1 / 17

Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

This study explores the effectiveness of reciprocal peer tutoring as a tool for differentiation in education and providing suitable education for every level of learning capability in Dutch secondary schools.

tmanuel
Download Presentation

Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

  2. Secondary Education:”Dendroncollege”, Horst aan de Maas, The Netherlands

  3. VMBO "preparatorymiddle-level appliededucation" HAVO/VWO Gymnasium Latin +Greek VWO "preparatoryscholarlyeducation“ -provides access to WO (research universities) VMBO_TL "theoreticallearningpath“ -provides access MBO level of tertiaryeducationand HAVO VWO+ extra subjects Atheneum VMBO-KL "middle management-orientedlearningpath" Metalectro HAVO "highergeneralcontinuededucation“ -provides access to HBO  (universities of appliedsciences) Building, Living, Interior design VMBO-BB "basic profession-orientedlearningpath" Care and Welfare

  4. Participants N = 516 • Six teacherswhoteachmathemactics are involved in theintervention. Every teacher has one or more Reciprocal Peer Tutoring-groupsand a Controle-groupfromthesame level and departement.

  5. Independent Samples Test Levene's Test for Equality of Variances

  6. Why Reciprocal Peer Tutoring at our school? • Great diversity: ‘LawforSuitableEducation” (childrenwithlearning- and/or emotionaldisabilities) • More complete development of students’ capabilities in education • More differentiation in the Class (different levels andinterests) • Betterresults in performance for mathematics • Increasedmotivation for mathematics,

  7. According totheliteratureReciprocal Peer Tutoringworks: • Largest effect withstudentswithlearningand/or emotionalproblems • Works for allstudents • Reciprocal Peer Tutoringimproves performance for direct as well as indirect learningeffects • Increasesselfesteem • Works for mathematics • Knowledge building instead of knowledge telling

  8. The method I’m going to use and how I will use it.

  9. K......”knowledge-review questions” • I…“intelligent-questions” • N…..“probing-questions”; ………..needtounderstandbetterquestions • H…..” hint questions “ • T…...“Self-Monitoring questions” ……;thinking about thinking questions • Ttell………. Tell your partner whatyouknow. • Eexplain…. Explainwhyandhow, don’tjustgivetheanswer. • Llink………. Make a connectionbetweenyourexplanationandwhatyour partner alreadyknows. • WtellWhy… • HtellHow… • YuseYourownwords… King A.(1997) AsktoThink - TEL WHY Figure 1

  10. Research shows thateffective tutor behavior and skills • Questioning. • Elaborateexplanation. • Supportivecommunication. can promotelearning in tutorial contexts.

  11. These behaviorswillbetrained in a tutor/tuteeinstructionprevioustotheintervention. The instructionwillprovidesomeinteractiveandmetacognitive skills. • Interactive skills are: • Questioning • Elaborateexplaining • Activatingtheknowledge of your partner. • Metacognitive skills are: • Orientingandpredicting. • Planning. • Monitoring. • Evaluating.

  12. Table 2: Duration of Reciprocal Peer Tutoring.

  13. Interview with students, math-teacher, and management.

  14. What do I hope toachieve? • The literaturesuggeststhat I can expect: • A significant improvement of the performance formathematics. • An improvement in themotivationformathematics. • The improvement in themotivationformathematicswillcontributetotheimprovement of performance formathematics. • Thatreciprocal peer tutoring workswith no regardstowhich teacher is teaching. • Every student benefits fromreciprocal peer tutoring with no regardsto his/her ability or in whichgrade he/she is. I also hope tofind: • Thatit is usefulforall disciplines withinmathematics. • Thatit is possibletousereciprocal peer tutoring as a training methodforgraduationexams. • An empiricalevaluationwillbeavailablebyMarch 2016

  15. Is reciprocal peer tutoring a tool for differentiation in education and in providing suitable education for every level of learning capability?

More Related