Peer Tutoring
£on requestAbout this course
Peer tutoring includes a range of approaches in which learners work in pairs or small groups to provide support in learning. Peer tutoring has been recognised as a powerful strategy in helping students to increase their confidence and results.
How effective is it? Overall, the introduction of peer tutoring approaches appears to have a positive impact on learning, with an average positive effect equivalent to approximately five additional months’ progress. Studies have identified benefits for both tutors and tutees, and for a wide range of age groups. Though all types of pupils appear to benefit from peer tutoring, there is some evidence that pupils who are low-attaining and those with special educational needs make the biggest gains.
This skills-based workshop will enable your KS4 and KS5 students to tutor and guide your KS3 intervention group with confidence and self-assurance.
Rationale
Peer tutoring is not a new idea, it is possibly as old as any form of collaborative or cooperative learning and has probably always taken place implicitly or vicariously (Topping 2005). Peer tutoring refers to the ‘use of teaching and learning strategies in which students learn with and from each other without the immediate intervention of a teacher’ (Boud 1999). Peer tutoring relies on close interaction between two or more students with learners taking responsibility for progress made and for evaluating their success. Peer tutoring has been shown to enhance students’ engagement, communication, and independence skills. It promotes critical thinking and problem-solving based learning and increases the understanding of course content. Studies on peer tutoring have shown that both tutor and tutees benefit from the process. The Education Endowment Foundation finds the impact of peer tutoring on the tutors is typically even higher than it is on the tutees.
Training for staff and tutors is essential for a successful peer tutoring programme.
EEF Toolkit
Objectives
- To help students engage their own active learning and critical thinking skills.
- To equip peer mentors with the relevant communication • skills to build rapport and encourage collaboration.
- To empower peer tutors with coaching skills so that they can ask excellent questions.
- To assist peer-to-peer learning and create a culture of support.
Skills taught and their Benefits
Communication skills allow you to understand and be understood by others. These include verbal and non-verbal modes of communication.
Building rapport is about creating a meaningful connection between the tutor and the tutee. It isn’t about feigning interest, it’s about openness, honesty and care. These attitudes are the building blocks of trust.
Asking questions is a uniquely powerful tool for unlocking another’s knowledge and helping them find solutions. A good questioner knows it’s about showing interest in the other and choosing their words with care.
Empathy is the ability to recognise emotions in others and to understand other people’s perspectives on a given situation. Empathy enables you to use that insight to improve someone’s mood and to support them through challenging circumstances.
Active listening requires you to listen attentively to the speaker, understand what they’re saying, reflect on what’s being said and respond in an appropriate manner.
Coaching is an important skill for peer tutors to learn if they are going to get the best from their tutees. We use the GROW model as it is an easy-to-use model and a great starting point for new coaches.
Outcomes
By the end of the workshop, your students will have:
- Engaged their own active learning and critical thinking skills.
- Developed effective strategies for clear communication.
- Developed their coaching skills.
- Increased their confidence and development of leadership skills.
78% of students found that they “are now able to study well on my own.”
Survey from 1199 students conducted by Greater Manchester Higher on MADE Training
Statutory Guidance, Curriculum and Frameworks
GATSBY Benchmarks: 3,6
NERUPI Framework: Practise
PSHE Core: Living in the wider world
Combining with other courses
- Students taking part in Peer Tutoring can take part in all other workshops
Note to parents
The strategies within this course are designed to help your child plan, structure and conduct their revision in the most effective manner.
It is important to note that each child has individual strengths and preferences and will therefore benefit from a tailored and personalised approach to revision. There is no ‘one-size-fits-all’ magic rabbit foot for passing exams. There are, however, a range of techniques that have been proven to assist in increasing focused attention, understanding and recall. We encourage students to experiment with a variety of these techniques so they might develop an approach that works for them. A good time for trying out different revision methods is in the lead up to the mock exams. Help them to analyse which techniques work for them, so that when they are revising for their main exams – they know how to revise in a confident and effective manner.
Discuss revision with your child and encourage them to discuss it with their friends and siblings. Encourage your child to attend any additional revision sessions organised by the school; these will be focused on the key topics that will come up in the exam. Your child will also get the feeling that they’re not alone in this; all their friends are going through it too. Attend any parents’ evenings put on by the school. It’s useful to be reminded of things you might not have thought of or forgotten. Also, it’s a great time to hear from other parents and how they’re all experiencing similar issues or challenges.
We wish you all the best in supporting your child through the intensive and often stressful time leading up to exams. The act of you reading this text, infers that you have your child’s best interests in mind. I’m sure they will benefit massively from your help, support and encouragement.
Best,
Sander de Groot
Head of Training
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