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High and Low Ability Levels and all Those in Between
I have a student that STAR tested this week with an instructional reading level on tenth grade at the seventh month. I have another student that tested on a first grade reading level at the ninth month. For a classroom with such a range in reading ability levels, does the high achieving student benefit from being a peer tutor for a student with such a low reading level or should the differentiation for the high student be on the tenth grade level? It seems that with the new student growth percentiles that this method for differentiating would be beneficial to the lower student, but would not produce the challenge needed for the higher student to meet their growth percentiles. Am I correct? |
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Solution 1
Posted October 17, 2015 8:04 pm |
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I think the situation on letting a student be a peer-tutor or differentiating their material really depends on the student themselves. I have had situations where higher-level students worked as amazing peer tutors. They prompted other students, helped them through examples and the whole situation worked out beautifully. On the other hand, I have had students who, as peer-tutors, just let others copy off of their paper or got frustrated and ignored the person they were supposed to be tutoring. So, before making this decision, make sure you observe the student to see if they are fit to be a peer-tutor. I believe peer tutoring is very beneficial to both lower and higher students because it provides individualized attention and help, if the students can work together productively. |
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This is very good advice. |
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Posted on: February 23, 2018 10:13 pm
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This is a good solution, I see myself doing this if caught in this situation! |
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Posted on: March 1, 2021 2:42 pm
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Solution 2
Posted November 4, 2015 6:30 am |
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Differentiation can be excuted in several ways, so you could allow the higher and lower achievers to both complete activities that will encourage academic growth. Meaning, you could still allow the higher achiever to serve as a peer tutor to the lower achiever. However, in addition, you could assign the higher student to write a report to articulate the process and strategies they utilized to assist their peer, and provide an explanation of if they felt it was beneficial or not. If they respond that it was not, they then will give an explanation of what they think they could have done differently. For the lower achiever, having a peer to assist them and present the information in another way will benefit them significantly if they focus and retain the information accordingly. It has been tested and proven that students sometimes learn from their peers more conpared to their teachers. So hopefully, this predicament will not be any different. |
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Solution 3
Posted October 16, 2015 3:04 pm |
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I believe there should be a mixture of both. The higher student should serve as a peer tutor because if they can teach the material then you know they are fluent in that skill. Once they have done that, then they are ready for an extension of the skill to do independently. |
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Solution 4
Posted February 25, 2018 8:51 am |
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The challenge of differentiating instructions for a wide range of learns is not uncommon to teachers. I would create similar assignments, yet differentiate and provide scaffold support within the assignment for students who need support. Students who excel will complete their challenging assignment first, then tutor their classmates. Therefore, you ensure that all students have been challenged. |
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