Peer Tutoring
The Effectiveness of Peer Tutoring with Associative Cognitive Aids on Long-Term Memory Storage
Abstract
Peer Tutoring has been shown an effective learning strategy and innovate solution in multidisciplinary classroom structures. As teachers seek productive methods to incorporate meaningful learning and maintain efficient time management in the classroom, peer tutoring has been implemented as an effective option. Through the process of peer tutoring, the tutor and the tutee both gain individualized skills, immediate performance feedback, continuous progress monitoring, increased peer relationships and self-esteem improvement. With such a strong record of effectiveness, this study proposes an examination of the effectiveness of peer tutoring in relation to long term memory storage as students memorize the names of states and capitals with specialized association cards from the Bornstein Memory Institute versus standard 4x6 flashcards.
Utilization of Peer Tutoring with Visual and Verbal Associative Aids to Enhance Long-Term Memory Storage As the emphasis of providing individualized instruction to students with differing learning abilities has developed in recent years, educators have encountered the challenge of meeting specific and individualized instruction goals in over-crowded classrooms with fewer resources. The need for positive social interaction within a more cohesive and productive educational atmosphere has led researchers and educators to formulate programs utilizing multidisciplinary collaboration to integrate all populations in the classroom (Heron et al., 2006). Peer tutoring is one such strategy (Pigott et al., 1986; Greenwood et al., 1991). Endeavoring to build a cooperative learning environment in the classroom, wherein students work together toward a common goal with the result being an evidence-based education that meets each individual needs is the goal of a multidisciplinary collaboration (Hardman, Drew, & Egan, 2008). Included in
Abstract
Peer Tutoring has been shown an effective learning strategy and innovate solution in multidisciplinary classroom structures. As teachers seek productive methods to incorporate meaningful learning and maintain efficient time management in the classroom, peer tutoring has been implemented as an effective option. Through the process of peer tutoring, the tutor and the tutee both gain individualized skills, immediate performance feedback, continuous progress monitoring, increased peer relationships and self-esteem improvement. With such a strong record of effectiveness, this study proposes an examination of the effectiveness of peer tutoring in relation to long term memory storage as students memorize the names of states and capitals with specialized association cards from the Bornstein Memory Institute versus standard 4x6 flashcards.
Utilization of Peer Tutoring with Visual and Verbal Associative Aids to Enhance Long-Term Memory Storage As the emphasis of providing individualized instruction to students with differing learning abilities has developed in recent years, educators have encountered the challenge of meeting specific and individualized instruction goals in over-crowded classrooms with fewer resources. The need for positive social interaction within a more cohesive and productive educational atmosphere has led researchers and educators to formulate programs utilizing multidisciplinary collaboration to integrate all populations in the classroom (Heron et al., 2006). Peer tutoring is one such strategy (Pigott et al., 1986; Greenwood et al., 1991). Endeavoring to build a cooperative learning environment in the classroom, wherein students work together toward a common goal with the result being an evidence-based education that meets each individual needs is the goal of a multidisciplinary collaboration (Hardman, Drew, & Egan, 2008). Included in
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