Research suggests that incorporating principles of direct instruction into a traditional spelling program will help improve student’s accuracy and achievement in spelling. The peer tutoring game was designed to increase student achievement by maximizing engaged time and opportunities to respond. This occurs by using social and token reinforcers, team competition, distributed practice and an error correction procedure. The peer tutoring spelling game was designed to meet the following criteria:
It would not create extra work for the teacher.
It
would assist all children in the class.
It
would utilize materials found in the current spelling program.
It
would supplement rather than supplant current spelling activities.
It
would be carried out during the usual time period available for spelling.
This teaching technique was successful with third grade boys and girls; some of who were individuals with learning disabilities and the rest were of average or above ability. Although this technique increased the spelling ability of all students, it was particularly helpful for students with learning disabilities. Because of the flexibility of this game, it is appropriate for any grade level that has spelling as a subject.
Before
the game begins, the teacher must inform the students about the rules, method
for earning points and scoring. This game is similar to basketball. The steps
are as follows.
Each
pair is given a list of spelling words.
One
student is chosen as the tutor.
The
tutor says the first word on the list to the partner.
The
partner writes the word on paper.
The
partner orally spells the word to the tutor.
If the word is spelled incorrectly, the tutor says,
“Correct, give yourself a basket (2 points).” The partner writes 2 on his
paper next to the word. If the partner spells the word incorrectly, the tutor
points to the word, pronounces the word, and spells it correctly. The partner
must correctly write the word 3 times. The tutor will then reward a foul shot
(1 point). The partner writes 1 on his paper next to the word.
The procedure is repeated for
each word on the list.
During the game the teacher circulates around the
room observing the pairs. If the tutor is giving the words quickly and
clearly, giving corrective feedback and correctly giving points, the teacher
will reward the tutor 1 to 5 referee points.
*The
teacher may choose to model the game after the rules have been explained.
Each Monday when spelling begins the students are divided into two groups (e.g., gold team and the blue team) (use school colors).
The teacher will pair the children, within the two
teams, into tutor pairs. These teams/pairs will work together all week.
The students are instructed to get their spelling
books and spread out around the room with their partners.
The teacher sets a timer for 5 minutes. One student
assumes the role of tutor. When the timer rings, the students reverse roles.
The timer is again set for 5 minutes.
During tutoring, the teacher circulates awarding
referee points.
At the end of the game, the student pairs add up
each other’s points (baskets, foul points and referee points).
The teacher calls out the name of each team member,
and he/she responds by calling out his/her points. The teacher adds up the
points for each teams and enters the totals on a point chart.
Steps 3, 4, & 5 are repeated Tuesday through
Thursday.
On Friday, the teacher gives the weekly spelling
test. When the test is completed, the team pair switches papers with their
partners and corrects one another’s responses. Three points are given for
each correctly spelled word.
Again, the teacher has team member’s call out
their points, which is then added to the team weekly total.
The teacher announces the winning team and reward
is given.
Data was collected before and after the implementation of the peer tutoring game. The data was recorded on a graph showing test score during baseline and scores after implementation. The results of this data could be used to show the effectiveness of the game.
Before implementing this game the teacher can discuss social skills and appropriate team etiquette. The teacher may also want to model appropriate positive comments that the tutor can give to their partner. The teacher may also want to implement fines or consequences for inappropriate comments made before, during or after the game.
This game could easily be modified to fit
subjects other than spelling. Such areas as math facts, social studies (e.g.,
historical dates, presidents, capitols or states) or sight words. The amount of
tutoring time can also be adjusted according to the student’s attention levels
or the nature of the subject being taught.
E.T.S.U. Make A Difference Project, 2002-2003