![]() The tutor acknowledges the correct answer and presents the next card. The tutor presents each card to the tutee for 3 seconds. While the timer is running, the tutor follows this sequence: ![]() ![]() The supervising adult starts the timer and says ‘Begin’ after 3 minutes, the adult stops the timer and says ‘Stop’. In each tutoring pair, one of the students assumes the role of tutor. These are the steps of the tutoring intervention:Ĭomplete the Tutoring Activity. The setting is supervised by an adult who monitors the students and times the tutoring activities. INTERVENTION STEPS: Students participating in the tutoring program meet in a setting in which their tutoring activities will not distract other students. The student is considered to be ready to tutor when he or she successfully implements all steps of the intervention (100% accuracy) on three successive training trials (Menesses & Gresham, 2009). The teacher then provides performance feedback. The tutor-in-training works through the 3-minute tutoring segment and completes the follow-up progress-monitoring activity. When students have completed their training, the teacher has each student role-play the tutor with the teacher assuming the role of tutee. This checklist can also be used to evaluate the performance of students to determine their mastery of the tutoring steps during practice sessions with the teacher.) (NOTE: Teachers can find a handy listing of all the tutoring steps in which students are to be trained on the attached form Peer Tutoring in Math Computation with Constant Time Delay: Integrity Checklist (see attachment at the bottom of the page). The teacher also explains, demonstrates, and observes students practice the progress-monitoring component of the program. Student tutors are trained through explicit instruction (Menesses & Gresham, 2009) with the teacher clearly explaining the tutoring steps, demonstrating them, and then having the students practice the steps with performance feedback and encouragement from the teacher. NOTE: Teachers may want to use the attached Reciprocal Peer Tutoring in Math Computation: Teacher Nomination Form (see attachment at the bottom of the page) to compile a list of students who would be suitable for the tutoring program.
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