Student+Peer+Teaching


 * **Peer Teaching**

**Content** Science

**Grade Level** This can be done with all secondary students. However for this wiki example, I have chosen to show this with nine grade students.

**Curriculum Standards** SC.O.9.1.2 demonstrate how a testable methodology is employed to seek solutions for personal and societal issues SC.O.9.1.6 use appropriate technology solutions within a problem solving setting to measure and collect data; interpret data; analyze and/or report data; interact with simulations; conduct research; and present and communicate conclusions. SC.O.9.3.4 collaborate to present issues and predict possible solutions.

**21st Century Learning Standards**
21C.O.9-12.3.LS.2 Student independently considers multiple perspectives and can represent a problem in more than one way, quickly and calmly changes focus and goals as the situation requires, and actively seeks innovations (e.g. technology) that will enhance his/her work. 21C.O.9-12.3.LS.3 Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and commitment to continued learning. 21C.O.9-12.3.LS.5 Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others.

**Description of Practices** In this strategy a student who is understand content partners with a student who has misconceptions. The student that understands the content acts as an "expert" and another teacher in the classroom. The student student that still has misconceptions asks there peers to help them understand.


 * The student that understands the concept benefits from this technique because they are able to demonstrate their full understanding while working on their communication skills. They are able to build better in-depth content knowledge.
 * The student who struggles benefits because they are getting the information presented from multiple perspectives. Sometimes students understand information better if information is presented from a peer. This student is getting remedial help and working with a peer that can assist them through the educational process.

**Implementation Considerations** In what type of setting would you use this? This teaching strategy can be used in a partner or small group setting.


 * The teacher's job is to act as a facilitator.
 * In a small group setting, the student that understands the content, can be the leader in the group. This student will act as the teacher. The other students will ask their peer teacher questions in regards to understanding the content and work together to answer and solve problems.
 * This can also be used during partner time. Each student will work with a partner to solve the problems. During partner time, the students will work with one another to achieve goals.

Things to consider:
 * 1) Get to know your students. -- Know their personalities. (There maybe students that are unable to successfully work together due to personality clashes)
 * 2) Make sure the students feel comfortable with one another.
 * 3) Set clear class expectations to ensure that conversations are content related and not off topic.

**Example** Listed below is a short video clip of what the role of a peer teacher is. This video shows an example of what the role of a peer teacher is from their own prospective. The peer reviewers in this example are college students. However, peer reviewers can easily be adapted for secondary students.

http://www.youtube.com/watch?v=ckXo4aOHm5Q

**Citation** Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education Shri Ramaswamy, Ilene Harris and Ulrike Tschirner Journal of Science Education and Technology, Vol. 10, No. 2 (Jun., 2001), pp. 165-171