Toolkit
- Overview
- Teaching and Learning Toolkit
- Ability grouping
- After school programmes
- Assessment for learning
- Arts participation
- Block scheduling and timetabling
- Early intervention
- Effective feedback
- Homework
- Individualised instruction
- Information and communication technologies (ICT)
- Learning styles
- Meta-cognitive and self regulation strategies
- One-to-one tutoring
- Parental involvement
- Peer tutoring/ peer-assisted learning strategies
- Performance pay
- Reducing class sizes
- School uniforms
- Sports participation
- Summer schools
- Teaching assistants
Peer tutoring/ peer-assisted learning strategies
Categories: English / Mathematics / Primary / Secondary
What is it?
These are a range of approaches in which learners work in pairs or small groups to provide each other with explicit teaching support. In Cross-Age Tutoring an older learner usually takes the tutoring role and is paired with a younger tutee or tutees. Peer-Assisted Learning Strategies (PALS) is a structured approach for mathematics and reading requiring set periods of time for implementation of about 25-35 minutes 2 or 3 times a week. In the collaborative learning strategy ‘Reciprocal Peer Tutoring’ learners alternate between the role of tutor and tutee. The common characteristic is that the learners take on responsibility for aspects of teaching and for evaluating the success of the learner.
How effective is it?
The evidence of impact is relatively high (typically an effect size of 0.5 or above, equating to about a GCSE grade). The benefits are apparent for both tutor and tutee (particularly in cross-age tutoring), though the approach should be used to supplement or enhance normal teaching, rather than to replace it.
Impact summary: 6 months gain (an effect size of 0.5)
How secure is the evidence?
The evidence is consistent and positive especially for mathematics and reading and at both primary and secondary school levels.
Strength of the evidence: 
What are the costs?
There are few costs directly associated with the approach, though it does need some time to organise and set up, particularly in the early stages. Cross-age tutoring in particular needs some co-ordination as it involves at least two classes from different year groups working together. Training to support staff is usually recommended.
Cost summary: ££
How applicable is it?
Consistent positive effects have been found in different countries, across different age groups (from young children to adults) and in different areas of the curriculum.
Further information:
A summary article is available at: http://www.readingrockets.org/article/22029
.This site is funded by the US Department of Education’s Office of Special Education Programs.
