MATHEMATICS-12

SELECTIVE UNIT 4 (S04)

(Peer Tutoring)

(July 2013)

Unit Statement: Peer tutoring has proven to be an effective method of interventionand enrichment in all academic content areas. In this unit, a student will act as a volunteer peer tutor for a student of the same age or younger in math. Cross-age tutoring is the most effective form of tutoring for this particularly scenario. In cross-age tutoring, tutors work with students of the same age or lower in a variety of content areas. There are no strict methods or procedures to follow, and it is up to the tutor’s classroom teacher to guide the tutor. In the situation of cross-age tutoring, the tutor’s teacher and tutee’s teacher need to communicate to provide feedback to each other. To gain mastery in this unit, the tutorand tutor’s teacher will develop goals and prepare activities to guide the tutee to a successful outcome.Tutors can further assist the tutee as models of good behavior andin developing strong organizational skills. A Tutoring Sheet, Record Keeping Sheet, and Reflection Sheet have been included as resources.

Essential Outcomes:(must be assessed for mastery)

  1. TheStudentWillwork with the classroom teacherto developa set of tutoring goals, which address the needs of a tutee.
  1. TSWwork with the classroom teacher to develop a series of activities tomeet the goals.
  1. TSWassist the tutee with all planned activities.
  1. TSW keep records of the tutee’s progress toward meeting the established goals.
  1. TSW maintain communication with the classroom teacher to discuss tutoring progress.
  1. TSWwrite areflectionof the peer tutoring experience including an analysis of tutee success and methods of success.

Introduced and Practiced Outcomes:(taught but not assessed)

  1. TheStudentWillpractice a skill set that they have previously mastered.
  1. TSW predict how another student might learn, practice, and master that same skill.

Suggested Assessment Tools and Strategies:

  • Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs)

Suggested Resources:

  • Tutoring Sheet: Goals setting and activities
  • Record-Keeping Sheet: Dates, activities, and notes
  • Reflection Sheet: Tutor reflection and self-analysis
  • Peer Tutoring Fact Sheet:

See this document as an attachment to this unit

Technology Links:

Kids as Reading Helpers (applies to math as well):

Suggested rubric found on the following pages………………………...
Name: ______Date: ______

SUGGESTED RUBRICMathematics-12S04

  • To receive an ‘A’, the student must show ‘A’ level mastery in all available TSW’s and ‘B’ level mastery on all of the remaining TSW’s.
  • To receive a ‘B’, the student must show ‘B’ level mastery on all essential outcomes (TSWs).

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Comments
1.work with the classroom teacher to develop a set of tutoring goals, which address the needs of a tutee. / The student works with the teacher and records these goals on the tutoring sheet.
2.work with the classroom teacher to develop a series of activities tomeet the goals. / The tutor independently develops activities to support the tutoring goals. / With teacher guidance, the tutor develops activities to support the tutoring goals.
3.assist the tutee with all planned activities. / The student spends extra time with the tutee and completes more than the planned activities. / The student meets regularly with the tutee and completes all planned activities.
4.keep records of the tutee’s progress toward meeting the established goals. / The Tutoring Sheet and Record-Keeping Sheetare complete and easy to read.
5.maintain communication with the classroom teacher to discuss tutoring progress. / The tutor meets regularly with the classroom teacher as scheduled.
6.write a reflection of the peer tutoring experience including an analysis of tutee success and methods of success. / The reflection is complete and provides in-depth analysis that goes beyond teacher-tutor discussion and provides ideas for future guidance for the tutee. / The reflection includes a goal analysis, a self-analysis, and goals for improvement for both tutee and tutor.

Tutoring Sheet

TSW Objective(s):
______
______
Goals:
______
______
______
______ / Teacher: ______
Peer Tutor: ______
Tutee: ______
Tutor Checklist:
Goals
Resource List
Activities
Record Keeping
Reflection
Resources:
______
______
______
Activities:
  1. ______
______
______
  1. ______
______
______
  1. ______
______
______

Record-Keeping Sheet

Peer Tutor Name: ______Tutee Name: ______
Date: ______Activity: ______
What did you do with the tutee and how did it go?
______
______
Date: ______Activity: ______
What did you do with the tutee and how did it go?
______
______
Date: ______Activity: ______
What did you do with the tutee and how did it go?
______
______
Date: ______Activity: ______
What did you do with the tutee and how did it go?
______
______
Date: ______Activity: ______
What did you do with the tutee and how did it go?
______
______

Reflection Sheet

Peer Tutor Name: ______Tutee Name: ______
Which goals did the tutee meet?
  1. ______
  2. ______
  3. ______
Which activities were helpful?
______
______
______
Which activities were not helpful?
______
______
______
In your opinion, what do you think the tutee still needs to work on?
______
______
______
As the tutor, what did you do that was the most successful?
______
______
______
In the future, what are two ways you could do to improve your tutoring?
______
______
______

Tutoring Sheet – Example with notes

TSW Objective(s):
TSW add fractions and mixed numbers with like and unlike denominators.______
______
Goals:
Develop proficiency in finding equivalent fractions
Develop proficiency in simplifying all fractions
Practice changing fractions from improper to mixed / Teacher: ______
Peer Tutor: ______
Tutee: ______
Tutor Checklist:
Goals
Resource List
Activities
Tutoring Analysis
Resources:
Houghton Mifflin reteach pages
Johnnie’s math page internet site
Khan Academy video
Activities:
  1. Play the math game “Triplets” on Johnnie’s math page as a fun start to practicing equivalent fractions.
  2. Use a white board and fraction cards to practice finding equivalent fractions.
  3. Watch Khan Academy video on converting mixed numbers and improper fractions. Watch video on writing fractions in lowest terms. Practice work on white boards.
  4. Complete reteach worksheets for adding fractions and mixed numbers.

National Tutoring Association – Peer Tutoring Factsheet

National Tutoring Association

Peer Tutoring Factsheet

The research is clear that Peer Tutoring is academically effective and costs significantly less to oversee than private practice or other professionally driven tutoring programs.

What the research says . . .

• A list of proven instructional and administrative practices suggests some of the actions teachers and schools can take to enhance student learning and other outcomes. Peer tutoring, with its focus on monitoring, support, and corrective feedback, represents specific means of implementing these practices. (Cotton 2002)

• Students at all grade levels participating in tutorial programs improved their reading performance more than the expected gain for the typical student at that grade level. (AmeriCorps 2001)

• Peer tutoring usually resulted in significant cognitive gains for both the tutor and the tutee. (Britz, Dixon, and McLaughlin 1989)

• In a study of middle school students, peer tutoring was identified as a successful and appropriate educational intervention for readers. (Fisher 2001)

• When children teach children, the result is marked improvement in student learning which increases the productivity of the school. In peer tutoring, students are

"prosumers" - they are both producers and consumers of education. (Peer Research Laboratory 2002)

• Peer tutoring is the most cost effective way to improve both math and reading performance. (Peer Research Laboratory 2002)

• Effects on both tutors and students were positive in the areas of learning, attitude toward subject matter, and self-concept. (Cohen and Kulik 1981)

• Peer tutoring is well worth the cost and effort when compared with the costs of many alternatives that are teacher or computer mediated. (Greenwood, Carta, and Kamps 1990)

• Seventy-one percent of the students in six remedial middle school teachers' classes achieved 70% accuracy on criterion measures for four out of five days, while 19% of the control students did, when tutored by four of the best students in each class. (Palincsar and Brown 1986)

• Peer tutors are more effective for reading programs because parents may not always be available or appropriate tutors; peer tutors are plentiful, or available for training and can be readily monitored and organized; low-progress readers respond readily to peer tutors; and tutoring is beneficial to tutors and increases their caring for others. (Wheldall and Colmar 1990)

• Peer tutoring is cost effective, has a sound theoretical basis and is effective has demonstrated a positive impact on student learning. (Bartz and Miller 1991)

• Peer tutoring contributes to a child's social and cognitive development. (Benard 1990)

• Peer tutoring is effective, particularly for at-risk students.(Gaustad 1992)

• After six weeks of tutoring, 16 truant and tardy junior high school students all made significant gains in locus of control and most showed decreased truancy and tardiness. (Lazerson, Foster, Brown, and Hummel 1988)

• Peer tutoring also has benefit for the tutor. High school students raised their own reading scores almost three years, during a five month period, as a result of tutoring fourth graders in reading. (Peer Research Laboratory 2002)

• The evaluations of five programs were unanimously positive. Evidence was found for lasting effects, especially if the students continued to receive low-cost follow up. The study also found less attrition in grade and fewer referrals to special education for students in these programs. The findings on achievement are compared to the findings of other interventions -- reduction in class size, use of teacher aides, and the use of an extended school year. One-to-one tutoring is seen as a less costly and more effective alternative to these practices. (Center for Research on the Education of Disadvantaged Students)

• The research supplies strong evidence that tutoring is an effective strategy for addressing the needs of low-performing students. The research also suggests that: Tutoring programs should have a strong guiding purpose in order to direct the program tutors in their decision making. This guiding purpose should emphasize the diagnostic and prescriptive interaction that is a natural product of tutoring; Individuals of various ages and levels of education can be effective tutors once provided with appropriate training; Given their individualized nature, tutoring sessions need to be evaluated on a continual basis to ensure the day-to-day integrity of the intervention; L. . . logistical concerns such as availability of materials, instructional space, and session scheduling can have a significant effect on the success of a tutoring program. In keeping with this notion, finding quality tutors also should be a primary concern. (Snow)

What are the benefits of peer tutoring?

Benefits for students:

• Improves self confidence

• Improves self-esteem, as they become more successful students

• Improves academic achievement

• Improves attitude towards the subject matter and school in general

• Encourages greater persistence in completing tasks and courses

• Encourages the use of appropriate and efficient learning and study strategies

• Provides an opportunity for individualized instruction

• Provides opportunities for questions and clarification of difficult concepts

• Provides additional review and practice of difficult material

Kalkowski (1995) reported the following additional benefits to students:

• The learning of academic skills

• The development of social behaviors and overall discipline

• Enhancement of peer relations

• Improved internal locus of control

• Students who acquire skills transferable to employment or business

• Students who acquire skills transferable to parenting

• Improved vocabulary skills

• Improved reading skills

Benefits for tutors:

• Frequent review of previously learned material helps with learning new material in more advanced courses.

• Encourages higher level thinking

• Improves subject specific knowledge and facilitates deeper understanding of subject matter

• Improves general knowledge

• Develops confidence in learning ability

• Improves motivation for studying

• Improves knowledge of learning, studying and test-taking techniques

• Builds self-esteem and creates a sense of pride in helping others

• Develops communication skills

• Provides experiences that may help with later employment or career goals

• Develops empathy for others

• Improves attitudes towards subject area

• Increases general knowledge

• Develops a sense of responsibility

Benefits to educational institutions and programs:

• Promotes deeper learning of material which in turn enables coordinators to set higher goals for student learning

• Improves student retention of material

• Reduces drop out and failure rates among students

• Provides a cost effective means of providing individualized instruction to students who need it

For more information regarding peer tutoring, “TutorPalooza” and the year-round Peer

Tutoring Initiative, please contact the National Tutoring Association, at ,

863.529.5206 or visit our website at

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QSI MATHEMATICS-12 S04

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