or tutee.

2. The teacher assigns partners.

3. Students retrieve their tutoring materials prepared by the = teacher.

4. Students follow a highly structured tutoring procedure, in which = tutors=20 present material previously covered by the teacher, and provide feedback = to the=20 tutee.

5. Students switch roles after the teacher=E2=80=99s signal. The = tutee becomes the=20 tutor.

6. The teacher circulates around the room, monitoring and providing = feedback.=20

Peer tutoring is a strategy that can be used with students with a = wide range=20 of disabilities and at all grade levels. However, successful = implementation=20 necessitates training all students in the process and roles of peer = tutoring.=20 This training should describe how both tutors and tutees benefit from = peer=20 tutoring. Notably, the tutor advances his or her skills through the = process of=20 constructing an explanation of the problem for the tutee.

The following basketball analogy is one way to illustrate the = benefits. When=20 a 3D"Using struggling player has trouble with his or her = free throw,=20 he or she asks a better player to help them. The better player analyzes = the=20 other=E2=80=99s throw, determines what it is that makes a good free = throw, and=20 formulates an explanation for how to throw the basketball. Through this=20 activity, both students=E2=80=99 free throws are improved.

In addition, students must be taught methods for seeking help, such = as=20 directly asking for help, and continuing to ask for help until they = understand.=20 If students do not feel comfortable directly asking for help, the tutor = and=20 tutee could develop a signal system. The tutee could signal the tutor = when he or=20 she needs help. Examples of signals are pointing to the self, pointing = to the=20 tutor, or taps on the hand, book, or table.

Students also must be taught how to offer help. Some ways to offer to = help=20 are as follows:

Pay close attention to your partner. If it seems they need help, = offer=20 help.=20
Explain to your partner how he or she can find the answer, rather = than=20 giving the answer.
Construct another explanation if the first explanation does not = help.=20
Ask your partner to repeat your explanation back to you to find = out if he=20 or she really understands.=20

Tips for Successfully = Implementing a=20 Peer Tutoring Lesson
1. Design lessons to reinforce = skill=20 already taught to students.
2. Identify a specific learning = objective to=20 be presented by tutor.
3. Teach students how to be tutors.
4. = Provide=20 a script of prompts for the tutor.
5. Provide necessary flash = cards or=20 lists of skills to the tutors.
6. Provide a daily log to record = tutoring=20 session.

Examples:

The following is an example of using peer tutoring to = reinforce a=20 math lesson for third grade regarding understanding fractions as parts = of unit=20 wholes.

Tutor: The purpose of this lesson is to understand = fractions=20 as part of a whole. (Tutor states the learning objective.) You will = practice=20 writing a number as a fraction by looking at the parts and the whole in=20 different examples.

Tutor: Look at Picture #1. Tell me how many small = squares=20 there are in the picture.

Tutee: Four small squares

Tutor: Good! This is the number of small parts in = the whole=20 figure. Write that number in the square at the bottom of the fraction = sheet.=20

Tutor: Now, how many of those small squares are = shaded?

Tutee: One small square.

Tutor: Great! This is the number of shaded squares = in the=20 whole figure. Write this number on the top in the shaded square of the = fraction=20 sheet.

Tutor: Now we want to name this fraction by using = the number=20 of shaded squares and the number of small squares. What are the numbers? =

Tutee: 1 and 4

Tutee: That is correct! To name the = fraction we say=20 1 out of 4. The bar divides the parts on the top with the whole on the = bottom.=20 Another way is to say it is that 1 shaded square out of 4 squares means = =C2=BC, or=20 one fourth.

In this example, you are defining = parts of a=20 whole (a fraction) and establishing a definition of division by = explaining the=20 symbols and relationship of the numbers. You are moving the child from a = concrete to an abstract form of the concept.

Tutor: Let=E2=80=99s try another example with 6 = circles and 5=20 shaded.

Go through the process several times until the tutee understands the = name and=20 the concepts of parts of a whole.

After a few more pictures, the roles should switch.

The second example not only shows = a different=20 shape from
the first example but also a random arrangement = of=20 circles. Students
may have an incorrect assumption that a visual of = a=20 fraction must be connected or arranged in a specific order. The tutor = should=20 practice
until he or she achieves mastery. It is important to = practice many=20
different examples with different visuals for students to master the = concept
of fractions, reading fractions, and writing fractions. =

The following is an example of using peer tutoring to = reinforce a=20 math lesson involving reading and understanding a chart. This form of = peer=20 tutoring would work best with cross-age tutoring or pairing a highly = skilled=20 tutor with a lower- skilled tutee.

Apples Picked at the Orchard:

How many apples did Natalie pick?

Natalie

Raj

Tamara

Josh

Each 3Dapple=20 stands for four apples.

Tutor: The purpose of this lesson is to read, to = identify=20 parts of a chart and to interpret information from a chart in order to = solve a=20 problem or answer a question. (Tutor states the learning objective.) =

Tutor: Look at the chart and tell me what you see. =

Tutee: Apples and names of people.

Tutor: Good! What is the title of this chart?

Tutee: Apples Picked at the Orchard

Tutor: Do you know what orchard means? (Explain words that are = unfamiliar to=20 students to make the exercise more meaningful.) What does the picture of = the=20 apple below the chart show?

Tutee: The picture of the apple stands = for 4 real=20 apples.

Tutor: What do 2 apples and 3 apples show you?

Tutee: 2 apples mean Tamara has 8 apples = and 3=20 apples means that Raj has 12 apples.

Tutor: How do you know that? Can you show me with a = picture=20 or tallies?

Tutee: For one apple, I have 1 1 1 1. = That is 4.=20 For 2 apples, I have 11111111. That is 8.

Tutor: What does the 3Dapple=20 mean?

Tutee: I think it means that she ate the = apples.=20

Tutor: What does the question on the right ask you? =

Tutee: It wants to know the number of = apples=20 Natalie picked. Not the number of apples she ate.

Tutor: So what is your answer?

Tutee: 4 apples since one apple stands = for 4=20 apples.

This example includes a discussion of the key = components=20 of a chart (title, names, and symbols). The example also allows the = student to=20 translate symbols of apples into numbers and then multiple these = numbers. The=20 title and the sentence below the chart help the student understand what = the=20 symbols represent. Without this information, the simple question, = =E2=80=9CHow many=20 apples did Natalie pick?=E2=80=9D cannot be answered correctly. In = addition, this=20 example requires a conversation between the tutor and tutee about new=20 vocabulary.

Upon attempting and answering the = question=20 wrong, the tutor might come up with a real life example to help explain = the=20 problem.

Teachers and tutors should keep in mind that = drilling=20 skills helps the tutee master math concepts but peer tutoring should = move beyond=20 drilling skills. This example illustrates peer tutoring as a discussion = of=20 vocabulary words, symbols, numbers and their relationship. With a = combination of=20 visual representation, communication of the process, and a description = of the=20 math concept, a student with disabilities will benefit from the peer = tutoring=20 process. This combination can result in mastery of a math concept. =

Bibliography

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational = outcomes of=20 tutoring: A meta-analysis of findings. American Educational Research = Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. = (1985).=20 Handicapped students as tutors. Journal of Special Education, = 19,=20 483-492.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., = &=20 Dutka, S. (1997). Enhancing students' helping behavior during peer = tutoring with=20 conceptual mathematical explanations. Elementary School = Journal,=20 97(3), 223-250.

Fuchs, D., Fuchs, L.S., Mathes, P.G. & Martinez, E.A. (2002). = Preliminary=20 evidence on the social standing of students with learning disabilities = in PALS=20 and No-PALS classrooms. Learning Disabilities Research & = Practice,=20 17(4), 205-215.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. = (1981).=20 Effects of cooperative, competitive, and individualistic goal structures = on=20 achievement: A meta-analysis. Psychological Bulletin, 89, = 47-62.

Light, P.L., & Littleton, K. (1999). Social processes in = children=E2=80=99s=20 learning (pp. 91-100). Cambridge, England: Cambridge University = Press.

Maheady, L. (2001). Peer-mediated instruction and interventions and = students=20 with mild disabilities. Remedial & Special Education, = 22(1), 4-15.=20

Miller, S.R., & Miller P. F. (1995). Cross-age peer tutoring. A = strategy=20 for promoting self-determination in students with severe emotional=20 disabilities/behavior disorders. Preventing School Failure, = 39(4),=20 32-38.

Rohrbeck , C.A. et al. (2003). Peer-assisted learning interventions = with=20 elementary school students: a meta-analytic review. Journal of = Educational=20 Psychology, 95(2), 240-257.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic = differences=20 in adolescent achievement: An ecological perspective. American = Psychologist,=20 47, 723-729.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal = relationships: Implications for understanding motivation at school. = Journal=20 of Educational Psychology, 91, 76-97.

This strategy is identified as a Promising Practice. View the Access=20 Center Research Continuum.

For additional information on this or other topics, =
please=20 contact The Access Center at center@air.org.
The = Access Center:=20 Improving Outcomes for All Students K-8
The Access Center is = a=20 cooperative agreement (H326K020003) funded by the U.S. Department of = Education,=20 Office of Special Education Programs, awarded to the American Institutes = for=20 Research 1000 Thomas Jefferson St. NW,
Washington, DC 20007
Ph:=20 202-403-5000 | TTY: 877-334-3499 | Fax: 202-403-5001 |
e-mail: center@air.org website: = www.k8accesscenter.org

This report was produced under U.S. Department of = Education=20 Cooperative Agreement H326K020003 with the American Institutes for=20 Research. Jane Hauser served as the project officer. The views = expressed=20 herein do not necessarily represent the positions or policies of the = Department=20 of Education. No official endorsement by the U.S. Department of = Education of any=20 product, commodity, service or enterprise mentioned in this publication = is=20 intended or should be inferred.

Resources
- Background=20 Information on Access (10)
- Co= -Teaching=20 (2)
- Computer-Assisted=20 Instruction (4)
- Differentiated=20 Instruction (6)
- Direct=20 Instruction (2)
- English=20 Language Learners (2)
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- Math = (26)=20
- = Middle=20 School (4)
- Mnem= onics=20 (6)
- = Peer=20 Tutoring (2)
- Scienc= e=20 (11)
- Standards=20 & Assessments (6)
- Teaching=20 & Learning (48)=20
  - Instructional=20 Strategies (32)
  - Learning=20 Strategies (18)
- Technology=20 Applications (7)
- Universal=20 Design (13)
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