Cherry-Anne Gildharry

The University of North Carolina at Charlotte

MDSK 6260
Dr. Salas
January 15th 2013

Peer Tutoring to Improve Algebra 1 Cognitive Skills and Build Self-Esteem

Description:

I developed and piloted a short-term structured Algebra 1 peer tutoring program that focused on
a small sample group of at most six low-achieving students within the same 9th grade Algebra 1
class. This structured format focused on student-student questioning, explaining, literacy skills,
accessing prior knowledge to promote higher level thinking and collaboration, all of which will
assist in developing the deep understanding required by Algebra 1 students in the Common Core
curriculum and the application of Algebra 1 in the real world

During the course of this program, I worked with these selected students to build on their
cognitive skills and self-esteem in Math, in a room aside from their normal Math class. This
program was executed in five parts; I focused on building their self-esteem, guided them on how
to be peer tutors, provided them with tasks that aligned with the current topics, documented
students’ activities and growth and observed the interaction of the students as a part of the entire
class. The progress of each student was tracked and presented to the Principal and Algebra 1
Teacher.

Rationale:
Peer interaction can have a powerful influence on academic motivation and achievement (Light
& Littleton, 1999; Steinburg, Dornbusch, & Brown, 1992; Wentzel, 1999). Additionally, peer
tutoring offers encouragement to students to do their best which may help improve grades but
may also increase the self-esteem of students who may not be doing well in academics (MacIver
& Plank, 1996). Regardless of achievement level, content area, or classroom arrangement, peer
tutoring demonstrates effectiveness in facilitating progress in the general education curriculum
(Cohen, Kulik & Kulik, 1982; Cook, Scruggs, Mastropieri, & Casto, 1985;Johnson, Maruyama,
Nelson & Skon, 1981).
Many of the students in this school community have middle school Algebra 1 scores that are
very low and their past learning has been focused mainly on preparing for a test. Many have
entered high school with a pre-conceived idea that they lack the ability and knowledge to be
successful in Algebra 1. From past observations, I have determined that they lack self-esteem
and the skills to extract, apply and link deep understandings of topics and concepts in Algebra 1.
This project was beneficial and relevant to Algebra 1 students because it was geared towards
developing deeper and higher-level thinking, heightening collaboration and explanation, creating
meaningful questions and developing literacy skills when performing Math tasks. Additionally, it
strongly focused on encouraging scaffolding, which helps students to build from their basic
knowledge in order to apply prior knowledge to new concepts. Overall, it is geared towards
developing literacy, heightening cognitive skills and building students' self-esteem in Algebra 1.
Implementing this project was beneficial and timely as its structure aligned perfectly with the
eight Math Common Core Standards and it assisted in preparing students to take the North
Carolina Common Core Math Exam as well as apply Math to the real world.

Projected Impact
My short-term goals for this project were to improve higher level thinking, collaboration, literacy
skills and a deep understanding and application of Math in Algebra 1 for struggling students.
Additionally, the project was aimed to build students’ confidence and self-esteem and improve
on students’ participation, which allowed for them to show remarkable growth in class
participation and in-class assessments. From my teaching perspective it positively impacts
differentiation, classroom management and builds a cohesive bond with classmates when they
are able to help one another.

My long-term goal is that students will be able to use their improved literacy skills, higher-level
thinking skills and deeper understanding of Algebra 1 to attempt the Common Core Exam and
link Math to the real world, but more so would have acquired 21st century skills, like critical
thinking, collaboration and communication that would be beneficial to them in the world they
interact with after high school. In addition, I would like to have this program implemented for
other low achieving Algebra 1 students and eventually all Algebra 1 students across the campus.
 Leadership Skills and Objectives

Organize

Determine and organize dates, times, meeting place, and the selected
committee( students, teachers and administrators) that will participate in the
project. Prepare the project set-up, create aligned tasks for students, format and
organize the structure, framework and guidelines for peer tutoring

Lead & Disseminate COLLABORATE AND COMMUNICATE

Arrange for two additional meetings with the participating

Make a dissemination plan and create project
presentations. Communicate plans with teachers and Algebra 1 teachers and administrators (optional) to share
administrators to give them a synopsis of the project and with the teachers, the students’ progress and gather
how it will track students’ progress and develop students’ information from them about the students’ performance in
growth in Algebra 1 class.

model and implement

Identify the elements of peer tutoring and the profound acquisition of deep and
higher-level Math skills. Model peer tutoring practices for students to ensure that they
understand the concept when they peer tutor. During our peer tutoring sessions, I will
continuously monitor and assist to ensure that students develop the learning activities
to master collaborating, deepening of higher level thinking, questioning and literacy
skills to solve Algebra 1 problems

OBSERVE & COMMUNICATE EVALUATE & IMPROVE

Observe students during their peer tutoring sessions and Create reflection sheets to document reflections on the
record elements of collaboration, classroom talk, literacy execution of the project during the initial stages as well
skills, use and application of prior knowledge and ability to as during the course of the project in order to determine
complete the questions. I will also observe them twice ways to improve any elements within the structure to
during class time, to see how they incorporate their peer ensure effectiveness for a larger target group
tutoring skills in class

REPORT

Prepare a report of each student’s progress for teachers and

administrators. Present report to the teachers and administrators.
Prepare a brief survey on the effectiveness of the program for teachers
and students to complete.

Designed and Created by Cherry-Anne Gildharry

01/10/2013
 Tasks And Time Allocation
Initial meeting with
the Principal
Complete Peer
Initial Meeting Tutoring Prepare Lessons
with the selected for peer tutoring
15 minutes Protocol
teacher
Framework
15 minutes
- Share
15 overview of
minutes 2 hours
2 hours
the structure of the
- Guidelines for
project with the - Determine the - carefully select
Tutoring
students who will lessons that will
- Confirm the dates participate - Student increase higher
and location
Progress Tracker level thinking,
- Introduction to
- Document collaboration and
students - create
discussion and literacy skills
presentation
feedback - Obtain Algebra 1
overview -
course outline
- Prepare
- locate and set up
surveys
rooms
Report

Observe and Reflect and

Communicate Improve
30 hour Implement Peer Tutoring
Program

- Present report to 1 hour 1 hour

teachers and
administrators and - Observe students - Reflect and 8 hours
document verbal during class document details - Meet with students for
feedback of the progress of 1 hour sessions
- Meet twice with
the project
- Administer survey teacher to discuss the
- Observe students work
for students students' progress - Note elements and progress
and update folders that need to be
changed
Checklist - Improve on Checklist
Checklist
✓ Student Survey execution of
✓ Student Folders
Report ✓ Whole Class project
✓ Agenda & Lessons
✓ Whole Class Observation Folder
✓ Protocol
Observation Report ✓ Teacher Log Folder

Designed and Created by Cherry-Anne Gildharry

01/11/2013
 Original Project Timeline

February 25th

Session 1 Peer March 1st

tutoring March 11th March 18th
Reflect on Session Reflect and
January 25th Improve March 25th
Session 5 Peer Session 7 Peer
Initial meeting tutoring tutoring Student survey
with the Reflect on Session Reflect on Session Thank
Principal students for
participating
February 15th March 4th
March 13th
Prepare Session 3 Peer
tutoring Observe
Algebra 1
February 8th Reflect on Session students
lessons
during class
Initial meeting Meet with March 25th
February 28th
with the teachers for
selected feedback Present Student
Session 2 Peer report Teacher
teacher
tutoring March 8th Survey and
Reflect on Session Feedback
March 22nd
Session 4 Peer Communicate
tutoring March 15th with the
Session 8 Peer
February 11th Reflect on Session Principal
tutoring
Session 6 Peer
Reflect on Session
Complete Peer tutoring
Tutoring Reflect on Session
February 28th
Protocol
Framework Meet with
teacher for
feedback

JANUARY
2013 FEBRUARY 2013 MARCH 2013

MARC Designed and Created by Cherry-Anne Gildharry

01/12/2013
H 2013
 Project Timeline – Edited Version- After Reflection

March 7th

Reflect and
March 2nd Improve
February 25th March 25th
Reflect and
Session 1 Student
Improve
Peer tutoring survey
January 25th March 22nd
Thank
Initial meeting Session 6 students for
with the March 6th Peer tutoring participating
Principal
Session 4 March 25th
Peer tutoring
February 15th March 4th March 18th Present
March 22nd
Student
Prepare Session 3 Session 5 report
Peer tutoring Peer tutoring Observe students
February 8th Algebra 1 Teacher
during class time.
lessons March 1st Survey and
Communicate with
Initial meeting Feedback
teacher
with the Session 2 Communicat
selected Peer tutoring e with the
teacher Principal
March 5th

March 1st Observe

students during March 23rd
February 11th Communicate class.
with teacher to Communicate Reflect and
Complete Peer get feedback with teacher to document
Tutoring get feedback
Protocol
Framework

JANUARY
2013 FEBRUARY 2013 MARCH 2013

Designed and Created by Cherry-Anne Gildharry

MARC
03/20/2013
H 2013
 January 25th -March 11th , 2013

Implementation of Proposal

The Implementation of this Peer-Tutoring Project was based on the following six functions:

• Coordination with the Involved School

• Preparation of the Infrastructure
• Establishing and Executing
• Appropriate Accountability Mechanisms
• Monitoring Students Performance and Progress
• Collecting Data and Review and Update Strategies

Coordination with The Involved School

After meeting with the Principal and the Algebra 1 teacher during the planning stages of the
project, I created a schedule which included the dates, Math topics and observational and report
activities, which I emailed to both the Algebra 1 teacher and the Principal for their perusal and
comments. With the assistance of the Principal, I was able to locate a room that provided a great
atmosphere for tutoring. I communicated with the teacher who used this room during earlier
periods to inform him of the project and acquire information on his student expectation behaviors
in the room. Additionally, there was continuous oral and written communication with the
Algebra 1 teacher to discuss the students that will participate in the project, the topics to include
on the lessons and other information relating to the project.

Preparation of the Infrastructure

In the Peer Tutoring Program, a great focus was placed on the design of the framework, which I
wanted to be structured and explicit. To assist students in understanding the steps involved in
peer-tutoring, I designed a Peer Tutoring Protocol. This protocol included 6 elements that
research has deemed important in improving cognitive skills and student achievement, namely,
Self- Esteem, Prior Knowledge, Explaining, Collaboration, Questioning and Literacy, which I
coined as the SPECQL Protocol. Each skill was defined for students at length in order for them
to understand what was being focused on and developed during the sessions. Lessons were
prepared for six peer-tutoring sessions, with each session having objectives, agenda, an
inspirational quote, the SPECQL protocol and the questions that were carefully aligned to the
learning goals that were being taught in their Algebra 1 class. Carefully selected word problems
were formatted as tasks to provoke higher level thinking; a structure that supports and is aligned
to the Common Core Standards.

Execution of the Framework - Coaching Students to Peer Tutor

Communication and interactions with students during the peer tutoring sessions were extremely
important. A lot of time was spent introducing, explaining and modeling the protocol during
session one. Throughout the introduction, I informed students of the project and the goals, my
interest in them showing growth and my vision of forming a caring and safe environment where
every student is empowered to share their ideas, whether these are wrong or right. Since I had six
students, I also focused on some classroom rules and expectations during the peer-tutoring
sessions. Each student was given a pre-organized folder which contained their rubric sheet,
reflection log and the lessons for each session. Each section in the folder was examined and
explained to the students. A lot of time was spent modeling the peer tutoring protocol. The first
practice with the protocol was having them read a short essay on self-esteem and discussing this,
after which they worked on solving one math word problem. After the introduction of each new
idea, students were given the time to clarify any uncertainty. In the subsequent sessions, each
meeting started off by looking at the objectives and agenda for the day, saying the positive quote,
reading the steps in the protocol and using it to guide their problem-solving plan.

Establish Appropriate Accountability Mechanisms

Student folders were designed as accountability instruments in order for students to be

responsible for tracking their progress. Each student's folder had a section for them to document
their progress and reflection. These were assigned for each session and formatted as a student
log, rubric and reflection sheet which included the definition for each skill of the SPECQL
framework. Since reflection was a large part of this project, students were given ample time at
the end of each session to complete their rubrics and reflection. In addition, students were
informed and instructed on how to be responsible for getting to the tutoring room on time and
ready to work. A teacher log, which was very similar to the students, was used by me to
document students' performance on each skill.

Monitoring student’s performance and progress

Monitoring was an important and continuous part of the implementation phase of the peer
tutoring project. Constant monitoring during each one-hour session ensured that students were
following the steps in the protocol and developing the six skills within the SPECQL framework.
When students were not confident with a skill or not exercising it as much as they should, I
gently guided them by using a questioning technique. During this time, I was able to use the
rubric to scale student performance on each skill as well as make notes for myself on ways to
improve activities, seating arrangement and instructions as well as boost morale.

Collecting Data

I created the scaled rubric and reflection section for both myself and each student in order to
collect data to analyze each student's individual SPECQL skills as well as overall performance
and growth. This served as an effective way to collect detailed information on skills and yet
allowed for maximum monitoring and facilitating during the one-hour peer tutoring sessions. In
addition, I created a similar rubric for recording students’ interaction with their peers in a whole
class setting. To compare my data with the Algebra 1 teacher's information about the six students
involved in the project, I designed a log sheet that was aligned with each skill, for the Algebra 1
teacher to complete. This data would help me monitor the growth of each student as well as
develop new strategies to improve the program.
Reflection and Revision of Strategies

• After all discussions and meetings with the Principal and Algebra 1 teacher, I edited the
original timeline to accommodate all the mentioned factors. In addition, I revised the task
and time allocation to reflect the documents I needed to take with me to the tutoring
sessions.
• The peer tutoring sessions were during 4th block and some of the students came in tired
and lacking motivation. In order to encourage meaningful participation, I had to have a
lot of individual conversations with them to boost their morale and performance.
• After the second session, I decided to meet with each set of peers to give them a summary
of their performance to date. This really made a big difference in their participation
during their third peer tutoring session.
• Initially, I had arranged three desks in a line so I could access all students simultaneously,
but I realized that this seating method encouraged some students to deviate a bit from the
planned structure of the sessions. So, after reflecting at the end of the second session, I
arranged the desks in a scattered arrangement and I moved around to give staggered
instructions.
• Along with the protocol, I created a graphic organizer that students had to use, however,
many students were too focused on rewriting all the information from the problems into
the charts instead of writing only the main points and having meaningful talk time. I have
revised this graphic organizer to only highlight the steps that support the protocol.