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Peer Tutoring
Peer tutoring is a cooperative learning method based on the creation of pairs of students with an asymmetric relationship, with one student performing the role of tutor and the other one the role of tutee.
Book Reviews
Learning by teaching: Evidence-based Peer Tutoring
Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. Routledge.
This book, based on the previous Aprensenyar (Duran, 2014, 2016), provides an essential overview of learning by teaching, unpacking the underpinning theory, research evidence, and practical implications for peer learning in a variety of classroom contexts. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. It explores how learning by teaching happens and how to promote it. Examples of learning by teaching are discussed. It is noted that it can take place at school, university, and the workplace, as well as through the Internet. Finally, the book helps the reader reflect on how not only students but also teachers can learn by teaching.
Book review in Educational Research and Evaluation.
Table of Contents
Acknowledgement.
1. Learning by teaching: a new game of words? We all have experiences of having learned something by teaching it; Is there scientific evidence that teaching is a way of learning?; What do think teachers of all this?
2. Teaching and learning in the age of knowledge. Teaching and learning in our species; Changes in the conceptions of teaching and learning; The evolution of teaching and learning.
3. Learning by teaching: what do we know? Students as mediators and teachers; Evidence the tutor learning; Learning to teach: better than learning for oneself; To learn and explain: better than just learning to teach; Teaching interacting: better than teaching and explaining.
4. Learning by teaching others informally. Learning by teaching informally, but in person; Learning by teaching at work; Learning by teaching informally, through the Internet; Some lessons from informal learning.
5. Learning by teaching in formal education. Formal education in change; Formal situations of students who learn by teaching.
6. Teaching others and learning oneself: how can teachers learn by teaching? Predisposition to learning by teaching: my students are a source for my learning; Pre-active: learning when preparing classes for learning; Interactive: promoting bidirectionality to learn as we teach; Post-active: shared and reflective learning spaces for learning with others.
References.
Index.
How to Achieve Effective Peer Learning
Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.
This book aims to help practitioners establish well-structured and effective peer learning projects using a variety of methods. It introduces and defines cooperative learning (i.e., mutual peer interaction) and peer tutoring (i.e., directional peer interaction)—outlining general organizational principles that will help practitioners implement peer learning in either of these forms. The authors consider how to prepare and train learners to undertake their roles effectively, and how to organize and monitor the process of interaction as it is happening. They then look at how these systems operate in the classroom, exploring how the organizational principles work in practice and giving many practical examples.
Book review in IASCE Newsletter, in English.
Table of Contents
Part I. Introducing peer learning
1. Mutual peer interactions
2. Peer learning: directional peer interactions
Part II. General principles for peer learning
3. Preparing learners for constructive interactions
4. Organising peer interactions in academic tasks
Part III. Practical propositions for the classroom
5. Structuring peer interactions in symmetrical relationships (cooperative learning)
6. Structuring directional peer interactions in same-age tutoring
7. Structuring directional peer interactions in cross-age tutoring
Part IV. Conclusions and onward directions
8. Advantages, problems, potential, and challenges of peer learning
References
Family Inclusive Peer Tutoring: Reading in Pairs
Duran, D., Flores, M., Oller, M., Thomson-Garay, L., & Vera, I. (2016). Reading in pairs: Peer tutoring for reading and speaking in English as a foreign language. Horsori.
The book describes the program Reading in Pairs, which is based on peer tutoring and promotes family involvement to improve English as a foreign language. The theoretical bases of the program are described, as well as the guidelines for its implementation and assessment, and the analysis of the competencies to be developed. The book also includes a chapter with initial research findings. The last chapters provide educational resources for teachers, students, and families, such as Activity Sheets (including texts, before-reading questions, and reading comprehension questions) with Language Support (ideas for words and sentences to enrich the conversation) and Audio Files (recordings to provide models of good pronunciation and intonation).
The prologue is written by Markku Jahnukainen (University of Helsinki)
Table of contents
PROLOGUE
INTRODUCTION
CHAPTER 1. CONCEPTUAL FOUNDATIONS
1. Peer tutoring, students learn by teaching
2. English as a foreign language: reading and speaking competence
3. Family involvement
4. Teachers’ and schools’ network
CHAPTER 2. READING IN PAIRS, OBJECTIVES, AND CONTENTS
1. Reading in pairs, contribution to key competences
2. Primary education
3. Secondary education
CHAPTER 3. PROGRAMME DESCRIPTION
1. Pairing students
2. Initial training for students and families
3. Activities in tutoring sessions
4. Activity sheets preparation
5. Pair’s self-assessment
6. Extra activities
7. Timing of the programme
CHAPTER 4. ASSESSMENT CRITERIA AND ACTIVITIES
CHAPTER 5. GUIDELINES FOR THE IMPLEMENTATION OF THE PROGRAMME
1. General orientations
2. The teacher’s role during the sessions
3. Problem-solving during the implementation of the programme
CHAPTER 6. TEACHING RESOURCES
1. Expectations and mutually adjusted representations
2. Resources for families
3. The GRAI website
CHAPTER 7. READING IN PAIRS EXPERIENCES’ INITIAL RESULTS
1. Reading comprehension improvement
2. Improving oral communication skills
CHAPTER 8. READING IN PAIRS NETWORK
1. Network’s operation
2. Some results and potentialities
3. What we have learnt from the network
CHAPTER 9. MATERIAL FOR STUDENTS
1. Presentation of the Reading in Pairs Programme
2. Initial Assessment (one example per stage)
3. Tutor and tutee’s role
4. Pair’s negotiation of roles
5. Tutors’ orientations
6. Activity Sheets: creation criteria
7. Activity Sheets (three examples per stage)
8. Teachers’ observation grid
9. Pair’s Self-Assessment
10. Reflective questionnaire for individual work
11. Final Assessment (one per stage)
12. Final Assessment Questionnaire – Tutors Role
13. Final Assessment Questionnaire – Tutees' Role
14. Final Assessment Questionnaire – Reciprocal Peer Tutoring
CHAPTER 10. MATERIAL FOR FAMILIES
1. Presentation of the Reading in Pairs Programme
2. Orientation for the family tutor
3. Activity Sheets and language supports
4. Answer Key to the Activity Sheet
5. Web listing
6. Diary for the Reading in pairs sessions at home
7. Assessment Questionnaire
REFERENCES