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2. Task Structure: Deciding how and when to Use Peer Tutoring: Even
though peer tutoring can work for a large number of lessons, academic activities, and skills, there are some instances when peer tutoring may not
be the best instructional strategy.
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Peer tutoring is well suited for the review and practice of previously learned or familiar material. For example, an excellent time to use
peer tutoring would be following a teacher-directed lesson on the civil war. Following the lesson, the students would get into their tutoring pairs
and review the facts presented in the lesson.
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Peer tutoring is particularly well suited for tasks and activities involving a lot of structure. For example, generating factual or comprehension
questions and constructing practice multiple-choice test questions, complete with answers, based on the text given are excellent activities to
use for peer tutoring because they involve the simple presentation of discrete information, with “right-or-wrong” answers.
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Good peer tutoring programs are “reciprocal”, meaning both students in the tutoring pair have the opportunity to be the tutor and tutee in the
same tutoring session. Typically, one student is the tutor for the first half of the tutoring session, and the other student is the tutor for the second
half.
3. Conducting Training Sessions: successful peer tutoring programs depend
on well trained students who know exactly what is expected of them before they do it.
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It is good to conduct 4-8 training sessions, 15 minutes each, on the peer tutoring procedure before they begin tutoring.
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Training typically begins with the teaching of the FeedbackError Correction procedure.
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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
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