Collaborating with Students in Instruction and Decision Making:
                    The Untapped Resource

Villa, Richard A.; Thousand, Jacqueline S.; Nevin, Ann

doi:10.4135/9781483388052

Cited by 15 publications

(26 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When students actively engage in teaching the material, they have been found to dissect and reorganize the information, leading to a deeper understanding and superior retention of the material 1,14,15 . Studies have found that, with this methodology, students’ knowledge was reinforced, their confidence grew, and their communication skills improved 4,14‐17 . Peer‐assisted learning can be conducted in many ways, including but not limited to informal peer‐established study groups, tutoring, and formal mentoring 6,14 …”

mentioning

confidence: 99%

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

Hunt¹,

Jones²,

Carney³

2020

Journal of Dental Education

View full text Add to dashboard Cite

Little research exists on reciprocal learning, a type of peer-assisted learning in which students act concurrently as both teacher and learner in small groups. The aims of this pilot study were to assess the feasibility of using case-based reciprocal learning with dental students and to assess its impact on students' satisfaction and perceived clinical reasoning, educational value, and use of evidence-based dentistry. In this quasi-experimental mixed methods study conducted in 2018, small-group sessions led by a third-year dental student were designed to expose second-year students to clinical portfolios prior to clinical rotations, promote evidence-based dentistry, and improve students' clinical critical thinking skills by having them work in small groups to teach and learn from each other. After the intervention, all 76 students in the sessions were invited to complete a survey with 11 Likert-scale items and six open-response questions assessing their engagement in learning, perceived educational value, and of 86%. Among the survey respondents, 87.7% agreed/strongly agreed that the small groups facilitated enhanced learning, and 66.2% agreed/strongly agreed that they learned the material better because they had to teach it to their peers. Also, 74.6% agreed/ strongly agreed that their clinical critical thinking improved, and 92.3% agreed/strongly agreed that they felt better prepared to complete a patient portfolio once they reach clinic. This study found that reciprocal learning had favorable outcomes in terms of students' perceptions of learning. The students reported that the small groups enhanced their learning, improved their comfort in asking questions in small groups, and exposed them to a variety of clinical situations.

show abstract

mentioning

confidence: 99%

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

Hunt¹,

Jones²,

Carney³

2020

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Cooperative learning offers an evidenced-base activity that can increase meaningful learning for all students and also move beyond mere space sharing (Thousand, Villa, & Nevin, 2002;Villa, Thousand, & Nevin, 2010). More specifically, cooperative learning has the potential to embody all four of Allport's positive factors.…”

Section: Cooperative Learningmentioning

confidence: 99%

Creating Collaborative Schools in the United States: A Review of Best Practices

Solone

Thornton

Chiappe

et al. 2020

iejee

View full text Add to dashboard Cite

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive settings. Teachers and parents must build trusting and collaborative partnerships in the delivery of inclusive education. Finally, students with and without disabilities must work together and support one another in building effective schools. We offer research-based strategies for and examples of effective collaborative relationships and outcomes from those relationships.

show abstract

“…From Villa, Thousand, Nevin, 27 and also Gordon 28 , we knew that Peer Tutor Learning is an instructional method that performed by a student that expert in some materials under their teacher's guidance. In Christian Religious Education, the teacher chose some student to become a tutor for their friends.…”

Section: Peer Tutor Learning Model In Christian Religious Education Bmentioning

confidence: 99%

Peer Tutor Learning Model in CRE-Based Discipleship Teaching According to Matthew 28: 19-20 at High Schools in Makassar City

Hana

Weismann

2020

View full text Add to dashboard Cite

This scientific work digs deeper into the peer tutoring learning model to be applied to Christian Religious Education (CRE) teaching in high schools. The peer tutoring learning model contained the following steps. First, choose the material and divide it into sub-materials. Second, the teacher forms heterogeneous groups of students as many sub-materials. Third, each group learns the material guided by intelligent students. Fourth, allow sufficient time for preparation both inside and outside the classroom. Fifth, each group, through their representatives, submits sub-materials following the given tasks. The teacher remains as a resource. Sixth, provide conclusions and clarifications if there is a student understanding that needs to be straightened. Besides, the problem of achieving CRE goals for students, as well as the material presented in curriculum learning, touches on Matthew 28:19-20's mandate. The formulation of the problem studied is "How is the concept of discipleship, according to Matthew 28:19-20 applied to the teaching of CRE in high schools using the peer tutoring learning model?" The aim to be achieved in this research is to formulate disciplinary formulas and materials, and according to Matthew 28:19-20 to be applied by using the model of peer tutoring in teaching CRE at High School in Makassar City. The method used in this study is a research and development method or in English called research and development abbreviated as R&D. The main conclusion reached is CRE-based discipleship teaching according to the Gospel of Matthew 28:19-20 in line with the Great Commission, thereby increasing the chances of the commission being carried out.

show abstract

Collaborating with Students in Instruction and Decision Making: The Untapped Resource

Cited by 15 publications

References 0 publications

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

Creating Collaborative Schools in the United States: A Review of Best Practices

Peer Tutor Learning Model in CRE-Based Discipleship Teaching According to Matthew 28: 19-20 at High Schools in Makassar City

Contact Info

Product

Resources

About