Peer Teaching: "I Teach You, Then You Teach Me"
Peer Teaching: "I Teach You, Then You Teach Me"
Peer Teaching: "I Teach You, Then You Teach Me"
Theoretical Background
Based on Direct Instruction B. F. Skinner and other behavior psychologists. It originates from theories on human learning on social learning, cognitive development, and constructivism.
Assumptions
Teaching
Retain control
Learning
In psychomotor domain is facilitated by monitoring and feedback by tutor In cognitive domain is facilitated for tutors as they observe, analyze, and instruct In affective domain is facilitated for both as they assume different roles Both develop problemsolving skills
Train tutors
Peer teaching fosters development in all 3 domains
Assessment of Learning
Checklists are widely used as assessment devices in physical education because it is easy for the tutor to watch performance in the psychomotor domain and then to record which parts of the movement or skill were performed correctly. The tutor assess to determine how many of the performance cues the learner demonstrated. The check list can also be used to asses the tutor by the teacher.
Good Reduces the problem of too little teacher observation of practice attempts and very limited feedback One-on-one teaching Able to cover more of the content Builds relationship- win win win situation
Bad Time consuming w/ training of tutors Peers not accepting tutors comments Tutors are limited to certain task May get off task
Conclusion
In conclusion, the most unused resources in teaching today is students. I feel that students can teach each other and help their peers and themselves to achieve more in physical education. By giving students responsibility, it can promote higher learning outcomes.