Peer Tutoring - Staff Market Space

As a staff we were presented with the opportunity to carry out and lead our own market space based on Chapter 2 of the Rich Seam reading, 'The New Pedagogies - Learning Partnerships'. From this reading I took an interest in Peer Tutoring and thought about how this could be incorporated in my classroom learning environment. Throughout term 1, I had been using a buddy system where students would use their buddy to support them if they got stuck. However, students were picked randomly. This term I have matched more capable students up with those who aren't as confident with inquiry, using the tracker and identifying reading and writing goals. Students use a checklist to guide through the steps to set one another up for success. 

Questions: 

• How do I ensure that I my more capable students are able to meet with someone who is at the same level? 
• Ideas: Those students who are mentoring could work as a network and use one another when they are wanting work checked, or are unsure about an idea, sentence or topic. 

The second checklist in this photo has been introduced over the last week to help students with accountability and ownership of their learning to ensure that they are planned for their days learning. 

The first checklist is based around the understanding of the reading and writing progressions.

Reading

Does your partner understand their reading goal? If not: Do you understand the reading goal, if so did you explain it? If you don’t Did you both do some research around the goal to better understand it?    The questions above are repeated again for writing. I belief the purpose of this is to encourage both the mentor and learner to again be accountable for their learning by using their peer to understand the goal, or both research the goal chosen to ensure it is understood so that they can achieve their goals set.  Where to next? Developing some quick activities for my mentors to ensure they are able to work positively and successfully with their learning partner. (How to support in filling out the tracker, choosing and identifying reading and writing progressions, and providing meaningful feedback/feedforward.