Mutual Peer TutoringMutual Peer TutoringPresented by: Greg SundgaardPresented by: Greg SundgaardBackgroundBackground!!Cognitive PsychologyCognitive Psychology––Intellectual Scaffolding: Lev VygotskyIntellectual Scaffolding: Lev Vygotsky••An individual’s knowledge comprehension may An individual’s knowledge comprehension may be “be “scaffoldedscaffolded” or built upon prior knowledge to ” or built upon prior knowledge to enable the learner to achieve higher order enable the learner to achieve higher order cognition.cognition.Background (Background (cont’dcont’d))––Prior Knowledge/Structural Knowledge: Prior Knowledge/Structural Knowledge: DavidDavidJonassenJonassen••An individual’s knowledge exists in two ways:An individual’s knowledge exists in two ways:––1. The “stuff” = Prior Knowledge1. The “stuff” = Prior Knowledge––2. The framework or structure around which that 2. The framework or structure around which that knowledge is built = Structural Knowledgeknowledge is built = Structural KnowledgeBackgroundBackground!!ASK your Partner to Think © ASK your Partner to Think © !!(King, (King, Staffieri Staffieri and and AdelgaisAdelgais, 1998), 1998)––A model of tutorial interaction to scaffold A model of tutorial interaction to scaffold peer learning.peer learning.––This model emphasizes what the authors This model emphasizes what the authors term “guided coinquiry” to scaffold the term “guided coinquiry” to scaffold the learning of tutoring partners.learning of tutoring partners.DiscussionDiscussion!!Verbal interaction that is content related Verbal interaction that is content related is influential on learning in small groupsis influential on learning in small groups!!Different types of interaction promote Different types of interaction promote different kinds of learningdifferent kinds of learning––Example: Verbal InformationExample: Verbal Information••Can be accomplished through verbal interaction Can be accomplished through verbal interaction that consists of requesting and providing that consists of requesting and providing information.information.DiscussionDiscussion!!Example: Knowledge construction (e.g. Example: Knowledge construction (e.g. accommodative learning)accommodative learning)––This type of learning requires active This type of learning requires active construction through the analysis and construction through the analysis and integration of ideas.integration of ideas.––The learner must go beyond simple factual The learner must go beyond simple factual learning toward a conception of how the new learning toward a conception of how the new information relates to itself as well as to information relates to itself as well as to existing information.existing information.DiscussionDiscussion!!Example: Knowledge construction (e.g. Example: Knowledge construction (e.g. accommodative learning) accommodative learning) cont’dcont’d••Verbal interaction to achieve this type of learning Verbal interaction to achieve this type of learning must be at a relatively high cognitive level.must be at a relatively high cognitive level.••Includes:Includes:––Mutual exchange of ideasMutual exchange of ideas––ExplanationExplanation––JustificationsJustifications––SpeculationsSpeculations--InferencesInferences--HypothesesHypotheses--ConclusionsConclusionsDiscussionDiscussion!!This type of learning is similar in kind to This type of learning is similar in kind to many constructivist environments.many constructivist environments.••Shifts responsibility for learning away from Shifts responsibility for learning away from teachers and onto studentsteachers and onto students••Leads to increased feelings of personal Leads to increased feelings of personal responsibility, increased selfresponsibility, increased self--efficacy and efficacy and increased selfincreased self--regulation of learning strategiesregulation of learning strategies!!The cognitive structures (structural The cognitive structures (structural knowledge) of the learners are modified knowledge) of the learners are modified as a result of these types of interactions.as a result of these types of interactions.DiscussionDiscussion!!ASK your Partner to ASK your Partner to THinkTHink––Designed as a model for use by students of Designed as a model for use by students of like ability and competence.like ability and competence.––Provides sufficient structure to support high Provides sufficient structure to support high level complex processing. level complex processing. ––Provides sufficient autonomy and flexibility Provides sufficient autonomy and flexibility for practical use by like ability peers.for practical use by like ability peers.DiscussionDiscussion!!ASK your Partner to ASK your Partner to THinkTHink––Revolves around the use of a variety of Revolves around the use of a variety of questioning strategies to facilitate the joint questioning strategies to facilitate the joint construction of knowledge for the tutor and construction of knowledge for the tutor and the tutee.the tutee.––“Guided Coinquiry”= mutual peer “Guided Coinquiry”= mutual peer questioningquestioning••Different kinds of questions (to facilitate Different kinds of questions (to facilitate different types of learning).different types of learning).••Careful sequencing of those questions to aid in Careful sequencing of those questions to aid in construction of new meaning.construction of new meaning.ModelModel!!Tutoring “Dyad”Tutoring “Dyad”––Two studentsTwo students••Tutor:Tutor:––Constructs knowledge through generation of questions Constructs knowledge through generation of questions for partner.for partner.••TuteeTutee––Constructs knowledge by generating explanations to Constructs knowledge by generating explanations to tutor’s questions.tutor’s questions.––Students in this method are provided Students in this method are provided training in how to guide and scaffold training in how to guide and scaffold learning and how to alternate roles.learning and how to alternate roles.ModelModel!!Types of questionsTypes of questions––ReviewReview––ThinkingThinking––ProbingProbing––HintingHintingModelModel!!Types of questionsTypes of questions––ReviewReview••This type of question is designed to activate the This type of question is designed to activate the
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