Peer tutoring with task cards.

Autor/inn/en	Iserbyt, Peter; Behets, Daniel
Titel	Peer tutoring with task cards.
Quelle	Aus: Hardman, Ken (Hrsg.); Green, Ken (Hrsg.): Contemporary issues in physical education. International perspectives. Maidenhead: Meyer & Meyer Sport (2011) S. 142-159 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-84126-312-0
Schlagwörter	Autonomie; Lehrerverhalten; Schülerverhalten; Lernerfolg; Lernbedingungen; Lernprozess; Lernverhalten; Lernvoraussetzungen; Didaktik; Schülerorientierter Unterricht; Unterrichtsmodell; Unterrichtsmaterial; Sportpädagogik; Sportunterricht; Kooperation
Abstract	Peer tutoring, also known as peer teaching or peer learning, is the instructional model in which students work in pairs to support each other's learning. Peer tutoring has been extensively studied in general education and was found to enhance students' cognitive and social learning. Physical education settings often comprise reciprocal peer tutoring. In this model, learners are paired and exchange roles of doer and observer. While one learner (doer) performs the task, the other learner (observer) observes and gives feedback based on information provided by the teacher orally or by means of task cards. According to Metzler et al. (2008), peer tutoring is an innovation in the way physical education content is taught and learned. They defined peer teaching as an instructional model, next to direct instruction, personalized systems for instruction, cooperative learning, sport education, and teaching for personal and social responsibility. Acknowledging this definition, for the purposes of this chapter, peer tutoring is defined as an instructional model. / The chapter presents a research model for peer tutoring with task cards. Significant variables are identified and peer tutoring dynamics are clarified. The research model consists of three parts: Peer tutoring as an instructional model, the processes generated by peer tutoring, and the peer tutoring outcomes. Einleitung (gekürzt und geändert)).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4