Mutual Peer Tutoring Presented by Greg Sundgaard Background Cognitive Psychology Intellectual Scaffolding Lev Vygotsky An individual s knowledge comprehension may be scaffolded or built upon prior knowledge to enable the learner to achieve higher order cognition Background cont d Prior Knowledge Structural Knowledge David Jonassen An individual s knowledge exists in two ways 1 The stuff Prior Knowledge 2 The framework or structure around which that knowledge is built Structural Knowledge Background ASK your Partner to Think King Staffieri and Adelgais 1998 A model of tutorial interaction to scaffold peer learning This model emphasizes what the authors term guided coinquiry to scaffold the learning of tutoring partners Discussion Verbal interaction that is content related is influential on learning in small groups Different types of interaction promote different kinds of learning Example Verbal Information Can be accomplished through verbal interaction that consists of requesting and providing information Discussion Example Knowledge construction e g accommodative learning This type of learning requires active construction through the analysis and integration of ideas The learner must go beyond simple factual learning toward a conception of how the new information relates to itself as well as to existing information Discussion Example Knowledge construction e g accommodative learning cont d Verbal interaction to achieve this type of learning must be at a relatively high cognitive level Includes Mutual exchange of ideas Explanation Justifications Speculations Inferences Hypotheses Conclusions Discussion This type of learning is similar in kind to many constructivist environments Shifts responsibility for learning away from teachers and onto students Leads to increased feelings of personal responsibility increased self efficacy and increased self regulation of learning strategies The cognitive structures structural knowledge of the learners are modified as a result of these types of interactions Discussion ASK your Partner to THink Designed as a model for use by students of like ability and competence Provides sufficient structure to support high level complex processing Provides sufficient autonomy and flexibility for practical use by like ability peers Discussion ASK your Partner to THink Revolves around the use of a variety of questioning strategies to facilitate the joint construction of knowledge for the tutor and the tutee Guided Coinquiry mutual peer questioning Different kinds of questions to facilitate different types of learning Careful sequencing of those questions to aid in construction of new meaning Model Tutoring Dyad Two students Tutor Constructs knowledge through generation of questions for partner Tutee Constructs knowledge by generating explanations to tutor s questions Students in this method are provided training in how to guide and scaffold learning and how to alternate roles Model Types of questions Review Thinking Probing Hinting Model Types of questions Review This type of question is designed to activate the tutee s prior knowledge and to assess the extent of that prior knowledge Triggers definitions descriptions explanations summaries etc Helps solidify clarify and integrate the tutee s knowledge base Example What does realpolitik mean Model Types of questions Review cont d If the tutee s knowledge is not readily available the tutor asks probing questions Example I don t understand What do you mean by that If the tutee exhibits misconceptions or the knowledge base is incomplete the tutor asks hinting questions to help lead the tutee to the answer Example Have you thought about Model Types of questions Thinking Once the Review stage is complete the students have each activated and integrated their shared knowledge of the topic The tutor then goes on to ask thinking questions Example What is the difference between a metaphor and a simile This type of question requires the tutee to go beyond recall and toward integration of concepts Model Types of questions Thinking cont d The construction of questions at this stage builds the tutor s learning as well Tutor must monitor their own understanding a metacognitive process to be able to ask probing and hinting questions of the tutee The process of questioning explaining and further questioning results in the mutual scaffolding of learning Model Types of questions Thinking cont d Additionally the peer element of the dyad results in the development of situation based knowledge representations thus making them more personal to the students and therefore more durable Model Types of questions Probing and Hinting Probing and Hinting questions in this model are designed as supplements for the two principal questioning types review and thinking Probing Probing questions typically are designed to help a tutee expand on an incomplete answer Example Can you give me an example of what you mean Model Types of questions Probing and Hinting cont d Hinting Hinting questions are designed to help students make connections between concepts or to help solve problems Example Why is it important for instructional designers to be concerned with instructional strategies Pros and Cons Pros Very Efficient Both students can take advantage of the question types and sequence to help them scaffold their own knowledge Effective Research indicates the sequenced interactive questioning used in this strategy improves students learning feelings of self efficacy and metacognition Pros and Cons Cons Cost This strategy is a copyrighted program It requires a heavy investment in the front end via teacher intervention to get students up to speed on questioning techniques and sequencing Parity Students have be very similar in their prior knowledge Students have to be very self aware as to their knowledge base and confident in that knowledge Design Implications Systematic This strategy provides for a systematic framework of question generation and sequencing Theory Base As a model for instructional design it provides a solid theoretical foundation in cognitive psychology for the mutual scaffolding of learning among peers Vygotsky Cognitive Psychology Design Implications Adaptive Designers can adapt and modify the foundational ideas to their own work Assimilative Most of the techniques are easily layered onto the existing cognitive foundation held by designers in the field Close association to SQ3R method Close association to Case Study analysis techniques
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