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Math Teaching Strategy Peer Tutoring

Math Teaching Strategy Peer Tutoring. By: Heather Schoettle EDU 558 Neumann University Dr. Andrew Mclaughlin. Where is the information?. http://www.k8accesscenter.org/training_resources/mathpeertutoring.asp http://www.readingrockets.org/article/22029

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Math Teaching Strategy Peer Tutoring

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  1. Math Teaching Strategy Peer Tutoring By: Heather Schoettle EDU 558 Neumann University Dr. Andrew Mclaughlin

  2. Where is the information? • http://www.k8accesscenter.org/training_resources/mathpeertutoring.asp • http://www.readingrockets.org/article/22029 • http://fcit.usf.edu/mathvids/strategies/pt.html These websites include useful information about peer tutoring such as: -what is peer tutoring? -what does math peer tutoring look like? -how it is implemented. - helpful tips. -research.

  3. RESEARCH The research base suggests that socialization experiences that occur during peer tutoring can benefit both the tutor and tutee by motivating students to learn and increasing their social standing among peers (Fuchs, D., Fuchs, L.S., Mathes & Martiniez, 2002; Rohrbeck et. al, 2003; Miller & Miller, 1995). Our research shows that when students understand the benefits of peer tutoring and have the tools to become effective tutors and tutees, they make greater progress than those who are not given any instruction on how to work together (Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N.B., Karns, K.,& Dutka, S., 1997).

  4. DESCRIPTION • The general process of implementing a peer tutoring lesson is the following: • The teacher trains students on the process of peer tutoring and strategies for fulfilling their role of tutor or tutee. • The teacher assigns partners. • Students retrieve their tutoring materials prepared by the teacher. • Students follow a highly structured tutoring procedure, in which tutors present material previously covered by the teacher, and provide feedback to the tutee. • Students switch roles after the teacher’s signal. The tutee becomes the tutor. • The teacher circulates around the room, monitoring and providing feedback

  5. WORKS BEST FOR….. Students with difficulty understanding math concepts in whole group or small group instruction. Shy students or students that don’t want to ask questions in front of other students. Students that thrive on personal positive reinforcement. Students that need to work on social skills (highly structured tutoring). Students that show improvement with one on one instruction.

  6. WHY I CHOSE THE MATH PEER TUTORING STRATEGY • I have seen this strategy work very well in elementary, middle, and high school environments. • The student that is being tutored benefits from this strategy AND there are many benefits for the student that is doing the tutoring. • In many instances a student may understand a concept better when it is explained in “kid-ese” (by a peer). • This strategy also gives students the opportunity to practice specific social behaviors.

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