David Duran

International on-line reciprocal peer tutoring to promote modern language development in primary schools

The paper reports data from an on-line peer tutoring project. In the project 78, 9-12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line environment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the experimental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on-line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored.

Paradoxical effects of feedback in international online reciprocal peer tutoring

This paper reports an online reciprocal peer tutoring project for improving language competence in Spanish and English. Students aged 9-12 years from Scotland and Catalonia were matched to act as tutors in their own language and as tutees in a modern foreign language. Students were intended to improve both their first language (through helping the tutee) and a modern language (with their tutors help). The methodology combined a quasi-experimental design and a qualitative analysis of texts. For Catalan students, pre-post test results indicated statistically significant improvements in reading comprehension (while acting as tutors) and writing (while acting as tutees). Scottish students improved only their writing (acting as tutees). Analysis of the texts showed that when more support was given, the tutor had more learning opportunities, but then there were fewer opportunities for the tutee, and vice versa. Thus the tutee learned more with less elaborated feedback, leading to fewer opportunities for tutor improvement. This paradox could be resolved by adjusting the scaffolding support given by tutors, to create a balanced interactive learning context for both members of the pair.

Learning-by-teaching. Evidence and implications as a pedagogical mechanism

Abstract In order to create an initial framework for learning-by-teaching, this article reviews a body of relevant research, from a historical perspective, gathering evidence about the potential and the limits of this pedagogical mechanism. Results indicate that the more complex the teaching activity is, the more opportunities there are to learn by teaching. This explanatory framework may help to develop a conception of teaching and learning consistent with the Knowledge Society and to promote the incorporation and extension of practices that provide opportunities for students to learn by teaching their peers, such as cooperative learning, peer tutoring or peer assessment.

Las bases psicoeducativas del proyecto PISA como guía para el cambio en las concepciones y prácticas del profesorado de secundaria

Resumen El presente estudio plantea la posibilidad de emplear los principios psicoeducativos que subyacen en la elaboración de los ítems del proyecto PISA para suscitar cambios en las concepciones y prácticas educativas del profesorado de secundaria, hacia una mayor autenticidad y complejidad cognitiva de las actividades, y una mayor promoción de la autonomía de aprendizaje de los alumnos. Para lograr estos cambios se involucró a una muestra de profesores del área de lengua en un proceso de investigación-formación en el que éstos actuaban como partners, elaborando conjuntamente con los investigadores los instrumentos que debían guiar esos cambios. Los resultados muestran una progresión positiva hacia las dimensiones de cambio señaladas

Tutoría entre iguales recíproca y virtual para la mejora de habilidades lingüísticas en español e inglés

Resumen Este artículo presenta una investigación sobre un proyecto virtual de tutoría entre iguales recíproca para el aprendizaje y mejora del español e inglés. Alumnos de 9 a 12 años de Escocia y Cataluña fueron emparejados, de forma que cada alumno ejerciese de tutor de su propia lengua del otro compañero. Se pretendía que los alumnos mejoraran tanto su propia lengua (corrigiendo al tutorado), como la lengua extranjera (a partir de las ayudas de su tutor), ejerciendo así tanto de tutores como de tutorados. La investigación combina un diseño cuasi experimental con grupos de control, con un análisis del proceso, a través de los intercambios (textos y correcciones) y de entrevistas. Los resultados muestran que el grado de ayuda ofrecida por los tutores parece relevante para explicar las mejoras detectadas en las habilidades lingüísticas.

Read on: un programa de mejora de la lectura a través de la tutoría entre alumnos y el apoyo familiar

Resumen El artículo plantea una revisión del programa educativo escocés Read On, desarrollado por el Centre for Peer Learning de la Universidad de Dundee. Dos razones hacen interesante analizar la experiencia en nuestro contexto educativo. Por un lado, la pertinencia de los objetivos del programa (mejora de la competencia lectora, del desarrollo de competencias sociales y de la implicación de las familias) y, por otro, el recurso principal a partir del cual se logra: la movilización de la capacidad de alumnos mayores y de padres para actuar como tutores de lectura. La experiencia se comenta a partir de la revisión documental y de los datos empíricos de las visitas a cuatro escuelas.

Influence of a catalan peer tutoring programme on reading comprehension and self-concept as a reader

This study relates to the results obtained in the development of reading comprehension (RC) and self-concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi-experimental design with the use of comparison groups and pre-tests/ post-tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self-concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self-concept, the tutor’s own role, his involvement with their tutees’ progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor’s reading self-perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident.

Aprendizaje musical con métodos de aprendizaje cooperative

Resumen Se presenta una experiencia de innovación didáctica desarrollada en un Conservatorio Profesional de Música. Las metodologías usadas tradicionalmente para la enseñanza y el aprendizaje musical se centran en la figura del profesor y la utilización de manuales de aprendizaje. La innovación aplicada consiste en la utilización de metodologías cooperativas para la enseñanza y aprendizaje musical. El análisis del caso que se presenta ofrece datos que sostienen que se ha incrementado significativamente el debate en el aula y que ello favorece la construcción del conocimiento musical.

Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration

Abstract This article describes an in-service teachers’, staff-development model Peer Learning Network and presents results about its efficiency. Peer Learning Network promotes three levels of peer learning simultaneously (among pupils, teachers, and schools). It supports pairs of teachers from several schools, who are linked through a network, to use cooperative learning in their classrooms by implementing an adjustable peer-tutoring programme. The programme offers evidence of the progress of the pupils, and tries to guarantee the sustainability through a three-year, staff-development sequence that replaces the teacher pairs each year. After describing the peer-tutoring programme, results from 20 schools from one network in Spain are presented. These results show the effects on teacher learning on both concepts and attitudes, the decisions that pairs of teachers make to adjust the programme to their context, and the supports needed for success. This programme has been shown to be an effective and efficient way to help teachers introduce and use, in a sustained way, a method of cooperative learning in their classrooms.

Reading in Pairs, description and results of a peer tutoring program for English as a foreign language

ABSTRACT Reading in Pairs is a peer tutoring program designed to improve oral fluency and reading comprehension in English as a Foreign Language. In this program students work in pairs, using an established relationship framework and the support of their teacher. This article outlines the main conceptual foundations of the program: peer tutoring, English as a foreign language, and family involvement in academics; describes Reading in Pairs covering the activities per session, roles of tutors, tutees and teachers, training for participants, assessment, and other details and presents results of its implementation in 27 schools, with 974 students. Using a mixed research method, combining a pre and post-test quantitative design (for reading comprehension and oral expression) and qualitative study (analyzing the interaction of 3 pairs and teacher and student perceptions), results suggest the effectivity of the program.