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Peer-assisted learning strategies (pals)

Peer-assisted learning strategies (pals) What is it? Peer Assisted Learning Strategies (PALS) is a reciprocal class-wide

What is it?

Peer Assisted Learning Strategies (PALS) is a reciprocal class-wide peer-tutoring strategy that has different versions to suit the needs and levels of different age groups. It normally lasts 25 -35 minutes for three or four times a week and includes either math or reading activities.

A child that requires help in a certain area (the tutee) is paired up with a child that the teacher believes is appropriate to help the other child learn those skills (the tutor).

The tutor and tutees are changed frequently, this way, the students can get help on a variety of skills and all the students have the chance to be the tutor and the tutee.

There are many different types of activities that can be used during PALS. For PALS for reading, the activities include Partner Reading with Story Retell, Paragraph Shrinking and Prediction Relay. For PALS for math, students work through math problems through coaching and practice.

It was proven that students with learning disabilities make greater progress in PALS classrooms than their counterparts in a general education classroom that does not use PALS as a learning strategy.

WHO is it for?

PALS has been proven

to

enhance

the

learning

of

children

with

learning

disabilities (LD) and emotional/behavioral

disorders

(EBD).

It

is

also

proven to work just as well

for minorities from a variety

of backgrounds. It can from kindergarten (KPALS)

run

through 6 th grade and for 9 th

grade

through

12 th

grade.

Math PALS is available from

kindergarten through to 6 th

grade.

Further

research

is

needed to determine whether PALS is beneficial for children with other type of disabilities.

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What are THE benefits?

PALS is a relatively inexpensive learning strategy to implement into the classroom. It allows children with disabilities to be included into the general education classroom, which would not only benefit their academic progress but also enhance their social skills. Research has proven that peer assisted learning facilitates the student in developing social behavior and disciplines, which is an area of concern for many children with disabilities. It is a great tool to enhance self-esteem and create a more cooperative classroom atmosphere. PALS allows the needs of every child to be attended to instead of the traditional single teacher-directed activity which may not address all the specific issues that children face.

References

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. A. (2002). Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No- PALS Classrooms. Learning Disabilities Research and Practice Learning Disabil Res Pract, 17(4), 205-215.

Rafdal, B. H., Mcmaster, K. L., Mcconnell, S. R., Fuchs, D., & Fuchs, L. S. (2011). The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities. Exceptional Children, 77(3),

299-316.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, 71(3),

231-247.

Lorem Ipsum What are THE benefits? PALS is a relatively inexpensive learning strategy to implement into

Implementation

PALS Partner Reading with Story Retell step-by- step directions

Stronger reader (tutee) reads aloud from book for 5 minutes

Other reader (tutor) listen for errors including saying the wrong words, adding a word, leaving out a word or taking longer than 4 seconds to read the word

If the tutee makes one of these errors, the tutor either responded by saying “Stop. You missed that word. Can you figure it out?”

If the tutee could say that word within 4 seconds the tutor would respond with “Good. Read that sentence again”

If the tutee could not say that word within 4 seconds, the tutor would respond with: “That word

is

What word?” and tutee would then

repeat the word. The tutor would then follow up by

saying “Good. Read that sentence again”

If both students do not know the word, they would raise their hands up and ask the teacher for help.

The pairs switch roles and reads same text for 5 minutes

Exercise ends with weaker reader of the two retelling the sequence of the story that was read and the tutors would ask them questions like “What happened first?” and “What happened next?”