PEER TEACHING

I Teach You, Then You Teach Me

By Phyllis Whitney October 31, 2007

What is peer teaching?

Peer teaching is the process by which a competent pupil, with minimal training and with a teachers guidance, helps one or more students at the same grade level learn a skill or concept

3 Concepts for Peer Teaching

It relies on strategies that use students to teach other students, but it only becomes a peer teaching model when a teacher plans for and follows a Model based approach It is not the same as partner learning, in which students are paired together for one or more learning activities to learn side by side It is not to be misinterpreted as Cooperative learning on a smaller scale

Mosstons Teaching Styles in Physical Education

1.Style A Command - teacher makes all decisions 2.Style B Practice - Students carry out teacher-prescribed tasks 3.Style C Reciprocal - Students work in pairs: one performs, the other provides feedback 4.Style D Self-check - Students assess their own performance against criteria 5.Style E Inclusion - Teacher planned. Student monitors own work.

Mosstons Teaching Styles in Physical Education Cont.

6.Style F Guided Discovery - Students solve teacher set movement problems with assistance 7.Style G Divergent - Students solve problems without assistance from the teacher 8.Style H Individual - Teacher determines content. Student plans the programme. 9.Style I Learner Initiated - Student plans own programme. Teacher is advisor. 10.Style J Self Teaching - Student takes full responsibility for the learning process.

Training plan for tutors role

Clarification Expectation Task presentation and check for understanding Task structure and check for understanding Communicate errors to learner Provide praise appropriately Practice safety Assess mastery or task completion Know when to ask questions of the teacher

Theoretical Background
Based on Direct Instruction B. F. Skinner and other behavior psychologists. It originates from theories on human learning on social learning, cognitive development, and constructivism.

Theoretical Background cont.

Albert Bandura (1977)- social learning

Jean Piaget- cognitive development Joyce & Weil, 1996)- constructivism

Assumptions
Teaching
Retain control

Learning
In psychomotor domain is facilitated by monitoring and feedback by tutor In cognitive domain is facilitated for tutors as they observe, analyze, and instruct In affective domain is facilitated for both as they assume different roles Both develop problemsolving skills

Train tutors
Peer teaching fosters development in all 3 domains

Validation of the Model

Little research on Peer Teaching in physical education-Reciprocal Style by Mosston & Ashworth (2002) Houston-Wilson (1997) & Webster (1987) Adaptive physical education settings Shiri Ayvazo and Phillip Ward (2007)

Learning Domain Priorities

Learner Psychomotor learning Cognitive learning Affective/social learning Tutor Cognitive learning Affective/social learning Psychomotor learning

Teachers Role and Responsibility

Start class Needed equipment Dispersing and returning equipment Roll call Task presentation Task structure Instructional interaction Assessment Monitoring learning progress

Students Role and Responsibility

Task presentation Task structure Instructional interactions Assessment

Assessment of Learning
Checklists are widely used as assessment devices in physical education because it is easy for the tutor to watch performance in the psychomotor domain and then to record which parts of the movement or skill were performed correctly. The tutor assess to determine how many of the performance cues the learner demonstrated. The check list can also be used to asses the tutor by the teacher.

Verification of Instructional Process

The benchmarks verify that the Peer Teaching Model has been implemented with the acceptable degree of faithfulness, increasing the likelihood that stated learning outcomes will be achieved. Many of these areas are similar to those needed for Direct Instructional

Advantages and Disadvantages

Good Reduces the problem of too little teacher observation of practice attempts and very limited feedback One-on-one teaching Able to cover more of the content Builds relationship- win win win situation

Bad Time consuming w/ training of tutors Peers not accepting tutors comments Tutors are limited to certain task May get off task

Implementing Peering Teaching in P.E.

In individual and team sports (noncompetitive) Appropriate for beginner and intermediate levels For units on movement skills and concepts, recreational activities, dance w/ prescribed steps, personal fitness, and aquatics

Implementing Peering Teaching in P.E. Cont.

Grades 4- college level Students w/ hearing or speech Students w/ sight impairments Students w/ physical disabilities Students who do not speak English Students w/ behavior disabilities

Conclusion
In conclusion, the most unused resources in teaching today is students. I feel that students can teach each other and help their peers and themselves to achieve more in physical education. By giving students responsibility, it can promote higher learning outcomes.

Questions and Answers