Classwide Peer Tutoring

What is it?
CWPT is a form of peer tutoring designated to improve content retention
and student interactions. Students are split into pairs, which are
grouped into teams. One student in each pair takes the role of tutor and
asks the tutee questions. When complete the students trade positions.
Varying points are awarded for both correct and corrected answers that
combine for team results.
Who does it help?
This is most often used in elementary settings and the primary disability
populations include students with Learning Disabilities and
Emotional Disturbance, although it is valuable to all students
Key Benefits
Increases academic rates of response for all students
Students increase active learning by teaching their peers
Students with ED can practice social interaction techniques
Students build confidence through increased academic and social
accomplishment
Students build empathy for classmates through an increased
range of interactions
Teachers gain time to focus on students with special needs during
the lesson
Types of related peer tutoring include:
Reciprocal relationship Variation that includes partner reading and
summarization
Cross-age matching The tutor-tutee dyads are from different ages and
grades.
Reverse-role tutoring Mild disability students tutor younger students

Procedures:
1) Break students into teams
2) Within the teams, the teacher will pair students
3) Pick one person to be the tutor and the other to be the student in
each pair
4) Provide the tutors with a list of questions and answers. Provide
the student in each pair a piece of paper and a pencil.
5) Put a few minutes on the clock. When the teacher begins, the
tutor asks the question and the tutee writes the answer on their
piece of paper.
6) If the tutee gets the question correct, the tutor awards 2 points
then moves on to the next question.
7) If the tutee provides an incorrect answer, the tutor provides the
correct answer and the tutee must say and write the correct
answer three times before moving to the next question.
8) The tutor continues to provide questions giving 2 points to every
correct answer and 1 point for every incorrect answer that is
corrected by the above technique.
9) When time is up, the roles change. The teacher resets the clock
and another round begins.
10)
At the end of the two rounds, the teacher confirms the
points earned and updates the leader board
11)
At the end of the week, the team with the most points wins
Bibliography
BOWMAN-PERROTT, L. (2009). ClassWide Peer Tutoring: An Effective
Strategy for Students With Emotional and Behavioral Disorders.
Intervention In School & Clinic, 44(5), 259-267.

Maheady, L., & Gard, J. (2010). Classwide Peer Tutoring: Practice, Theory,
Research, and Personal Narrative. Intervention In School & Clinic, 46(2),
71-78. doi:10.1177/1053451210376359
Maheady, L. m., Mallette, B., & Harper, G. F. (2006). Four Classwide Peer
Tutoring Models: Similarities, Differences, and Implications for Research
and Practice. Reading & Writing Quarterly, 22(1), 65-89.
doi:10.1080/10573560500203541
Okilwa, N. A., & Shelby, L. (2010). The Effects of Peer Tutoring on
Academic Performance of Students with Disabilities in Grades 6 through
12: A Synthesis of the Literature. Remedial And Special Education, 31(6),
450-463.