Part C

Part C Research Synopsis

 

The research literature on Peer Teaching has deepened and extended my understanding of its 

benefits on student learning in many ways. Firstly, the learning of peers who teach their peers is

strengthened because they are applying what they are learning in a social context involving speaking

 listening, and movement between groups of learners ("The Evaluation of the Effectiveness of 

Reciprocal Teaching Strategies on Comprehension of Expository Texts"). Peer teachers are also 

highly motivated to learn because they have the meaningful purpose of helping their peers ("How to 

Prepare Students to Learn by Teaching"). Thirdly,  the fact that peer teachers will be recalling the 

information they have learned multiple times in order to help teach the other students is another 

benefit ("The Evaluation of the Effectiveness of Reciprocal Teaching Strategies on Comprehension of

Expository Texts"). Finally, the peer teachers may begin to see the value in chunking and breaking 

down information into smaller steps as they successfully teach their peers ("How to Prepare Students

to Learn by Teaching"). The hope is that thinking may then transfer into how these students learn in 

other subject areas. 

 

Nor are these the only gains from peer teaching. The students being taught can now be pushed and

challenged to extend their thinking not only by the adult teacher but by the peer teachers as well 

("Cultivating Change through Peer Teaching") . There is also the possibility that students entrusted 

with the role of peer teacher may begin to see themselves in a more positive light ("Cultivating Change 

through Peer Teaching"). Their peers may also begin to view them as stronger students.

 

In my readings, though, I was struck by how the strategy of peer teaching is most frequently used in 

Guided Reading and in Science Undergraduate teaching. Yet, as we have seen above, this is a 

powerful teaching and learning strategy that could have wide and positive impacts across the 

curriculum. This leads to another avenue of investigation that I could pursue - what influences 

whether classroom instruction is student or teacher led?

 

                   Works Cited

                       

         Aguila, E. (2019, May 23). How to Prepare Students to Learn by Teaching. Edutopia. Retrieved January 30, 2022, from https://www.edutopia.org/article/how-prepare-students-learn-teaching

         Allison. (2017, February 28). Students-teaching-students and student engagement. Edutopia. Retrieved January 31, 2022, from https://www.edutopia.org/discussion/students-teaching-students-and-student-engagement           

          Greive, C., & Cooper, T. (n.d.). The effectiveness of the methods of reciprocal teaching. www.avondale.edu.au. Retrieved January 31, 2022, from https://research.avondale.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1127&context=teach 

          Pilten, G. (2016). The evaluation of effectiveness of reciprocal teaching strategies on comprehension of expository texts. Journal of Education and Training Studies, 4(10), 232–247. https://doi.org/10.11114/jets.v4i10.1791 

         Velez, J., Cano, J., Whittington, M. S., & Wolf, K. J. (2011, January 4). Cultivating change through Peer Teaching - ed. https://eric.ed.gov/. Retrieved January 31, 2022, from https://files.eric.ed.gov/fulltext/EJ955665.pdf

 





Comments

  1. D.McNee7 February 2022 at 19:57

    This is a good synopsis of your reading and research. Some additional narrative reflecting on your process, thinking and next steps would have complemented your discussion. As we move into the Inquiry Blogging stage of our course, you may want to consider adding multimedia elements to your posts. These add another layer to your work.

    ReplyDelete

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