Teaching Middle School Students with Learning Disabilities to Recruit Peer Assistance During Cooperative Learning Group Activities

Abstract

Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general education classrooms. The students were taught to show their work to a peer and make statements such as: "Can you help me?" or "How am I doing so far?" Training was conducted in the special education classroom and consisted of modeling, role playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (1) the rate of recruiting responses by the students, (2) the rate at which the students received instructional feedback and praise from peers, and (3) the productivity and accuracy with which the students completed their language arts assignments.

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

“…This shows that peer tutoring positively effects achievement in the classroom (Roach et al, 1983). Researchers can take this knowledge and use wisdom gained from program techniques to establish methods of good communication in group work (Wilczenski et al, 1999;Wolford et al, 2001). …”

“…Training is vital to ensure that the tutoring is actual beneficial (Gutstein & Mack, 1999;Hoek et al, 1999;Wolford, Heward, & Alber, 2001;Yackel et al, 1991).…”

“…Leighton et al (1989) quotes Polya's suggestion for a four part plan that involves comprehending the problem (Swann's original problem), making up a plan of attack (Swann's attempt to solve the problem), accomplishing the plan (Swann's eradicating the problem), and reflecting (Swann's realization of a new crisis) (Kramarski et al, 2002;Leighton, 1989;Swann, 1999;Yackel et al, 1991). Training in verbalization is key to ensure success and check understanding (Kramarski et al, 2002;Hoek et al, 1999;Wolford et al, 2001;Wong et al, 2002). Swann believes that learning this skill happens when a person realizes a problem, tries to fix it, and is not killed in the process (Swann, 1999).…”

“…By mixing achievement groups and teaching to the higher level students, teachers and tutors can do just as much damage as if they were placing those students in a substandard classroom to do worksheets all day (Grossen, 1996;Wolford et al, 2001). Students must be given a chance to learn at their own pace things that are taught to them on their own level by their teammates (Grossen, 1996;Wolford et al, 2001). Students should not be demanded to out perform their ability (Grossen, 1996).…”

“…Posters of the patterns of problem solving and ways to solve them are posted in the room as a guideline for defining the problems' pattern (Fuchs et al, 2002). Students worked in pairs to complete answers that are checked so that they can adjust their faulty reasoning in problems solving (Fuchs et al, 2002;Wolford et al, 2001). Finally students are asked to do some problems on their own (Fuchs et al, 2002).…”