8/9/2019 Peer Assisted Learning Strategy
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Peer-Assisted Learning Strategy
Background
Peer-Assisted Learning Strategies (PALS) is a classwide peer
tutoring program. Teacherscarefully partner a student with a
classmate. The pair works on various activities that address
the
academic needs of both students. Pairs change over time. PALS
can be used across content areas.
Benefits
PALS does not require special reading materials and consequently
enables teachers to use the
reading material of their choice. This offers teachers
flexibility for incorporating PALS intovarious content areas. More
recently, this technique has been implemented as a strategy for
ELL
students with LD.
The strategy provides direct opportunities for a teacher to
circulate in the class, observe students,and offer individual
remediation. PALS therefore allows for differentiated instruction
via having
partners work simultaneously on various teacher-directed
activities.
Create and use the strategy
Create pairs within the classroom by identifying which children
require help on specific skillsand who the most appropriate
children are to help other children learn those skills. Each
member
of the teacher-assigned pair takes turns being Coach and Reader.
These pairs are changedregularly, and over a period of time as
students work on a variety of skills. Thus, all students
have the opportunity to be "coaches" and "players."
Teachers train students to use the PALS procedures. As the
reader reads aloud, the coach listensand provides corrective
feedback. The PALS technique is designed to be a 25 to 35
minute
activity. It should be implemented 2-4 times a week for
effectiveness. Award students points forgood reading and
coaching.
References
Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted
Learning Strategies: An Evidence-
Based Practice to Promote Reading Achievement. Learning
Disabilities Research and Practice,15(2), 85-91.
Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of
peer-assisted learning strategies on highschool students with
serious reading problems. Remedial and Special Education, 20(5),
309-318.
Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted
Learning Strategies for EnglishLanguage Learners with Learning
Disabilities. Exceptional Children, (71).
