This PowerPoint by John Angelo explores four different types of peer tutoring strategies for the classroom.

1. Peer Tutoring
A Methods and Strategies in Teaching Biology Report
Presented by:
JOHN MICHAEL P. ANGELO
Master of Arts in Teaching (Biology) Student
Registered Professional Teacher (March 2013)

2. Main Definition
• It is a system of instruction in which learners help each other
and learn (themselves) by teaching.
• It is an instructional system in which students teach other
students.
• According to Damon and Phelps, it is an approach in which
one child instructs another child in material on which the first
is an expert and the second is a novice. (but this definition is
not always consistent).
• But Gaustad stated that it occurs when tutor and tutee are at
the same age. The tutor might be older than the tutee in cross
age tutoring which sometimes this is used to include both
types.

3. Main Definition
•According to Robert Thomas, it is
the process by which a competent
pupil, with minimal training and
with teacher’s guidance, helps
one or more students at the same
grade level learn a simple skill or
basic concept.

4. Background of the Study
• When used in teaching-learning situations,
to tutor means to coach, teach or instruct
another or do so among themselves.
• Tutor is more knowledgeable, skilled and
has the ability to influence others.
• Group must be close in age, skills and
learning styles.

5. Types of Tutoring
1.Instructional Peer Tutoring
2.Monitorial Tutoring
3.Pair Tutoring
4.Structural Peer Tutoring

6. Instructional Peer Tutoring
• Older, brighter students are coaching
the young ones.
• This could be done on a one-to-one or
one-to-a group arrangements.
• They may agree on how the
assistance will be provided.
• This is practiced when there is a big
difference between tutor and tutee.

7. Monitorial Tutoring
• Class is divided into groups of 4 or 5
members.
• Monitors are assigned to lead each
group.
• The teacher has more time to attend
to the rest while tutors monitor and
help the rest.

8. Pair tutoring
• Children of the same age, one better
skilled than the other.
• Interact and help one another to
pursue the learning activity
• Can read and discuss together

9. Structural Peer Tutoring
• Assistance of trained tutors is
required in following instructions or
definite procedures that are provided
in models and guides.

10. INSTRUCTIONAL
CHARACTERISTICS
1. Tutees receive individualized instruction, as through their own teacher.
Immediately, errors are corrected and rewards for good performance is
awarded.
2. Careful selection of tutors afford better interactions that facilitate
learning since they are older, skilled and knowledgeable.
3. Interests, tastes and nonverbal cues are easily ascertained by tutors,
then, monitoring is more enjoyable and fulfilling.
4. Values of cooperation, respect for one another and reciprocal attitudes
are inculcated.
5. Working in smaller groups with monitors around minimizes discipline
problems or indifference to get actively involved.
6. Since tutors are ready to share assistance, they are afforded the
motivation to move themselves in intellectual and social traits.
7. Since tutors are a little order and better equipped, tutees feel more
secure in their presence be it in a social or academic setting.

11. LIMITATIONS
1. If left to themselves “over tutoring”
might create a negative situation instead.
2. Unclear roles can lead to questions on
credibility of tutors.
3. Favouritism in choice of tutors must be
avoided. This could result in over-
domineering and all-knowing reactions
of others.

12. SUGGESTIONS/RECOMMENDATIONS
1. Care in choosing the tutor is the key to a successful peer
tutoring methodology. Domineering and all-knowing tutors
make the members feel inferior.
2. Teacher should be around to observe how the tutoring is
progressing. Immediate feedback could be shared with the
tutors to improve or undertake instant revision of
procedures when necessary.
3. Assign students who passes leadership qualities in addition
to being knowledgeable and older.
4. Development of positive values such as a sharing attitude,
cooperation and respect for one another should be carefully
observed and given due recognitions.

13. 5. Nature and extent of assistance requested must be clear
among tutees and tutor in order to avoid negative
interactions.
6. Request peers who have been earlier notified to discuss the
topics included in the day’s lesson. Confer with the teacher
regarding the nature and extent of assistance they are
expected to provide.
7. Individual or group tutoring may be considered depending
on the level of difficulty of the lesson.
8. Creative tutors are more able to try effective strategies
according to their interests, skills and work habits.

14. 9.After a tutoring activity, an
evaluation of both parties’
performance should be
undertaken in order to
guide future tutoring
events.