2. • PEER –
1. person of the same legal status: a jury of one's peers.
2. person who is equal to another in abilities, qualifications, age,
background, and social status.
3. something of equal worth or quality.
• MEDIATED –
1540s, "divide in two equal parts," probably a back-
formation from
mediation or mediator, or else from Latin mediatus, past partic
iple of
mediare. Meaning "act as a mediator" is from 1610s; that of "s
ettle by
3. • PEER MEDIATION -
is problem solving by youth with youth. It is a process by
which two or more students involved in a dispute meet in a
private, safe and confidential setting to work out problems
with the assistance of a trained student mediator.
• PEER – MEDIATED LEARNING –
is a classroom-based practice where students work in pairs to
complete activities.
4. • One student (tutee) provides overt responses while the other
student (tutor) provides immediate corrective feedback,
clarification of concepts, or further instruction.
• In some arrangements roles are reciprocal and students
switch roles while completing activities together. Activities
that guide the peer interactions are often highly structured,
and can even be somewhat scripted in some cases,
especially for sessions involving young students.
• In most cases, peer-mediated learning sessions are short in
duration (e.g. 10 to 30 minutes) and involve focused work
tasks around a teacher-determined activity, goal or skill.
5. • During peer-mediated learning sessions classroom teachers
move throughout the classroom and are able to observe
dyads at work, and provide frequent corrective feedback and
instruction as needed. Students are placed in pairs based on
the teacher’s judgment and assessment of their current
abilities, with the requirement that one of the students in the
dyad has a higher skill level than the other.
• The idea here is that the student who currently possesses a
higher level of skill will be able to model appropriate task
completion, as well as provide adequate corrective feedback
on the skill or activity in progress.
• However, this does not mean that students with the higher
skill level will not benefit from the approach. Depending on
how the classroom teacher arranges the assigned work and
objective of the activity, both students in the dyad can benefit
6. • or (PMI) is an approach in special education where peers of
the target students are trained to provide necessary tutoring
in educational, behavioral, and/or social concerns.(Chan et
al., 2009). In PMI, peers may mediate
by modeling appropriate behavior themselves,
using prompting procedures to elicit appropriate behavior
from the target students, and reinforcing appropriate
behavior when it occurs. The peer tutors are chosen from
the target students' classrooms, trained to mediate and
closely observed during mediation. Among the advantages
noted to the technique, it takes advantage of the positive
potential of peer pressure and may integrate target
students more fully in their peer group.
7. • First, there is never a shortage of peers to use, especially
when implementing an intervention in a school or
classroom.
• Second, students are influenced through observational
learning by what they see their peers doing.
• Third, students are often less intimidated by a peer than
they are a teacher, which makes instruction and feedback
from peers potentially more effective.
• Fourth, it may not only offer short-term intervention
benefits, but can also strengthen the target student's
social ties within the classroom.
• Finally, research has been done with many different types
of learners, including students with learning disabilities,
behavior disorders and attention deficit hyperactivity
disorder, which show that PMI may be effective for a wide
range of students (Fuchs & Fuchs, 2005; Flood, Wilder,
8. Varying forms of Peer Mediated Instruction and
Interventions have been conducted in a great range of
settings over the decades. Research has been
conducted in educational and non-educational
environments with positive outcomes in each.
It is important to note that PMI strategies are not
restricted or inclusive to education or special
education, but have been found to be effective in
each-as well as inclusive classroom settings. The
following characteristics have been identified (Kulik &
Kulik, 1992), as central for successful implementation
of Peer Mediated Instruction.
9. • Expectations for student learning. Teachers should establish
high expectation levels. No students are expected to fall
below the level of learning needed to be successful at the
next level of education.
• Careful orientation to lessons. Teachers must clearly describe
the relationship of a current lesson to previous study.
Students are reminded of key concepts or skills previously
covered.
• Clear and focused instructions to participants.
• Close teacher monitoring of student progress. Frequently
formal and informal monitoring of student learning by
teachers. Teachers must require that students are
accountable for their product and learning.
10. • Re-teach. If students show signs of confusion,
misinterpretation or misunderstanding, the teacher must
be responsible to teach again.
• Use class time for learning. Students must pace
themselves and should be monitored for task completion.
• Positive and personal teacher and student interaction.
Cooperative Learning and Peer Tutoring Strategies are
instruction methods of choice in many classrooms as
they are noted for preventing and alleviating many social
problems related to children, adolescents, and young
adults.
