Peer Tutoring is the system of instruction in which learners help each other and learn by teaching (Goodlad & Hirst, 1989). Also known as ‘Cross-age Tutoring’,‘Youth Tutoring Youth’, and ‘Each One Teach One’, peer tutoring is one of the most effective methods in promoting student-centred learning. The main task of the professional teacher is to facilitate the activity of the non-professionals (student-tutors) as they teach their peers (tutees).

In practical terms, this means that the professional teacher is responsible for introducing seminal readings and discussing them with the student-tutors. The professional teacher should also guide and give feedback to the student-tutors before and after the tutorial. In addition, some time should be set aside at the end of each tutorial for the tutees to clarify certain points with the professional teacher or comment on the student-tutors’ effort. Teaching by the student-tutors comprises a short presentation followed by a class activity led by the student-tutors. From my personal experience, peer tutoring is beneficial in helping students learn actively in a setting that promotes multiple-intelligences (Howard Gardner, 1993). The following are some useful strategies adopted by my students in their peer tutoring.

Student-tutors’ Presentation

Student-tutors present the salient points of their research topic with the help of whiteboards, OHTs, PowerPoint slides and video clips. This helps the presenters to develop research skills in their preparation, interpersonal skills in their group discussion and linguistic skills in public speaking. Role-play is an alternative way of presentation—student-tutors speak about a topic from the perspective of the imaginary person that they are portraying. For example, a student could assume the role of Albert Einstein when teaching a scientific concept, or speak as a parent when commenting on an educational policy. Role-playing is particularly helpful to student-tutors who are artistically or musically inclined as they are able to project the characters vividly. From my observation, role-playing is a popular and effective mode of presentation as it exposes the tutees to diverse and even opposing views, thereby challenging them to think deeply about the topic.

Class Activity

The presentation is followed by a class activity where the rest of the tutees participate in an activity led by the student-tutors with the aim to reinforce the lessons learnt and maximise class participation. Using a variety of student-centred activities, various types of multiple intelligences (especially bodily kinesthetic and interpersonal intelligence) are promoted. Below are some recommended class activities carried out by my student-tutors:

a) Small-group presentation

After dividing the tutees into smaller groups, each group is given a particular task that covers one aspect of the topic. Armed with writing materials and colourful markers, the tutees work on presenting their ideas in creative ways either through a ‘show-and-tell’ (where the groups take turns to present their ideas), or a ‘gallery tour’ (where students move from group to group to view the works of their peers). I observe that students are usually proud of their work and this brings out their team spirit as well as various types of intelligence, such as logical-mathematical (when they present a mathematical formula), musical (when they present a song), spatial (when they draw a map) and linguistic (when they present a poem).

b) Carousal

Tutees, as groups or individuals, go around the class to write down their comments on large sheets of writing paper posted at the four corners of the class. This will be followed by a time of class discussion where the student-tutors select certain comments (especially the controversial ones) and generate a lively class exchange.

c) Team-solo debate

Tutees are divided into the proposition and opposition teams and given time in their respective groups to discuss and generate as many ideas as possible to support their motion. This will be followed by a time of class debate where anyone could speak up for the team. An alternative is to number the students beforehand and those whose numbers are called have to speak on behalf of the team. The advantage of this modified form of debate is that the informal cooperative setting encourages students to be more vocal and participative. I find this method particularly useful for quiet students who need more encouragement to articulate their views with the support of their peers.

 
Student-tutors presenting their ideas by role-playing

A student-tutor supervising the work of tutees

Tutees participating in a class activity

Peer tutoring is an effective way to help students learn actively and meaningfully as long as the professional teacher is cognizant of certain constraints. By setting realistic expectations of the student-tutors (bearing in mind factors like some of them may not be good teachers as yet, or that the level of instruction may not be always appropriate) and being willing to set aside time to guide the students throughout the process, peer tutoring can be implemented to achieve the desired outcomes for both the student-tutors and the tutees.

References

Association for Supervision and Curriculum Development. (1995). The Multiple Intelligences Video Series. Alexandria, Va.: ASCD.

Beasley, C. (1997). ‘Students as Teachers: The Benefits of Peer Tutoring’. In Pospisil, R. & Willcoxson, L. (Eds.). 1996 Teaching and Learning Proceedings. Perth: Academic Services Unit, Murdoch University. pp. 21–30.

Gardner Howard. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.

Goodlad, S. & Hirst, B. (1989). Peer Tutoring: A Guide to Learning by Teaching. London: Kogan Page Limited.

O’Donnell, A. & King, A. (Eds). (1999). Cognitive Perspectives on Peer Learning. Lawrence Erlbaum Associates.

Wallace, J. (1996). ‘Peer Tutoring: A Collaborative Approach’. In Wolfendale, S. & Corbett, J. (Eds.). Opening Doors: Learning Support in Higher Education. London: Cassel Publishers.

Acknowledgements

I would like to thank my colleague Dr Lachlan Crawford for sharing his ideas, and my students Qinghua, Khairyl, Benny and Najibah for providing the photos.