1. MUTUAL PEER TUTORING (MPT) A rose by any other name……A rose by any other name…… A.K.A. Guided Peer Questioning and Responding A.K.A. Guided Inquiry + Explanation A.K.A. Explanation only tutoring A.K.A. Ask Your Partner to Think A.K.A. Ask to Think – Tel Why ©® A.K.A Reciprocal peer Tutoring (RPT) A.K.A Class Wide Peer Tutoring (CWPT) A.K.A Class Wide Student Tutoring Teams (CSTT)

2. Professors structure the: 1.Assignment / Question 1.Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome. 2.Process2.Process ---so that once trained, the students have control. 3.Roles3.Roles ---so that neither one slips into the “expert” mode. 4.Questioning4.Questioning type, sequence and process. StructureAll Forms of Peer Tutoring Rely upon Structure

3. Professors structure the: 1.Assignment / Question 1.Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome. StructureAll Forms of Peer Tutoring Rely upon Structure The instructor structures the kick-off question The instructor structures the activity with a clear assignment and a concrete outcome. The instructor structures the level of engagement, often providing level appropriate literature and other resources. The instructor structures the context and framework of the student engagement.

4. Professors structure the: 1.Assignment / Question 1.Assignment / Question so it’s clear, accessible, independent of the instructor and has a clear outcome. StructureAll Forms of Peer Tutoring Rely upon Structure 2.Process2.Process ---so that once trained, the students have control. 1. Assignment / Question1. Assignment / Question The instructor structures the kick-off question The instructor structures the activity with a clear assignment and a concrete outcome. The instructor structures the level of engagement, often providing level appropriate literature and other resources. The instructor structures the context and framework of the student engagement.

5. Professors structure the: StructureAll Forms of Peer Tutoring Rely upon Structure 2.Process2.Process ---so that once trained, the students have control. 1. Assignment / Question1. Assignment / Question Steps written on the board Formal training of students in the process Articulated rules (i.e. questioner cannot comment while the respondent is answering; The respondent must give elaborated and detailed answers; Take no longer than 7 minutes. Etc.)

6. Professors structure the: StructureAll Forms of Peer Tutoring Rely upon Structure 2.Process2.Process ---so that once trained, the students have control. 1. Assignment / Question1. Assignment / Question Steps written on the board Formal training of students in the process Articulated rules (i.e. questioner cannot comment while the respondent is answering; The respondent must give elaborated and detailed answers; Take no longer than 7 minutes. Etc.) 3.Roles3.Roles ---so that neither one slips into the “expert” mode. 2.Process2.Process

7. Professors structure the: StructureAll Forms of Peer Tutoring Rely upon Structure 1. Assignment / Question1. Assignment / Question 3.Roles3.Roles ---so that neither one slips into the “expert” mode. 2.Process2.Process Questioner: 1.Required to ask a specific type of question in a specific sequence to achieve higher order thinking in the Respondent 2.Cannot comment on Respondent’s answer 3.Listens closely giving encouraging and positive feedback Respondent: 1.Responds to questions as fully as possible 2.Looks for cues from the questions and the questioner

8. TrainProfessors Train Peer Tutors: 1.Student pairs trained in A.Attentive listening B.Sufficient wait time (5 sec.) C.Giving Encouragement D.Giving Feedback 2.Student pairs trained in A. Review Questions B. Deepening Questions C. Probing and Hint Questions D. Meta-Cognition Questions 3.Student pairs trained in giving A.Don’t assume prior knowledge of listener B.Relate to prior knowledge C.Translate into simple terms D.Generate examples supportive communication questioning elaborated explanations

9. Professors structure the: StructureAll Forms of Peer Tutoring Rely upon Structure 1. Assignment / Question1. Assignment / Question 3.Roles3.Roles ---so that neither one slips into the “expert” mode. 2.Process2.Process Questioner: 1.Required to ask a specific type of question in a specific sequence to achieve higher order thinking in the Respondent 2.Cannot comment on Respondent’s answer 3.Listens closely giving encouraging and positive feedback Respondent: 1.Responds to questions as fully as possible 2.Looks for cues from the questions and the questioner 4.Questioning4.Questioning type, sequence and process. 3.Roles3.Roles

10. Professors structure the: StructureAll Forms of Peer Tutoring Rely upon Structure 1. Assignment / Question1. Assignment / Question 2.Process2.Process 4.Questioning4.Questioning type, sequence and process. 3.Roles3.Roles Structuring Question: Elicit data, information, facts and figures Deepening: Pulling Probing: Pushing Meta-congnition:

11. 4 questions Questioner uses a minimum of 4 questions to move 3 levels of discussion. responder through 3 levels of discussion. (At each level, the questioner may ask additional follow-up questions as needed) 1.Structuring Questions 1.Structuring Questions ………………. 2.Deepening Questions 2.Deepening Questions............ 3. Probing Question 3. Probing Question ……………………. 4.Meta-Cognition Questions 4.Meta-Cognition Questions ……. DiscussionMutual Peer Tutoring Discussion : Level one: Level one: Review information and activate prior learning Level two: Level two: Explore topic using higher order thinking. Relate parts and explain significance. Ask probing follow-up questions to deepen, explore application, context, boundaries, relevance etc. Level three: Level three: Explore the thinking and questioning process that led to the conclusions. Make inquiry process visible for examination and critique.

12. Information Knowledge UnderstandingInformation Knowledge Understanding

13. Question Stems: Structuring Questions: What happened after … ? Outline for me … What was the main idea … ? How would you define … ? Discuss your understanding of … ? Describe … ? Deepening Questions: Can you distinguish between … ? Can you provide and example of … ? Explain …. Interpret … ? Restate in your words … ? What do you think … ? Why would … ? Could you unpack that? Could you explain again … ? How would this apply to … ? Probing Questions: How would you group … ? How is this similar to or different from … ? What are some of the problems with … ? How would you defend the assertion that … ? How effective is it to … ? Predict … ? Meta-Cognitive Questions: How did you conclude that.. ? What is the connection you see between … ? How do you picture … ? How do you remember … ? What would be the best way to explain.. ?

14. Student A: Student A: asks Structuring question to activate prior knowledge and elicit elaborated response Student B: Student B: explains current understanding Student A: Student A: (Optional) asks follow-up questions to elicit more complete response Student B: Student B: responds with example or reframed, expanded or corrected explanation Student A: Student A: asks deepening question to move beyond material recall to construct new understanding Student B: Student B: formulates answer expanding learning to construct new understanding Student A: Student A: follows up with probing or hint questions Student B: Student B: elaborates response Student A: Student A: (Optional) asks follow-up questions as needed Student A: Student A: asks a meta-cognition question to help responder understand their own thinking process Student B: Student B: responds Students Switch Roles Mutual Peer Tutoring Process: Student A: Student A: asks Structuring question Student A: Student A: asks deepening question Student A: Student A: follows up with probing or hint questions Student A: Student A: asks a meta-cognition question Simplified