Category: Poster

85 - Using Advanced Learners as Peer Tutors: Guiding Teachers in Critical Reflection on a Questionable Practice

Friday, Nov 10
12:00 PM – 1:00 PM

Teachers often try to manage “fast finishers” by having them help other students, using the argument that “we learn something better by teaching it.” Peer tutoring is also sometimes promoted as an approach to developing students’ leadership skills and empathy. Yet among gifted education specialists, most are opposed to this practice. What does the research say about this issue, and how can school leaders and advocates for gifted learners help colleagues examine this practice more critically? In this session, we wrestle with what we do and do not know about peer tutoring and discuss specific strategies for helping teachers evaluate their use of the practice.

Catherine Little

Associate Professor
University of Connecticut
Storrs, Connecticut

Catherine Little, PhD, is an Associate Professor in Educational Psychology at the University of Connecticut. She teaches courses in gifted and talented education and in the undergraduate honors program, and she serves on the University’s Honors Board of Associate Directors. Her research interests include professional development, differentiation of curriculum and instruction for advanced learners, and classroom questioning practices. She co-edited the text Content-Based Curriculum for High-Ability Learners with Joyce VanTassel-Baska. Catherine is currently serving as Governance Secretary of the Board of Directors of the National Association for Gifted Children.