Peer Learning Exploring Models Activity 1 With a

Peer Learning Exploring Models

Activity 1 With a partner, create a definition of peer learning and list reasons for implementing this approach in your pedagogy.

Definition of Peer Teaching/Learning Boud, Cohen and Sampson (2002) define peer learning as a reciprocal learning activity involving “the sharing of knowledge, ideas and experience between the participants” From Zamberlan and Wilson “Developing an embedded peer tutor program in design studio to support first year design students”

Definition of Peer Teaching/Learning “Peer Learning can be defined as the acquisition of knowledge and skill though active helping and supporting among status equals or matched companions. It involves people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by so doing. ” “Trends in Peer Learning” (2005) Topping

Peer Tutor Definition “A peer tutor is anyone who is of a similar status as the person being tutored and operates as a complement and active partner with university teachers in the process of learning and teaching. It is essential to clarify that student partners, often a senior student, involved in academic support programs such as peer-to-peer teaching are not teachers and are not expected to teach and present new material. However, they facilitate the learning of their peers. Peer-to-peer teaching is not consistently defined and a number of expressions are used interchangeably by author. ” “Peer-to-peer Teaching in Higher Education: A Critical Literature Review” (2016) Martin Stigmar

Adding Nuance to the Definitions Peer Tutoring (PT) is characterized by specific role taking as tutor or tutee with high focus on curriculum content and also on clear procedures for interaction, in which participants receive generic and/or specific training. “Trends in Peer Learning” (2005) Topping.

Peer Tutor, continued Some peer tutoring methods scaffold the interaction with structured materials, while others prescribe structured interactive behaviours that can be effectively applied to any materials of interest. --Topping, 2005

Peer Mentor “Mentoring can be defined as an encouraging and supportive oneto-one relationship with a more experienced worker in a joint area of interest. It is characterised by positive role modelling, promotion of raised aspirations, positive reinforcement, openended counselling, and joint problem-solving. It is often crossage, always fixed-role, quite often cross-institution, and often targeted to disadvantaged groups. ” “Trends in Peer Learning” (2005) Topping.

Cooperative Learning “Structured positive interdependence. ” “Trends in Peer Learning” (2005) Topping

Supplemental Instruction Tutors attend classes and then lead groups (20 -30) through review and discussion of what transpired in class. They also serve as model student in lectures, asking questions and taking notes.

Supplemental Instruction “Leaders do not teach or tutor or review material. Instead, the leader is responsible for facilitating discussion around course content and related study skills, and for preparing learning activities such as worksheets, group work, problem-solving exercises, or mock exams for their students. The students who attend SI sessions are responsible for teaching each other the course content and for working together to solve problems. Leaders typically act as model students by attending lectures, taking notes, reading the materials assigned to the students, and demonstrating effective study. ” On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010” 2014 Phillip Dawson, Jacques van der Meer, Jane Skalicky and Kym Cowley Source: Review

Embedded Tutors This is a form of Supplemental Instruction. In writing classes, tutors attend all classes and students are encouraged to seek one-on-one support from tutors outside class.

Organizational Variables (Topping, 2005) 1. Contact Constellation: 1 -1 through 1 -30 or 2 tutors to a group 3. Between or within institutions : HS and University or within one school 4. Year of study—same or different 5. Ability: increasing interest in same age/year pairings 6. Roles may shift, especially in cases of #5 7. Time: PL may happen in class, out of class, or both 8. Place: varies 9. Helper characteristics – lots of literature on this 10. Helped characteristic: varies—marginalized students or students in tough classes 11. Objectives: cognitive gains, academic achievement, affective gains, social/emotional, 12. Voluntary or compulsory 13. Extrinsic or intrinsic reward for helpers

Activity #2 Using Topping’s Organizational Variables, design a peer support model for a specific class (this could be a class you teach or one you are imagining. )