Updated 7/23/12 by Daniel Parker daniel.parker@dpi.wi.gov
Class-wide Peer Tutoring
Although this is not a formal (published for profit) program, there was a lot of research on Class Wide
Peer Tutoring (CWPT). I did some of this research while at the University of Kansas working with the
Juniper Garden’s Children’s Project. It takes a good bit of up front preparation, but once students know
the routine, the results are impressive.
CWPT can be done for reading, math, spelling, or any subject area. Once you figure out the process,
anything you put on a flashcard can work for this program. To save time, the students can even write
the flashcards (great for studying for tests if the students already know the process for this program).
Materials
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Small Zip Lock bag (1 per student)
Dry Erase Marker to score points (1 per student)
Set of flash cards (1 per student)
Paper and pencil or dry erase board per student (optional – or can do verbal instead of writing
responses)
100’s chart – Score Sheet (numbers 1 - 100 in a table on a piece of laminated paper – I would
just make these in table feature in Word).
Timer (optional but helpful)
Something to wipe off score sheet (sock, eraser, etc)
Set Up
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Each student has their own set of flash cards (write name with sharpie on bag)
The flash cards are spelling/mental math problems at the individual student’s level (ex:
multiplication facts, addition)
One problem per flash card.
On one side of card is the math problem, the other side is the problem and the answer (ex: one
side is 2 + 3, other side is 2 + 3 = 5). I suggest that you write the problem in bold dark color
(marker) but the answer in light pencil (so that the answer does not show through when held
up).
Typically about 20-40 different flash cards per student baggie.
Graph paper (1 per student)
Folder for each student’s materials (to keep all materials)
Object
For each student to improve their own score from previous rounds
Structure
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Students work in pairs sitting face to face. This can be done at desks or on the floor but works
best if tutor is sitting up.
One student is a tutor and the other a tutee (or you can call these a different name).
The students exchange their baggies (thus student A has student B’s cards and student B has
student A’s cards).
Teacher is timekeeper and facilitator and gives extra points to students on task.
Each tutoring round is 1-2 minutes (teacher can decide based on group).
After each round the students have 30 seconds (may have to start with 1 minute) to write down
their score, erase their score sheet, and get ready for the next round.
Updated 7/23/12 by Daniel Parker daniel.parker@dpi.wi.gov
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After each round the students switch roles (tutor and tutee) and thus must put one set of cards
aside and the other set of cards are used.
Each student should be able to have at least 2 turns as tutor and 2 turns as tutee.
Ideally the program is done 2-3 times a week. Once students reach mastery on their set of cards
they can make new ones with harder problems (new spelling words, math facts, etc).
Tutor Role:
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When the teachers says “go”, the tutor holds up one card at a time so that the tutee can see the
problem clearly.
If the tutee answers the problem correctly (the tutor is looking at the answer on the back of the
card as they are showing the problem to the tutee) then the tutor puts the card down (stacking
neatly so that the cards are not in a messy pile), marks two points on the tutees point sheet
(using the dry erase marker), and holds up the next card.
If the tutee answers incorrectly then the tutor gives one point on the point sheet (using the dry
erase marker) and turns the card over clearly showing the correct answer to the tutee. After the
tutee writes or says the correct answer two-three times then the tutor puts down that card (in a
neat pile) and holds up the next card.
At the end of the round the tutor needs to make sure all of the tutees cards are in a neat pile so
that when it is the tutees turn again, the cards will not need to be turned around, organized, etc.
Tutee Role:
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When the teacher says “go” the tutee looks at the first card (problem) that the tutor is holding
up. They answer that problem verbally (accommodations can be made for nonverbal students).
If the tutee answers the problem correctly, they wait (patiently) for the tutor to show the next
card.
If the tutee answers the problem incorrectly then they must say or write the correct answer 2-3
times (up to the teacher). For math, it is important that the tutee write the problem and the
answer and not just the answer (ex: 2+3=5 instead of 5). If the tutee is verbal, it is also a good
idea to have them say the problem out loud as well as write it. For spelling, they can say the
word, spell it, and say the word again.
At the end of the round the tutee needs to graph their points onto their graph.
Possible Modification for Tutor/Tutee Roles: For some tutor roles it is hard for the tutor to both give
the points on the point sheet and hold up the card so that the tutee can see the answer. One
modification can be that the tutee writes down their own points.
Teacher Role:
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The teacher keeps track of the time (although a student can also do that).
Models the game (have students watch as teacher models being both the tutor and tutee).
Goes around the room and assists/models as needed for individual students.
One way to reinforce students is to give extra points when tutors or tutees are doing specific
parts of the role correctly (such as discarding the cards in a neat pile so that they are all facing
the same way, holding the cards up clearly for the tutee, writing down the correct number of
points, writing/saying the answer to the question after an incorrect response, working
together). I would not recommend giving extra points for correct answers but instead for
following the roles of the tutor/tutee correctly.
Updated 7/23/12 by Daniel Parker daniel.parker@dpi.wi.gov
Common Errors that Cause Frustration
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Not enough teacher modeling before playing the game.
Not enough discussion during first few weeks around what students do well and how to
improve.
Taking too long to move from round to round. Ideally, if it takes 2 minutes to get materials
ready, you have four 2 minute rounds, and you have 30 seconds between rounds, then this
should take less than 15 minutes a day (once teacher modeling/discussions are minimized).
Tutor not holding up cards clearly or not putting cards into a neat pile at end (which makes it
hard for the next round).
Graphing and Discussions of Improvement Versus Levels of Achievement
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Students should be encouraged to measure their own points in past rounds with current rounds
and NOT between students.
The teacher should facilitate and reward students for improvements in points and not for levels
of achievement (number of points).
The graphs can show improvements in points (started out with 25 points and then got to 45
points). That is a 20 point improvement.
A good discussion with students is to ask “is it better to score 45 points in round one and 50
points on round two OR 20 points in round one and 40 points in round two?” Thus a discussion
of improvement that can be shown in the graphs (5 points versus 20 points).
Discussing how everyone can improve regardless of where they are at (some students working
on multiplying by 12’s and others working on 5’s).
A short Research Article on CWPT
http://ojphi.org/htbin/cgiwrap/bin/ojs/index.php/bsi/article/viewFile/299/2924
If you want more information or have any questions please let me know.
Daniel Parker