PD:Estratègies d'Aprenentatge Cooperatiu i Tutoria entre Iguals

Teaching plan for the course unit

(Short version)

Català

Castellano

English

General information

Course unit name: Cooperative Learning and Peer Tutoring Strategies

Course unit code: 569252

Academic year: 2023-2024

Coordinator: DAVID DURAN GISBERT

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

Face-to-face and/or online activities

- Lecture with practical component

Face-to-face

Supervised project

Independent learning

Learning objectives

Referring to knowledge

Know the conceptual principles and dimensions of peer assisted learning and appreciate the potential of learning by teaching.
Be familiar with the methods and techniques of cooperative learning and the requisite conditions for peer learning to take place.
Understand the potential and limitations of peer tutoring as a cooperative learning method.
Understand the potential for learning offered by co-teaching in the classroom and between schools in networks.
Reflect on the difficulties involved in incorporating peer learning in classroom methodologies and how to overcome them by innovating and conducting research.

Teaching blocks

1. The conceptual framework of peer learning: classroom learning structures, educational relevance of cooperation, dimensions and conditions of cooperative learning. Structuring interaction. Learning by teaching: evidence and potential

2. Methods and techniques of cooperative learning. Schools of thought on peer learning. The difficulties of incorporating cooperative learning in the daily practice of school education

3. Peer tutoring: definition and typology; analysis of its practice and research conducted as part of the following projects: "Llegim i escrivim en parella" [Let’s read and write in pairs], "(En)Raonem en parella" [Let’s talk it through in pairs], "Reading in Pairs", and the peer-learning network Xarxa d’Aprenentatge entre Iguals ["Network for Learning Between Peers"]. Inference-making with expository elements and keys to success

4. Peer learning between teachers (co-teaching as a learning mechanism among teachers) and schools (school networks that learn from each other)

5. Presentation of innovation or research projects on peer learning. Obstacles and ways of addressing them in practice and via research

Official assessment of learning outcomes

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award.

Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).

The recommended form of evaluation for the subject is continuous assessment. This comprises:

Dossier of team notes (40%). Completed with a partner (one taking role of researcher; the other professional counsellor). The dossier should summarise the content covered (both in the sessions and supervised) in a critical fashion and expand appropriately on the ideas discussed.
Written paper (40%). Based on the content studied, students prepare a paper to be delivered at a simulated congress to be held in the last session of the course.
Oral presentation of paper (20%). Assessment of the oral presentation will take into consideration students’ skills of communication, clarity and rigour, timing, the use of visual aids and the resolution of the questions posed.

Attendance and active participation in class sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. The dossier and paper are to be submitted towards the end of the course.

Repeat assessment

Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises an on-campus, written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Examination-based assessment

Prerequisite

In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.

Activities and criteria

Single assessment comprises a written exam in which students have to answer five questions covering the course content. The length of each answer is limited to half a page of A4. A maximum of 2 points are available for each question. To pass the course, students must obtain a minimum score of 5 points.

Repeat assessment

Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Duran, D. (2009). El aprendizaje entre alumnos como apoyo a la inclusión. En C. Giné (coord.), La educación inclusiva. De la exclusión a la plena participación de todo el alumnado. Horsori. En català (Horsori, 2020).

Duran, D. (coord.), Blanch, S., Corcelles, M., Flores, M., Oller, M., Utset, M., y Valdebenito, V. (2011). Leemos en pareja. Tutoría entre iguales para la competencia lectora. Horsori. En català (Horsori, 2018).

Duran, D., Flores, M., Oller, M., Thomson-Garay, L., & Vera, I. (2016). Reading in pairs. Peer tutoring for reading and speaking in English as a foreign language. Horsori.

Duran, D. y Monereo, C. (2012). Entramado. Métodos de aprendizaje cooperativo y colaborativo. Horsori. En català (Horsori, 2021).

Duran, D. y Vidal, V. (2003). La tutoría entre iguales: de la teoría a la práctica. Graó.

Flores, M., Duran, D., y Albarracín, L. (2016). Razonar en pareja. Un programa de tutoría entre iguales de resolución cooperativa de problemas. Horsori.

Topping, K., Duran, D., & Van Keer, H. (2015). Using Peer Tutoring to Improve Reading Skills. A practical guide for teachers. Routledge.

Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.

Chapter

Duran, D. (2018). Aprendizaje entre iguales: Evidencias, instrumento para la inclusión y aprendizaje del alumno que ofrece ayuda. En J. C. Torrego y C. Monge (Coords.). Inclusión educativa y aprendizaje cooperativo (pp. 173-199). Editorial Síntesis.

Duran, D. (2015). Tutoría entre iguales: compartir la capacidad de enseñar con los alumnos. En R. Mayordomo y J. Onrubia (coord.), Aprendizaje cooperativo. Universitat Oberta de Catalunya.

Duran, D. (2012). Utilizando el trabajo en equipo. Estructurar la interacción a través de métodos y técnicas. En J.C. Torrego y A. Negro (coord.), Aprendizaje cooperativo en las aulas. Alianza Editorial.

Duran, D. (2009). Aprender a cooperar. Del grupo al equipo. En J. I. Pozo y M. del P. Pérez, La Psicología del aprendizaje universitario: la formación en competencias. Ediciones Morata.

Article

Duran, D., Corcelles, M., y Miquel, E. (2020). La observación entre iguales como mecanismo de desarrollo profesional docente: La percepción de los participantes de la Xarxa de Competències Bàsiques. Ámbitos de Psicopedagogía y Orientación, 53, 49-61.

Duran, D., Flores, M., y Miquel, E. (2019). The teacher’s role during cooperative learning: Should I leave the classroom when students are independently working in teams? Journal of Classroom Interaction, 54(2), 24-40.

Duran, D., Flores, M., Ribas, T., & Ribosa, J. (2020). Student teachers’ perceptions and evidence of peer learning through co-teaching: Improving attitudes and willingness towards co-teaching. European Journal of Psychology of Education, 36(2), 495-510.

Duran, D., & Miquel, E. (2019). Preparing teachers for collaborative classrooms. A Oxford Research Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.78

Web page

Se puede encontrar una bibliografía extensa y comentada en la página web del Grup de Recerca sobre Aprenentatge entre Iguals (http://grupsderecerca.uab.cat/grai/).