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Peer Learning S pecialist Schools Trust National Conference

Peer Learning S pecialist Schools Trust National Conference. Peter Tymms Durham University. Outline. Why? Evidence for peer learning Potential benefits Forms of peer learning Services versus Learning by Tutoring Some examples Practical Advice Fife Peer Learning Project. Question.

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Peer Learning S pecialist Schools Trust National Conference

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  1. Peer LearningSpecialist Schools Trust National Conference Peter Tymms Durham University

  2. Outline • Why? • Evidence for peer learning • Potential benefits • Forms of peer learning • Services versus Learning by Tutoring • Some examples • Practical Advice • Fife Peer Learning Project

  3. Question Is it best for teachers to teacher or for them to get the pupils to teach?

  4. An Example • Teaching mechanisms on organic chemistry to 17 year olds. • I taught half the class • The other half taught 16 year olds

  5. Focus on the question …. But which to teacher and which to enlist as teachers? Allocateat random

  6. More specifically • Rank order by ability • Toss for first and second • Toss for third and fourth • Etc • The same for the tutees • Match tutor to tutee by ability

  7. Result • Tutors learnt better by teaching • Tutees learnt equally well

  8. By how much: Effect Sizes Normal curve and ES2.xls

  9. Results of Meta-Analysis Tutors Tutees • Cross-age 0.4 0.5 • Same age 0.3 0.3 • Maths 0.6 0.6 • Reading 0.2 0.3 • < A month 0.6 1.0 • > A term 0.1 0.2

  10. Conclusion • There is solid evidence especially in favour of cross-age peer tutoring. • Attitudes/self-esteem evidence is not so clear but individual stories are heartening.

  11. Forms Tutorial Services Projects Learning by Tutoring Peer Tutoring Mentoring Coaching

  12. Examples • PhD students at MIT • Engineering undergraduates in schools • A level Chemistry students • Primary children teaching fractions • Five year olds writing for 4 year olds • Special needs children teaching others

  13. Practical Advice • Identify tutors and tasks • Find tutees • Locate a venue • Pre-test and pair up • Provide a small amount of pre-training • Prepare materials • Run sessions – light touch but watchful • Test tutees and share with tutors • End and plan next project • Write up

  14. Fife Peer Learning ProjectResearch Design http://www.fifepeerlearning.org/

  15. We know that .. Peer Learning is effective But • Can a whole Authority change together? • Which is best • Cross-age or Same-age? • Mix or separate subjects? • Intensive or light?

  16. The International Issue • Governments do not know how to improve education • The USA have spent billions of dollars on reading to no effect. • England spent £500 million on the national literacy strategy to no effect • Etc etc etc • This project aims to find a new way forward.

  17. Cross-age versus Same-age • Research suggests Cross-age works best But • It is hard to sustain and organise

  18. Mixing versus Separation • Learning skills in one context may help in another But • Research suggests that transfer is problematic

  19. Intensive or Light • Harder more intensive work might get better results But • Intense work can confuse and be onerous

  20. What data will we collect? • What Heads and Teachers say • What schools have done • Pupils’ • Progress • Attitudes • Home background, sex, age etc • Behaviour • From Fife primary schools and many others in Scotland

  21. So for this project All schools have been randomly assigned. Everyone works for two years We then get together and learn how much difference we have made and which approaches work best And we tell others.

  22. References • Cohen, P. A., J. A. Kulik and C. C. Kulik (1982). "Educational Outcomes of Tutoring: a meta-analysis of findings." American Educational Research Journal19(2): 237-248 • Falchikov, N. (2001). Learning together: Peer tutoring in Higher Education. London, RoutledgeFalmer. • Fife Peer Learning Project http://www.fifepeerlearning.org/ • Fitz-Gibbon, C. T. (1983). "Peer Tutoring: a possible method for multi-ethnic education." New Community11: 160-166 • Fitz-Gibbon, C. T. (1988). "Peer Tutoring as a Teaching Strategy." Educational Management and Administration16: 217-229. • Fitz-Gibbon, C. T. (1992). Peer and Cross-Age Tutoring. Encyclopedia of Educational Research. M. C. Alkin. New York, Macmillan Publishing Company: 980-984. • Fitz-Gibbon, C. T. (2000). Cross-age tutoring: should it be required in order to reduce social exclusion? Combating Social Exclusion Through Education: Laissez-faire, Authoritarianism or Third Way? G. Walraven, C. Parsons, D. van Veen and C. Day. Leuven, Garant: 307-315 (includes practical advice) • Goodlad, S. and B. E. Hirst (1990). " Explorations in Peer Tutoring. Oxford:Basil Blackwell.“ • Osguthorpe, R. T. and others. (1985). "Increasing Social Acceptance: Mentally Retarded Students Tutoring Regular Class Peers." Education and Training of the Mentally Retarded.20(4): 235-40 • Topping, K. J. (1998). The paired science handbook: Parental involvement and peer tutoring in science. London and Bristol PA, Fulton and Taylor & Francis. • Topping, K. J. and S. Ehly, Eds. (1998). Peer-assisted learning. Mahwah, NJ, Lawrence Erlbaum • Tymms, P. B. (1989). "Peer Tutoring with 'A' level Chemistry Students." Paired Learning • Tymms, P. B. and C. T. Fitz-Gibbon (1995). "Students at the Front: Using Performance Indicators for Professional Development." Educational Research37(2): 107-122

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