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Grounded in current writing center theory and practice, The Allyn & Bacon Guide to Peer Tutoring provides students with a comprehensive introduction to effective tutoring. Throughout the text, readers hear the voices of tutors and writers in first-person peer tutor accounts, reflective essays, and transcripts from actual sessions. Within each chapter, techniques, models, and exercises provide instruction appropriate for any level of tutoring.
Why we tutor -- The writing process -- The tutoring process -- Examining expectations -- Observing in the writing center -- Tutoring practice -- Reflecting on the first session -- Reading in the writing center -- Working with ESL writers -- Writing center research -- Writing centers: historical and theoretical contexts -- Interdisciplinary and on-line tutoring -- What if
Grounded in current writing center theory and practice, The Allyn & Bacon Guide to Peer Tutoring provides students with a comprehensive introduction to effective tutoring. Throughout the text, readers hear the voices of tutors and writers in first-person peer tutor accounts, reflective essays, and transcripts from actual sessions. Within each chapter, techniques, models, and exercises provide instruction appropriate for any level of tutoring.
As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work. The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.
The Rowman & Littlefield Guide for Peer Tutors introduces college students to the field of peer tutoring, providing a theoretical background and practical guidance for peer tutors in higher education. Taking an innovative approach firmly grounded in the science of learning and cognition, the text guides college students in thinking critically about their work as educators and in making informed choices in working with learners. A vibrant, engaging read, the text covers topics essential for all peer tutors, across writing, mathematics, the sciences, languages, and other disciplines: the brain-based reality of learning, active and collaborative pedagogies, the role of learning centers in colleges and universities, models for tutoring, the transition to college, metacognition, study strategies, online environments, and much more. An ideal supporting text for both tutor training programs and courses for peer educators, this book provides support for learning and writing center administrators in welcoming college students to the field of peer-led learning and for tutors in the work of acting as guides and mentors to the fields of inquiry that exist within the academy.
This guide gives teachers specific instructional methods to help students raise their skills and critical thinking abilities and provides step-by-step guidance in designing a tutoring program, training the tutors, and conducting meaningful assessment and evaluation.
"Peer supports really work: They help all students learn, make the most of teacher and paraprofessional time, and foster important social connections among students. This is the concise, practical guide every middle and high school needs to implement peer support strategies - including cooperative learning and peer tutoring - to benefit students with moderate to severe disabilities and their peers." "Filled with photocopiable planning, implementation, and evaluation tools, this must-have guide will help educators and paraprofessionals create schools where all students - with and without disabilities - achieve academic and social success."--BOOK JACKET.
Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.
Peer learning allows a positive use of differences between pupils, turning them into learning opportunities. Yet education professionals often remain unfamiliar with the principles necessary to guarantee its effectiveness. The aim of this book is to help practitioners establish well-structured and effective peer learning projects using a variety of methods. It introduces and defines cooperative learning (mutual peer interaction) and peer tutoring (directional peer interaction) – outlining general organisational principles that will help practitioners implement peer learning in either of these forms. The authors consider how to prepare and train learners to undertake their roles effectively, and how to organise and monitor the process of interaction as it is happening. They then look at how these systems actually operate in the classroom, exploring how the organisational principles work in practice and giving many practical examples. Subsequently three successive chapters consider how to structure peer interactions in cooperative learning, same-age peer tutoring and cross-age peer tutoring. Finally, the advantages and problems, and the potential and challenges, of peer learning are examined. The book should be read in stages, with each part being able to be read on its own – thus providing time for reflection. Within each part, readers can choose to focus on cooperative learning or peer tutoring. The successive focuses on definitions, general principles of implementation and practical issues of implementation should help practitioners build their skills and confidence. Many choices between methods are described, and when teachers are confident in one method they may then consider trying a new method. It is the authors' hope that the book will become a model for peer learning by sharing with readers the skills of other practitioners, and thereby helping all children to develop to their full potential.