MUTUAL PEER TUTORING (MPT)

A rose by any other name……A rose by any other name……

A.K.A. Guided Peer Questioning and Responding

A.K.A. Guided Inquiry + ExplanationA.K.A. Explanation only tutoringA.K.A. Ask Your Partner to ThinkA.K.A. Ask to Think – Tel Why©®A.K.A Reciprocal peer Tutoring (RPT)A.K.A Class Wide Peer Tutoring (CWPT)A.K.A Class Wide Student Tutoring Teams

(CSTT)

Professors structure the:

1.1.Assignment / Question Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome.

2.2.ProcessProcess --- so that once trained, the students have control.3.3.RolesRoles --- so that neither one slips into the “expert” mode.4.4.QuestioningQuestioning type, sequence and process.

All Forms of Peer Tutoring Rely upon StructureStructure

Professors structure the:

1.1.Assignment / Question Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome.

All Forms of Peer Tutoring Rely upon StructureStructure

• The instructor structures the kick-off question

• The instructor structures the activity with a clear assignment and a concrete outcome.

• The instructor structures the level of engagement, often providing level appropriate literature and other resources.

• The instructor structures the context and framework of the student engagement.

Professors structure the:

1.1.Assignment / Question Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome.

All Forms of Peer Tutoring Rely upon StructureStructure

2.2. ProcessProcess --- so that once trained, the students have control.1. Assignment / Question 1. Assignment / Question

• The instructor structures the kick-off question

• The instructor structures the activity with a clear assignment and a concrete outcome.

• The instructor structures the level of engagement, often providing level appropriate literature and other resources.

• The instructor structures the context and framework of the student engagement.

Professors structure the:

All Forms of Peer Tutoring Rely upon StructureStructure

2.2. ProcessProcess --- so that once trained, the students have control.1. Assignment / Question 1. Assignment / Question

Steps written on the board

Formal training of students in the process

Articulated rules (i.e. questioner cannot comment while the respondent is answering; The respondent must give elaborated and detailed answers; Take no longer than 7 minutes. Etc.)

Professors structure the:

All Forms of Peer Tutoring Rely upon StructureStructure

2.2. ProcessProcess --- so that once trained, the students have control.1. Assignment / Question 1. Assignment / Question

Steps written on the board

Formal training of students in the process

Articulated rules (i.e. questioner cannot comment while the respondent is answering; The respondent must give elaborated and detailed answers; Take no longer than 7 minutes. Etc.)

3.3. RolesRoles --- so that neither one slips into the “expert” mode.2.2. ProcessProcess

Professors structure the:

All Forms of Peer Tutoring Rely upon StructureStructure

1. Assignment / Question 1. Assignment / Question

3.3. RolesRoles --- so that neither one slips into the “expert” mode.2.2. ProcessProcess

Questioner: 1.Required to ask a specific type of question in a specific sequence to achieve higher order thinking in the Respondent2.Cannot comment on Respondent’s answer3.Listens closely giving encouraging and positive feedback

Respondent:1.Responds to questions as fully as possible2.Looks for cues from the questions and the questioner

Professors TrainTrain Peer Tutors:1. Student pairs trained in

A. Attentive listening B. Sufficient wait time (5 sec.)C. Giving EncouragementD. Giving Feedback

2. Student pairs trained in A. Review Questions B. Deepening Questions C. Probing and Hint Questions D. Meta-Cognition Questions

3. Student pairs trained in givingA. Don’t assume prior knowledge of listenerB. Relate to prior knowledgeC. Translate into simple termsD. Generate examples

supportive communicationsupportive communication

questioningquestioning

elaborated explanationselaborated explanations

Professors structure the:

All Forms of Peer Tutoring Rely upon StructureStructure

1. Assignment / Question 1. Assignment / Question

3.3. RolesRoles --- so that neither one slips into the “expert” mode.2.2. ProcessProcess

Questioner: 1.Required to ask a specific type of question in a specific sequence to achieve higher order thinking in the Respondent2.Cannot comment on Respondent’s answer3.Listens closely giving encouraging and positive feedback

Respondent:1.Responds to questions as fully as possible2.Looks for cues from the questions and the questioner

4.4. QuestioningQuestioning type, sequence and process.3.3. RolesRoles

Professors structure the:

All Forms of Peer Tutoring Rely upon StructureStructure

1. Assignment / Question 1. Assignment / Question 2.2. ProcessProcess

4.4. QuestioningQuestioning type, sequence and process.3.3. RolesRoles

Structuring Question: Elicit data, information, facts and figures

Deepening: Pulling

Probing: Pushing

Meta-congnition:

Questioner uses a minimum of 4 questions 4 questions to moveresponder through 3 levels of discussion.3 levels of discussion.

(At each level, the questioner may ask additional follow-up questions as needed)

1.1. Structuring Questions Structuring Questions ……………….

2.2. Deepening Questions Deepening Questions ............

3. Probing Question 3. Probing Question …………………….

4.4. Meta-Cognition Questions Meta-Cognition Questions …….

Mutual Peer Tutoring DiscussionDiscussion :

Level one: Level one: Review information and activate prior learning

Level two: Level two: Explore topic using higher order thinking. Relate parts and explain significance.

Ask probing follow-up questions to deepen, explore application, context, boundaries, relevance etc.

Level three:Level three: Explore the thinking and questioning process that led to the conclusions. Make inquiry process visible for examination and critique.

Information Information Knowledge Knowledge UnderstandingUnderstanding

Question Stems:Question Stems:Structuring Questions:What happened after … ? Outline for me … What was the main idea … ?How would you define … ? Discuss your understanding of … ? Describe … ?

Deepening Questions:Can you distinguish between … ? Can you provide and example of … ? Explain …. Interpret … ? Restate in your words … ? What do you think … ? Why would … ?Could you unpack that? Could you explain again … ? How would this apply to … ?

Probing Questions:How would you group … ? How is this similar to or different from … ? What are some of the problems with … ? How would you defend the assertion that … ? How effective is it to … ? Predict … ?

Meta-Cognitive Questions:How did you conclude that .. ? What is the connection you see between … ?How do you picture … ? How do you remember … ? What would be the best way to explain .. ?

Student A:Student A: asks Structuring question to activate prior knowledge and elicit elaborated response

Student B:Student B: explains current understanding

Student A:Student A: (Optional) asks follow-up questions to elicit more complete response

Student B:Student B: responds with example or reframed, expanded or corrected explanation

Student A:Student A: asks deepening question to move beyond material recall to construct new understanding

Student B:Student B: formulates answer expanding learning to construct new understanding

Student A:Student A: follows up with probing or hint questions

Student B:Student B: elaborates response

Student A:Student A: (Optional) asks follow-up questions as needed

Student A:Student A: asks a meta-cognition question to help responder understand their own thinking process

Student B:Student B: responds

Students Switch Students Switch RolesRoles

Mutual Peer Tutoring Process:

Student A:Student A: asks Structuring question

Student A:Student A: asks deepening question

Student A:Student A: follows up with probing or hint questions

Student A:Student A: asks a meta-cognition question

Simplified