PEER TEACHING “I Teach You, Then You Teach Me”

1. PEER TEACHING“I Teach You, Then You Teach Me” By Phyllis Whitney October 31, 2007

2. What is peer teaching? Peer teaching is the process by which a competent pupil, with minimal training and with a teacher’s guidance, helps one or more students at the same grade level learn a skill or concept

3. 3 Concepts for Peer Teaching It relies on strategies that use students to teach other students, but it only becomes a peer teaching model when a teacher plans for and follows a Model based approach It is not the same as partner learning, in which students are paired together for one or more learning activities to learn “side by side” It is not to be misinterpreted as Cooperative learning on a smaller scale

4. Mosston’s Teaching Styles in Physical Education 1.Style A Command - teacher makes all decisions 2.Style B Practice - Students carry out teacher-prescribed tasks 3.Style C Reciprocal - Students work in pairs: one performs, the other provides feedback 4.Style D Self-check - Students assess their own performance against criteria 5.Style E Inclusion - Teacher planned. Student monitors own work.

5. Mosston’s Teaching Styles in Physical Education Cont. 6.Style F Guided Discovery - Students solve teacher set movement problems with assistance 7.Style G Divergent - Students solve problems without assistance from the teacher 8.Style H Individual - Teacher determines content. Student plans the programme. 9.Style I Learner Initiated - Student plans own programme. Teacher is advisor. 10.Style J Self Teaching - Student takes full responsibility for the learning process.

6. Training plan for tutor’s role Clarification Expectation Task presentation and check for understanding Task structure and check for understanding Communicate errors to learner Provide praise appropriately Practice safety Assess mastery or task completion Know when to ask questions of the teacher

7. Theoretical Background • Based on Direct Instruction • B. F. Skinner and other behavior psychologists. • It originates from theories on human learning on social learning, cognitive development, and constructivism.

8. Theoretical Background cont. • Albert Bandura (1977)- social learning • Jean Piaget- cognitive development • Joyce & Weil, 1996)- constructivism

9. Teaching Retain control Train tutors Peer teaching fosters development in all 3 domains Learning In psychomotor domain is facilitated by monitoring and feedback by tutor In cognitive domain is facilitated for tutors as they observe, analyze, and instruct In affective domain is facilitated for both as they assume different roles Both develop problem-solving skills Assumptions

10. Validation of the Model • Little research on Peer Teaching in physical education-Reciprocal Style by Mosston & Ashworth (2002) • Houston-Wilson (1997) & Webster (1987) Adaptive physical education settings • Shiri Ayvazo and Phillip Ward (2007)

11. Learner Psychomotor learning Cognitive learning Affective/social learning Tutor Cognitive learning Affective/social learning Psychomotor learning Learning Domain Priorities

12. Teachers Role and Responsibility • Start class • Needed equipment • Dispersing and returning equipment • Roll call • Task presentation • Task structure • Instructional interaction • Assessment • Monitoring learning progress

13. Students Role and Responsibility • Task presentation • Task structure • Instructional interactions • Assessment

14. Assessment of Learning • Checklists are widely used as assessment devices in physical education because it is easy for the tutor to watch performance in the psychomotor domain and then to record which parts of the movement or skill were performed correctly. The tutor assess to determine how many of the performance cues the learner demonstrated. The check list can also be used to asses the tutor by the teacher.

15. Verification of Instructional Process • The benchmarks verify that the Peer Teaching Model has been implemented with the acceptable degree of faithfulness, increasing the likelihood that stated learning outcomes will be achieved. • Many of these areas are similar to those needed for Direct Instructional

16. Good Reduces the problem of too little teacher observation of practice attempts and very limited feedback One-on-one teaching Able to cover more of the content Builds relationship- win –win – win situation Bad Time consuming w/ training of tutors Peers not accepting tutor’s comments Tutors are limited to certain task May get off task Advantages and Disadvantages

17. Implementing Peering Teaching in P.E. • In individual and team sports (non-competitive) • Appropriate for beginner and intermediate levels • For units on movement skills and concepts, recreational activities, dance w/ prescribed steps, personal fitness, and aquatics

18. Implementing Peering Teaching in P.E. Cont. • Grades 4- college level • Students w/ hearing or speech • Students w/ sight impairments • Students w/ physical disabilities • Students who do not speak English • Students w/ behavior disabilities

19. Conclusion In conclusion, the most unused resources in teaching today is students. I feel that students can teach each other and help their peers and themselves to achieve more in physical education. By giving students responsibility, it can promote higher learning outcomes.

20. Questions and Answers