EDUCATIONAL PSYCHOLOGY REVIEW, Vol. 10, Number 1, 57-74, DOI: 10, 1023/ A:1022858115001
Abstract
ASK to THINK—TEL WHY®©
is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. peer tutoring - distributed cognition
Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.
Learning together: peer tutoring in higher education
By Nancy Falchikov, Margo Blythman
ARE WRITING CENTERS ETHICAL? BY IRENE l. CLARK & DAVE HEALY
***Discourse Patterns for Mediating Peer Learning
by Alison King (California State University San Marcos)
by Alison King (California State University San Marcos)
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
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