Adapting Peer Tutoring for Learners Who Are Deaf or Hard of Hearing

1
Adapting Peer Tutoring for Learners Who Are Deaf
or Hard of Hearing

• By Stephanie Kisel

2
CWPT

• Class Wide Peer Tutoring
• Reciprocal peer tutoring
• Instructional tool for all ages
• Used among children with disabilities or children
  with out disabilities

3
CWPT

• All students in the class are divided into small
  groups
• Engage in instruction simultaneously
• Peers are trained to provide explicit
  instruction, social praise for correct responses,
  and assessment

4
CWPT Training

• Trainer shows examples and non examples of good
  tutoring
• Models tutoring skills
• Role plays tutoring with the students
• American Sign Language is main mode of
  communication

5

• Overhead projector is used to display and enforce
  information for deaf students
• CWPT trainer frequently asks questions about
  information provided to ensure the presented
  information was learned
• Trainer engages students in role play to ensure
  they can demonstrate appropriate tutoring
  behaviors

6
CWPT Used In Deaf Education Classroom

• Not as frequent use in a special needs classroom
• Eight hearing impaired or deaf children ages 9-12
  years and had normal IQ scores
• No other additional disabilities
• Targeting sight words

7
Materials Needed

• Tutoring Cards
• Folder- one pocket for GO cards (words currently
  being taught) and STOP pocket (words that have
  been mastered)
• Cumulative graph of mastered words
• Star card (used by teacher to reinforce the tutor
  for demonstrating good tutoring skills)

8
Teaching Sight Words

• A word on an index card is shown to the tutee
  held by the tutor
• Tutee signs word back to tutor
• If word is correct (more than twice) it goes into
  the STOP pocket if not the card stays in the GO
  pocket to be practiced again
• Testing-same as tutoring but tutor is not allowed
  to provide feedback on responses then results are
  graphed
• Five -twenty minute sessions

9
Example

• Jack would hold up an index card to Sarah with
  the printed letters h-i-s-t-o-r-y
• Sarah would sign back the world history
• Jack would excitedly sign Excellent!
• If Sarah had gotten this word correct for the
  second consecutive day it would go in the STOP
  pocket, if not it will be placed in the GO pocket
• Jack would present the next word to Sarah

10
Benefits to CWPT

• Children are provided with immediate feedback
• Ongoing academic monitoring
• Students benefit emotionally from the opportunity
  to be entrusted with the instruction of others
• Increase academic engagement

11
Comprehension Questions

• How do you feel about CWPT?
• Would you use this method in your classroom?
• How often would you practice this method?

12
Reference

• Adapting Peer Tutoring for Learners Who Are Deaf
  or Hard of Hearing. Tina J Herring-Harrison,
  Ralph Gardner lll, Temple S Lovelace.
  Intervention in School and Clinic. Austin Nov
  2007. Vol. 43, Iss. 2 pg. 82, 6 pgs