Bold School-Chapters 7 & 8

October 1st-- Peer Tutoring & Concept Mapping

Objectives for the Session

  • Explore the Truths of Peer Tutoring.
  • Analyze Peer Tutoring through Concept Mapping.
  • Explore Concept Mapping via Sway and other programs.

Bell Work: Let's get started!


  • Pair up with someone who teaches a different subject than you.
  • Come up with three (3) different things you have in common.
  • Create a visual to express your three commonalities.

Peer Tutoring Truths--Effect Size .55

Truth #1: Peer tutors must be matched intentionally so that it can be mutually beneficial.

  • Students are paired based off common ground, i.e. proficiency, ethnicity, or socioeconomic.
  • Intentional pairing builds relationships.
  • Both students have something to offer each other.

Peer Tutoring Truth #2: Peer tutoring is for practice, not for teaching new skills or concepts.

  • Teacher is the expert on teaching the skills.
  • Practicing the skills taught is the goal of peer tutoring.

Peer Tutoring Truth #3: Peer tutoring only works if the tutors are trained in advance and teachers model tutoring skills.

  • Not all students have the innate skills to be tutors.
  • Students need explicit instruction in what it means to be "an effective tutor."
  • Training needs to be relevant to the learning goals.

Peer Tutoring Truth #4: Peer tutoring is more effective when the students are in control.

  • When in control, students "practice making decisions, identifying and meeting needs, or expressing the need for help."
  • Teacher serves as facilitator.

Training Tutors (7th grade math teacher example)

    • Teacher must clearly establish expectations with tutors prior to beginning peer tutoring
    • Be calm, patient, and understanding
    • Provide positive feedback (teacher demonstrates how)
    • Do not give them the answer (teacher demonstrate how to ask questions to steer in the right direction)
    • Keep the group on task
    • Only the tutor can ask teacher questions.

Peer Tutoring Truth #5: In addition to facilitating, the teacher needs to monitor and assess tutoring.

  • During peer tutoring, teachers should be circling the room and checking in with pairs.
  • Teachers should also build in regular formative assessment that makes sense to the program.

Peer Tutoring Truth #6: The tutors do not need to be inside the classroom.

  • This is where blended learning tutoring changes the game.
  • Technologies such as Skype, FaceTime, Google Hangout, Flipgrid can allow teachers to forge partnerships anywhere.

Bridging Activity Peer Tutoring Concept Map

Using the provide Post-its, answer the following questions:


  • What 'outside of school' resources do you have that could be beneficial peer tutoring?
  • Which areas within your classroom do you feel could benefit from peer tutoring?


Work together to create a concept map with the Post-its with the main idea being "Peer Tutoring".

Concept Mapping Programs

With your group, explore your Mapping Program. Be prepared to share feedback with the other groups.

Don't forget to RockBOLD Tweet!

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Tag @AprilSmithRCS, #BoldSchool, and #ROCKBold.