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Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

This study explores the effectiveness of reciprocal peer tutoring as a tool for differentiation in education and providing suitable education for every level of learning capability in Dutch secondary schools.

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Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

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  1. Reciprocal peer tutoring: a future tool for teaching in Dutch secondary education?

  2. Secondary Education:”Dendroncollege”, Horst aan de Maas, The Netherlands

  3. VMBO "preparatorymiddle-level appliededucation" HAVO/VWO Gymnasium Latin +Greek VWO "preparatoryscholarlyeducation“ -provides access to WO (research universities) VMBO_TL "theoreticallearningpath“ -provides access MBO level of tertiaryeducationand HAVO VWO+ extra subjects Atheneum VMBO-KL "middle management-orientedlearningpath" Metalectro HAVO "highergeneralcontinuededucation“ -provides access to HBO  (universities of appliedsciences) Building, Living, Interior design VMBO-BB "basic profession-orientedlearningpath" Care and Welfare

  4. Participants N = 516 • Six teacherswhoteachmathemactics are involved in theintervention. Every teacher has one or more Reciprocal Peer Tutoring-groupsand a Controle-groupfromthesame level and departement.

  5. Independent Samples Test Levene's Test for Equality of Variances

  6. Why Reciprocal Peer Tutoring at our school? • Great diversity: ‘LawforSuitableEducation” (childrenwithlearning- and/or emotionaldisabilities) • More complete development of students’ capabilities in education • More differentiation in the Class (different levels andinterests) • Betterresults in performance for mathematics • Increasedmotivation for mathematics,

  7. According totheliteratureReciprocal Peer Tutoringworks: • Largest effect withstudentswithlearningand/or emotionalproblems • Works for allstudents • Reciprocal Peer Tutoringimproves performance for direct as well as indirect learningeffects • Increasesselfesteem • Works for mathematics • Knowledge building instead of knowledge telling

  8. The method I’m going to use and how I will use it.

  9. K......”knowledge-review questions” • I…“intelligent-questions” • N…..“probing-questions”; ………..needtounderstandbetterquestions • H…..” hint questions “ • T…...“Self-Monitoring questions” ……;thinking about thinking questions • Ttell………. Tell your partner whatyouknow. • Eexplain…. Explainwhyandhow, don’tjustgivetheanswer. • Llink………. Make a connectionbetweenyourexplanationandwhatyour partner alreadyknows. • WtellWhy… • HtellHow… • YuseYourownwords… King A.(1997) AsktoThink - TEL WHY Figure 1

  10. Research shows thateffective tutor behavior and skills • Questioning. • Elaborateexplanation. • Supportivecommunication. can promotelearning in tutorial contexts.

  11. These behaviorswillbetrained in a tutor/tuteeinstructionprevioustotheintervention. The instructionwillprovidesomeinteractiveandmetacognitive skills. • Interactive skills are: • Questioning • Elaborateexplaining • Activatingtheknowledge of your partner. • Metacognitive skills are: • Orientingandpredicting. • Planning. • Monitoring. • Evaluating.

  12. Table 2: Duration of Reciprocal Peer Tutoring.

  13. Interview with students, math-teacher, and management.

  14. What do I hope toachieve? • The literaturesuggeststhat I can expect: • A significant improvement of the performance formathematics. • An improvement in themotivationformathematics. • The improvement in themotivationformathematicswillcontributetotheimprovement of performance formathematics. • Thatreciprocal peer tutoring workswith no regardstowhich teacher is teaching. • Every student benefits fromreciprocal peer tutoring with no regardsto his/her ability or in whichgrade he/she is. I also hope tofind: • Thatit is usefulforall disciplines withinmathematics. • Thatit is possibletousereciprocal peer tutoring as a training methodforgraduationexams. • An empiricalevaluationwillbeavailablebyMarch 2016

  15. Is reciprocal peer tutoring a tool for differentiation in education and in providing suitable education for every level of learning capability?

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