Peer tutoring in the elementary classroom: putting (a) theory into practice

Research output: Contribution to journalArticleResearchpeer-review

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 languageEnglish
Pages (from-to)612-619
Number of pages8
JournalMcGill Journal of Education
Volume53
Issue number3
Publication statusPublished - 2018

Keywords

  • Peer-tutoring
  • Peer-assisted learning
  • Cognitive load
  • Mathematics education
  • Primary Education

Cite this