Children’s learning through peer-modelling to a Year 6 mathematics class
Written by: Sidra Saeed and Huw Humphreys
6 min read
SIDRA SAEED AND HUW HUMPHREYS, DEPARTMENT OF TEACHER EDUCATION, SCHOOL OF EDUCATION AND COMMUNITIES, UNIVERSITY OF EAST LONDON, UK
Introduction: Context and research focus
How children respond to each other as learners through feedback is well established (Topping et al., 2003; Boon, 2016; Feil, 2021); less is known about how children learn from peer-modelling (Ohtani et al., 2013). Here we report a short study carried out in a Year 6 maths class in a London school, where the first author (Sidra) taught on her first Primary PGCE placement. The UEL PGCE course involves a research module entitled ‘Active inquiry and implementation’, using lesson study as a vehicle for enquiry (Forster and Eperjesi, 2021).
The research question was How do children respond to peer-modelling of maths explanations to a Year 6 class? Peer-modelling was chosen for lesson study because Sidra’s first use of the strategy showed that children doing the modelling and those learning from them became rapid
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- Bell LM and Aldridge JM.(2014) Student Voice, Teacher Action Research and Classroom Improvement. Rotterdam: Brill.
- Boon SI (2016) Increasing the uptake of peer feedback in primary school writing: Findings from an action research enquiry. Education 3–13 44(2): 212–225.
- Dudley P and Lang J (2020) How case pupils, pupil interviews and sequenced research lessons can strengthen teacher insights in how to improve learning for all pupils. In: Murata A and Lee CK (eds) Stepping Up Lesson Study. London: Routledge, pp. 14–26.
- Feil T (2021) When does feedback help me learn? Children’s perceptions of feedback in a primary school. Impact 12: 51–53.
- Forster C and Eperjesi R (2021) Action Research for Student Teachers. Los Angeles: SAGE.
- Hartup WW and Lougee MD (1975) Peers as models. School Psychology Review 4(1): 11–21.
- Ohtani K, Okada R, Ito T et al. (2013) A multilevel analysis of classroom goal structures’ effects on intrinsic motivation and peer modeling: Teachers’ promoting interaction as a classroom level mediator. Psychology 4(8): 629–637.
- Topping K, Campbell J, Douglas W et al. (2003) Cross-age peer tutoring in mathematics with seven- and 11-year-olds: Influence on mathematical vocabulary, strategic dialogue and self-concept. Educational Research 45(3): 287–308.
Subscribe
Please login to comment
0 Comments
