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Classwide

Peer Tutoring
What is it?
CWPT is a form of peer tutoring designated to improve content retention and student
interactions. Students are split into pairs, which are grouped into teams. One student
in each pair takes the role of tutor and asks the tutee questions. When complete the
students trade positions. Varying points are awarded for both correct and corrected
answers that combine for team results.

Who does it help?
This is most often used in elementary settings and the primary disability populations
include students with Learning Disabilities and Emotional Disturbance, although it
is valuable to all students

Key Benefits
Increases academic rates of response for all students
Students increase active learning by teaching their peers
Students with ED can practice social interaction techniques
Students build confidence through increased academic and social
accomplishment
Students build empathy for classmates through an increased range of
interactions
Teachers gain time to focus on students with special needs during the lesson

Types of related peer tutoring include:
Reciprocal relationship Variation that includes partner reading and summarization
Cross-age matching The tutor-tutee dyads are from different ages and grades.
Reverse-role tutoring Mild disability students tutor younger students


Procedures:
1) Break students into teams
2) Within the teams, the teacher will pair students
3) Pick one person to be the tutor and the other to be the student in each pair
4) Provide the tutors with a list of questions and answers. Provide the student in
each pair a piece of paper and a pencil.
5) Put a few minutes on the clock. When the teacher begins, the tutor asks the
question and the tutee writes the answer on their piece of paper.
6) If the tutee gets the question correct, the tutor awards 2 points then moves on
to the next question.
7) If the tutee provides an incorrect answer, the tutor provides the correct
answer and the tutee must say and write the correct answer three times before
moving to the next question.
8) The tutor continues to provide questions giving 2 points to every correct
answer and 1 point for every incorrect answer that is corrected by the above
technique.
9) When time is up, the roles change. The teacher resets the clock and another
round begins.
10) At the end of the two rounds, the teacher confirms the points earned and
updates the leader board
11) At the end of the week, the team with the most points wins

Bibliography
BOWMAN-PERROTT, L. (2009). ClassWide Peer Tutoring: An Effective Strategy for
Students With Emotional and Behavioral Disorders. Intervention In School & Clinic,
44(5), 259-267.

Maheady, L., & Gard, J. (2010). Classwide Peer Tutoring: Practice, Theory, Research,
and Personal Narrative. Intervention In School & Clinic, 46(2), 71-78.
doi:10.1177/1053451210376359

Maheady, L. m., Mallette, B., & Harper, G. F. (2006). Four Classwide Peer Tutoring
Models: Similarities, Differences, and Implications for Research and Practice. Reading
& Writing Quarterly, 22(1), 65-89. doi:10.1080/10573560500203541

Okilwa, N. A., & Shelby, L. (2010). The Effects of Peer Tutoring on Academic
Performance of Students with Disabilities in Grades 6 through 12: A Synthesis of the
Literature. Remedial And Special Education, 31(6), 450-463.

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