Abstract
This essay explores how elementary school teachers can support students become effective peer tutors. Drawing on the author’s personal experience as an elementary educator and researcher, it discusses how cognitive load theory can be used to generate a framework to support practicing teachers in implementing peer tutoring in their own classrooms. The framework presented is particularly relevant to well-structured learning domains, such as mathematics.
| Original language | English |
|---|---|
| Pages (from-to) | 612-619 |
| Number of pages | 8 |
| Journal | McGill Journal of Education |
| Volume | 53 |
| Issue number | 3 |
| Publication status | Published - 2018 |
Keywords
- Peer-tutoring
- Peer-assisted learning
- Cognitive load
- Mathematics education
- Primary Education