Structured Peer Tutoring

Use math skills to provide students with the opportunities for various exercises initially gained by instructor

Teachers communicate space, monitor student behavior, provide positive reinforcement, provide necessary corrective feedback, and answer student questions

After guidance by a teacher of mathematical concepts / skills, and after the student has proved the first acquisition of a mathematical concept / skill

Mathematical skills / conceptual practices will be clearly identified and provided to provide materials to provide. The prompt form should include questions / mathematical questions and corresponding answers / solutions. You also need to provide an example of how to resolve the type of problem resolution task included in the prompt table. This gives hints to use when providing "player" correction feedback to "coaches". ·

Choose the appropriate materials that meet your learning objectives and can be implemented in peer-to-peer format (that is, provide a reminder table that contains questions to answer and answer keys that students can use easily).

The structure provides students with a framework for actively building links between activities and concepts / skills.

Changing the role of coaching ensures that students with learning problems benefit from evaluating and answering their partner's answers

Teacher monitoring provides additional corrective feedback, positive reinforcement, behavior observation / intervention.

Maesty, Harper and Mallette (1991); Mercer & Mercer (2005); Supporting research on educational characteristics in this strategy: Allsopp (1997); Beirne-Smith (1991); Goodlad & Hirst (1989); Greenwood (Terry), Arreaga- Osguthorpe & Scruggs (1990); Scruggs & Richter (1985); Vaughn, Bos and Schuum (1997)

Provide continuous and consistent teacher supervision on individual counseling and student behavior

Have individual students take responsibility (Set individual student's goals and evaluate achievement / progress of each goal)

Unlike cross age counseling, PALS is a systematic peer coaching program. PALS was developed by Dr. Lynn Fuchs and Dr. Doug Fuchs (2001) and Dr. Deborah Simmons. These strategies arise from Fuchs' interest in developing peer-mediated teaching strategies including elements of other research-based approaches such as full-class peer-to-peer (CWPT), classroom based measurement (CBM), collaborative reading, composition I will. (CIRC) and mutual guidance. Developers use these methods to join more students and improve their academic performance.

In this presentation we will explain three research support peer coaching strategies: cross age counseling, peer assist learning strategy (PALS), mutual peer to peer (RPT). There are differences in these strategies (for example, those with flexible structures, those with very specific implementation direction), but the basic theory is consistent. The following table shows a simple comparison of the methods. Cross-age counseling is a peer-to-peer way to make young students act as students with leaders of different ages (Scott-Little, 2003; Hall & Stegila, n.d.). There are various combinations of students, such as high school students and disabled students with disabilities (Miller & Miller, 1995; Hall & Stegila, n.d.). There is no strict guidance program for cross-age counseling, but most counselors are participating in certain types of training