1. Home
  2. Layanan

Preparing the Tutoring Materials: Peer tutoring will go more smoothly Teaching the FeedbackError Correction Procedure.

commit to user xxxviii · It is good to conduct 4-8 training sessions, 15 minutes each, on the peer tutoring procedure before they begin tutoring. · Training typically begins with the teaching of the FeedbackError Correction procedure. · Demonstrate how peer tutoring will look. Go through a lesson with another teacher or a student as the tutee. Be sure to “model” appropriate tutor and tutee behavior.

4. Preparing the Tutoring Materials: Peer tutoring will go more smoothly

and students will learn more if they have clear, simple materials to use. Usually, this can simply be a prepared worksheet or a deck of flashcards. · When you would like your students to tutor each other on factual or comprehension questions, a simple worksheet like the one shown below might work best. Each question you would like the students to askrespond to are listed. There are columns to mark correct and incorrect responses. The correct answers to the questions are listed at the bottom. Question Correct Incorrect 1 Who was the first President of the United States? 2 Who was president of the United States during the Civil War? 3 How many years in a row can a person be president? commit to user xxxix 4 True or False: You can be president if you were born in Canada Answer key dont let your partner see the answers 1. George Washington 2. Abraham Lincoln 3. 8 4. False. Only people born in the United States can be president. While tutoring, the tutor would cover the answer key with hisher hand or a post-it note.

5. Teaching the FeedbackError Correction Procedure.

The FeedbackError correction procedure is perhaps THE MOST IMPORTANT PART of the peer training program, because this is what ensures that the tutoring “flows” along smoothly, while ensuring that learning will be maximized through reinforcement and immediate error correction. But don’t worry it is simple · Here is how it works: 1. Tutor reads the question to the tutee or the tutor presents the problem on a flash card or says the word. 2. The tutee responds. o If the tutee responds correctly: o Tutor checks the correct column next to the question or word o Tutor says Youre right commit to user xl Tutor awards the appropriate amount of points o Tutor goes on to next question 3. If the tutee responds incorrectly: d. Tutor checks the “incorrect” column e. Tutor repeats the question and provides the correct answer note that the tutor DOES NOT say “nope” or “you’re wrong”. Heshe just simply repeats the question and provides the answer. f. Tutor asks the question again g. Repeat procedure until tutee responds correctly, and then move on to the next question.

6. Develop System to Request Help

Dokumen yang terkait

Improving Students' Reading Comprehension of Report Text through SQ3R Technique (A Classroom Action Research at the Eleventh Grade Students of SMAN 1 Parung))

0 7 145

Applying Student Teams Achievement Division (STAD) Technique to Improve Students’ Reading Comprehension in Discussion Text. (A Classroom Action Research in the Third Grade of SMA Fatahillah Jakarta)

5 42 142

EMPLOYING QUESTION – ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at the Eleventh Year Students of SMA Negeri 1 Rangkasbitung in 2012/2013 Academic Year)

5 22 256

IMPROVING STUDENTS’ READING COMPREHENSION USING RECIPROCAL TEACHING (A Classroom Action Research at the Eighth Grade of SMPN 13 Surakarta in the Academic Year of 2010 2011)

1 8 196

IMPROVING STUDENTS’ READING COMPREHENSION BY USING BUZZ GROUPS TECHNIQUE (A Classroom Action Research Conducted at the Seventh Grade of SMP Negeri 7 Surakarta in the Academic Year of 2010 2011)

3 163 93

A COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ SKILL IN WRITING ARGUMENTATIVE ESSAY (A Classroom Action Research at the Fourth Semeseter Students of English Education Department of IKIP PGRI Bojonegoro in the Academic Year of 2013/2014.

0 0 5

OPTIMIZING MIND MAPPING TO IMPROVE STUDENTS’ THINKING SKILL FOR READING COMPREHENSION (A Classroom Action Research at IKIP PGRI Madiun in the Academic Year of 2013/2014).

0 0 14

IMPROVING THE STUDENTS’ WRITING ABILITY BY USING PEER EXCHANGE (A Classroom Action Research at the Third Semester of English Department Students of IKIP PGRI Madiun in the Academic Year of 2010/2011).

0 0 15

THE USE OF LEARNING CELL TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research of the First grade Students of SMA N1 AMPEL in the Academic Year of 20152016) A GRADUATING PAPER Submitted to the Board of Examiners as Partial Fulf

0 1 109

The Use of Collaborative Strategic Reading (CSR) to Improve Students Reading Comprehension (Classroom Action Research in the Tenth Grade Students of SMK Diponegoro Salatiga in the Academic Year of 2016/2017) - Test Repository

0 0 202